Effect of a physical assessment educational program on clinical practice
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
Objective: This study aimed to investigate the effect of an educational program on physical assessment skills for registered nurses focusing on respiratory and cardiovascular systems.Methods: Design: Survey research using a self-administered questionnaire was used. Methods: The study was conducted in the physical assessment education program and the clinical settings. The study involved 104 registered nurses who completed a self-administered questionnaire, distributed immediately and 2 months after the physical assessment education program. The data were analyzed using the Wilcoxon signed-rank test.Results: The usage frequencies of 19 physical assessment skills increased after the educational program. The most frequently cited barrier to using these skills changed from a lack of knowledge to a lack of confidence and insufficient time. Before the program, the hospital nurses used their physical assessment skills more frequently than the home-visit nurses, but the reverse became true afterward. Nurses who recognized that they needed physical assessment skills that were learned through education showed a tendency to use these skills in nursing practice.Conclusions: These results suggest that the educational program on physical assessment skills affected the use of these skills in clinical practice for this study cohort for this study cohort.
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 | 0.004 | 0.015 |
| 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 | 0.001 |
| 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