The Importance of Intercultural Fluency in Developing Clinical Judgment
Bibliographic record
Abstract
Abstract The concept of intercultural fluency emerged from the data analysis of a recent study that explored internationally educated nurses’ (IENs) experience and understanding of clinical judgment when engaged in a simulated clinical environment. I observed that one’s prior sociocultural experiences and subjectivity have significance in the context of nursing care and patient outcomes. Further, this subjectivity can facilitate the development of expertise, which is a significant factor that can support IENs’ transition to nursing practice. In this context, intercultural fluency refers to a process that allows one to regress and progress on the continuum of novice to expert, as identified by Benner (1984). Benner’s model has been modified here to acknowledge that movement along the continuum is multidirectional and dependent on the social, cultural, or sociocultural context of a situation. The modified model illustrates that one may be a novice in one setting but an expert in another. The concept of intercultural fluency explains how one’s expertise can regress when one is in an unfamiliar situation or when one encounters cultural differences. This paper provides potential approaches to apply the concept of intercultural fluency in both the education of IENs and the nursing profession.
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 | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 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 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".