Increasing Nurse First-Line Leader (Manager) Positions to Improve Nurse Retention and Quality of Patient Care
Bibliographic record
Abstract
Nurses' job action during the spring and summer 2001 taught us much in British Columbia. Post job action de-briefing with non-contract staff confirmed for the Capital Health Region in Victoria that the workload of patient care managers, along with their scope of responsibility was contributing to dissatisfaction, both on the part of patient care managers as well as nursing staff who they are intended to serve. Further, it was becoming increasingly apparent that the success of most of the organizational initiatives depended greatly on the presence, availability and support of patient care managers. Supported by the senior leadership team, the Chief Nursing Officer for the Capital Health Region agreed to have a look at unit based leadership--see what was being discussed across the country and in the literature and draw on her own experience in three provinces. The result would be a discussion paper that would circulate broadly throughout the organization and would provide the organization with broad input to help it decide collectively "What do we need to do? Where do we need to go from here? And how will we get there?" This article is an adaptation of that discussion paper.
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.
How this classification was reachedexpand
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 | 0.001 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".