Master i anestesi- og intensivsykepleie: en kartlegging av fagmiljøenes holdninger og forventninger
Bibliographic record
Abstract
Background: As novice practice developers who have attended several enhancing practice conferences and a practice development school, we have been experimenting with the core concepts of personcentred nursing practice and practice development within our masters of nursing programme at Ryerson University, Toronto. Through the process of revising course syllabi, seminar outlines and activities to align with these concepts, we have collated our reflections on the connections between person-centred nursing practice, practice development and advanced nursing practice competencies. A brief description of the Canadian context is provided, along with key elements of course activities, to help situate our conceptualisations. Aim: To share our emerging ideas about connectedness and its usefulness as a metaphor that captures the critical interconnection between person-centred care, practice development and postgraduate nursing education. Conclusions: Connectedness is a relevant and important metaphor to articulate our theoretical understanding of how person-centred care, practice development and the development of advanced nursing competencies are intimately connected. We propose that explicit connections are necessary and essential if postgraduate nursing students are to embrace and sustain person-centred practices as advanced nursing practitioners who are required to transform cultures of practice within varied and complex healthcare settings.
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.
How this classification was reachedexpand
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 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.012 | 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 itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".