Academic Success, Clinical Failure: Struggling Practices of a Failing Student
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 the deficit model approach to clinical evaluation, failures to achieve established academic or clinical standards are attributed to a flawed educational process or, more commonly, to nursing students' personal characteristics. Little is known about the meaning and significance of failing to students. Their perspective is lost among the plethora of clinical-like external criteria that predict the pathway to failure. Not all nursing students can be successful, yet when failure is the outcome, students' dignity, self-worth, and future possibilities must be preserved. Through a Heideggerian interpretative reanalysis of a individual example of an academically successful nursing student who failed clinically, this article discusses the consequences of disconnection in student-faculty relationships. The theme Preserving Personhood: Closing Down on a Future of New Possibilities is presented, as well as two subthemes--Struggling as Adopting a Chameleon Cloak and Struggling as Disconnecting Relations. A deeper understanding of students' clinical failure can help explain why failure, a socially constructed phenomenon, matters to nursing. Relational pedagogical practices to guide clinical educators in helping students at risk of failing are also discussed.
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 | 0.008 | 0.004 |
| 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 | 0.001 |
| 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