Arts-Based Critical Inquiry in Nursing and Interdisciplinary Professional Education
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.
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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 | 0.029 | 0.035 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.005 | 0.002 |
| Science and technology studies | 0.008 | 0.063 |
| Scholarly communication | 0.015 | 0.009 |
| Open science | 0.002 | 0.010 |
| Research integrity | 0.004 | 0.005 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
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".