Development of modular ontologies in Casl
Bibliographic record
Abstract
This study describes nursing students' perspectives on learning math for medication calculations in a Canadian baccalaureate nursing program in Qatar. There is a dearth of guidance within the nursing literature to support teachers to develop pedagogical methods to help improve students' math competence. Moreover, the challenge of teaching math skills to student nurses in Qatar is particularly difficult because there is little standardization of curricula in secondary education. Data collected from focus groups was analyzed using interpretive description. Focus groups included, Group 1 those students who were beginning to learn math for medication calculations and had not completed the required math module and Group 2, students who had not yet completed the math module. Themes emerging from the data included from first year students, 1. Fear of math resulting in resistance to learning math for medication administration. 2. Student success is dependent on good instructors. 3. Student resentment towards perceived 'complicated' math in the nursing program. Themes from second year students included 1. Lack of nursing student's confidence with medication calculation within the clinical settings 2. Lack of self-directedness to uptake math knowledge 3. Incongruence amongst clinical instructors with applied math practice whilst in the clinical setting.
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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 | 0.000 | 0.001 |
| 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 | 0.001 |
| 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 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".