Nurse Educators' Lived Experiences of Student-Centered Teaching in Practice Settings: A Proposed Interpretive Phenomenology
Bibliographic record
Abstract
Arundell, F., & Cioffi, J. (2005). Using a simulation strategy: An educator's experience. Nurse Education in Practice, 5, 296 301. Avdal, E. U. (2012). The effect of self-directed learning abilities of student nurses on success in Turkey. Nurse Education Today, 33(8), 838-41. Blumberg, P. (2008) Developing Learner-centered teaching: A practical guide for faculty. San Francisco: Jossey-Bass. Candela, L., Dalley, K., & Benzel-Lindley, J. (2006). A case for learner-centered curricula Journal of Nursing Education, 45(2), 59–66. Colley, S. L. (2012). Implementing a change to a learner-centered philosophy in a school of nursing: Faculty perceptions. Nursing Education Perspectives, 33(4), 229-233. Higgs, J., & McAllister, L. (2005). The lived experiences of clinical educators with implications for their preparation, support and professional development. Learning in Health & Social Care, 4(3), 156171. Institute of Medicine (2010). The future of nursing: leading change, advancing health. Retrieved December 2013 from http://iom.edu/~/media/Files/Report%20Files/2010/The-Future-ofNursing/Future Munhall, P. (2012). Nursing research. A qualitative perspective (5th ed). Mississauga: Jones & Bartlett Learning. National League for Nursing (2008). Position statement: Preparing the next generation of nurses to practice in a technology-rich environment: An informatics agenda. Tiwari, A., Lai, P., So, M., & Yuen, K. (2006). A comparison of the effects of problem-based learning and lecturing on the development of students' critical thinking. Medical Education, 40(6), 547-554. Tseng, H., Chou, F., Wang, H., Ko, H., Jian, S. & Weng, W. (2011). The effectiveness of problem-based learning and concept mapping among Taiwanese registered nursing students. Nurse Education Today, 31(8), e41-e46. Van Manen, M. (2014). Phenomenology of Practice. Meaning-Giving Methods in Phenomenological Research and Writing. Walnut Creek, California, USA: Left Coast Press Inc. Weimer, M. (2013). Learner centered teaching. Five key changes to practice (2nd ed.). San Francisco: Jossey-Bass. Zavertnik, J. E., Huff, T. A., & Munro, C. L. (2010). Innovative approach to teaching communication skills to nursing students. Journal of Nursing Education, 49(2), 65-71. (Weimer, 2013) Student Function of content
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.012 | 0.011 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.004 | 0.002 |
| Science and technology studies | 0.010 | 0.020 |
| Scholarly communication | 0.011 | 0.010 |
| Open science | 0.002 | 0.009 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.001 | 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 source (direct Gemma or distilled Codex), 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".