Transformative Learning as a Context for Human Patient Simulation
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Nurse educators are charged with the responsibility of empowering novice nurses to become autonomous thinkers with the capacity to cope with the many challenges of modern day practice. Human patient simulation is a powerful technology-based educational tool ideally suited for the application of emancipatory pedagogies that aid in the transformation of individual meaning schemes. Transformative learning theory provides educators with the tools to empower students to challenge their preconceived beliefs, assumptions, and values and socialize them appropriately to thrive in modern day clinical practice. The purpose of this article is to critically analyze the role of clinical scenarios using human patient simulation to promote transformative learning events in undergraduate nursing education. The authors focus on the role of debriefing in the promotion of the critical reflection and social discourse that is integral to the learning process and the implementation of scenarios that provide students with disorientating dilemmas for perspective transformation.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it