A student reflection on person-centredness
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
Background: This article describes, from a reflective stance, my experiences of exploring the concept of person-centred culture (McCormack and McCance, 2017) in healthcare, as an undergraduate nursing student. It also examines my early attempts to apply person-centred practices. I will share how I began to apply person-centred ideals in my student involvements, work experiences and everyday life. In my current environment person-centred approaches are not commonly emphasised and I wish to learn more about applying person-centredness in my nursing practice. \nAim: To use self-reflection to describe how I have started to apply the principles of person-centredness to my experience as a nursing student, as a current healthcare provider and as a person. \nConclusion: Person-centredness and person-centred practice are complex but learning is continuous and the lessons learned can be applied in small ways in order to improve healthcare for practitioners and those receiving care. \nImplications for practice: \n•\tReaders can take this work and use it as an aid to examine their own experiences and how they relate to person-centredness \n•\tThis reflection could help others working in environments where person-centred approaches are not commonly emphasised to start developing their own person-centred care practices
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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 | 0.001 | 0.000 |
| 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) | 0.004 | 0.003 |
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