African Nova Scotian Grit: A Scholarly Personal Narrative About Nursing Leadership
Bibliographic record
Abstract
As an African Nova Scotian (ANS) woman, registered nurse, full-time doctoral candidate and activist, I have decided to share key moments from my experience navigating academia. I discuss how being an ANS woman is significant to this journey as well as the ways in which anti-Black racism reinforces the underrepresentation of Black folks in nursing. The purpose of this scholarly personal narrative (SPN) is to generate meaning from my journey to becoming a nurse leader. The guiding question for this work is: What is the experience of an ANS woman in becoming a nurse leader? Guided by Narrative Inquiry and Black feminist theory, my SPN uses the Ten Tentative Guidelines for Writing SPNs offered by Nash (2004). This unconventional approach to research situates stories as the fundamental unit of measurement which emphasizes the significance and meaning of our lives. The iterative approach to this reflective exercise produced two key overarching themes, namely: Developing Personal and Professional Identity, and Potential vs. Power. Each theme contains additional subthemes that capture salient elements of my journey to nursing leadership. This SPN has implications for both education and the nursing profession. For education, this work offers insight to address institutional barriers that perpetuate anti-Black racism. Improving program access for Black students, providing adequate resources to facilitate success and ensuring the representation of Black students, staff and faculty throughout institutions are vital. Likewise, similar insights apply to nursing in the areas of practice, education, research and policy. Specifically, addressing issues of representation and visibility, to foster inclusivity, within the profession is essential.
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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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.000 |
| Scholarly communication | 0.001 | 0.003 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.001 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
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".