Bibliographic record
Abstract
Background: Nursing Associations recommend that undergraduate nursing programs integrate end-of-life content throughout their nursing curricula to address the needs of those requiring such care. Objective: To determine the extent of nursing students' knowledge about end-of-life care in the final year of an undergraduate nursing program in Ontario, Canada. Method: The content of reflective exercises written by 24 nursing students enrolled in an end-of-life elective were thematically analyzed, both at the beginning and end of a 12 week course. Results: Results indicate that undergraduate nursing students’ end-of-life knowledge and experiences vary greatly. The overarching theme Duty of Care indicated that the students were motivated to take the course to fulfill a sense of professional responsibility. The sub-themes Assumptions and Experience (subdivided as Limited, Personal, and Professional) depicted students' initial and variable understanding of end-of-life care. Under the theme of Transferable Skills, the students’ range of knowledge and the competencies they gained from their clinical placements and the course were illustrated. Conclusion: The study is expected to aid in curriculum review of a university's undergraduate nursing program.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.015 | 0.017 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.006 | 0.008 |
| Science and technology studies | 0.003 | 0.004 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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 source (direct Gemma or distilled Codex), 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".