Exploration of Student Nurses’ Voices Regarding Self-Leadership in Clinical Learning at the Limpopo College of Nursing, South Africa
Why this work is in the frame
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Bibliographic record
Abstract
BACKGROUND: Self-leadership is explained as a dynamic interaction of cognitive, behavioural and effective elements, geared towards self-influencing actions of an individual within the academic context. The purpose of this study was to determine the views of student nurses regarding self-leadership in clinical learning at the Limpopo College of nursing, South Africa OBJECTIVE: A non- probability, convenience, purposive sampling was used to select 16 students who voluntarily agreed to participate in this study. The researcher conducted semi-structured, one-to-one interviews which were audio recorded and transcribed. Data collection was done and analysed using the Tesch’s inductive, descriptive coding technique. RESULTS: One theme and its sub-themes emerged namely: self-leadership associated with responsibility and accountability, self-leadership viewed as a learned strategy, self-leadership - a difficult act to achieve, self-leadership is a beneficial process during clinical learning periods and self-leadership viewed as the adoption of personal values CONCLUSION: The findings of the study revealed that students shared the same views related to the enhancement of self-leadership in the clinical environment. In this regard, the various strategies were found to be used by students to support self-leadership learning.
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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 | 0.005 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| 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