Educating Nurses for the Twenty-First Century Abilities-Based Outcomes and Assessing Student Learning in the Context of Democratic Professionalism
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
This article describes recent work in implementing a framework of abilities-based learning outcomes and related practices for assessing student learning in a Canadian Baccalaureate nursing degree program. The authors describe steps in implementing an abilities-based paradigm for nursing education, and subsequently developing an assessment framework based on abilities-based learning outcomes. The discussion reviews theoretical and policy-level influences involved in this initiative. The curriculum work is also discussed in terms of current trends in higher education emphasizing the assessment of student learning. The discussion concludes by linking these efforts to recent calls for a paradigm shift in the preparation of professionals, noting how the assessment of student learning can contribute to democratic professional formation in nursing.
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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 | 0.007 | 0.011 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 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 it