Arts-Based Critical Inquiry in Nursing and Interdisciplinary Professional Education
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
In this article, transformative educators are encouraged to use an arts-based critical inquiry approach within their diversity-sensitive teaching practice. Using a Socratic dialogue, the authors describe how guided imagery, images, narratives, and poetry have been useful in developing transformative insights in relation to spiritual/ecological values, sexual orientation, and culture in the context of nursing and interdisciplinary professional education. Arts-based approaches that incorporate constructivist dimensions can potentially stimulate critical inquiry in educational settings that can spark the thoughtful dialogue and passion needed for practitioners to engage in emancipatory practices for social change. The underlying adult learning theoretical frameworks for this teaching and learning dialogue are transformative learning and unlearning. Innovative arts-based and experiential approaches to diversity-sensitive teaching nurture the dynamic engagement and individual and collective reflection that fosters interpersonal understanding and hope for meaningful community connections and social change.
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 | 0.000 |
| 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 | 0.001 |
| 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