Bibliographic record
Abstract
Nursing as Caring:A Model for Transforming Practice by Anne Boykin, PhD, RN, and Saving 0. Schoenhofer, PhD, RN; Sudbury, MA: Jones and Bartlett, 2001, 91 pages, $27.95 This new edition of a book originally published in 1993 should support the curriculum design of any college of professional nursing. It is no accident that the role of the nurse has changed dramatically during the last 50 years. Unparalleled advances in medicine, technology, and the economics of the health insurance industry have affected the ways in which nurses care for patients. Slightly more than 100 hundred years ago, Nightingale used the word for want of a better word, stating that it has been limited to signify little more than the administration of medicines and the application of poultices. Today nurses administer powerful drugs, assess physiological parameters, and engage in complex therapeutic interventions. What has happened to the component of nursing, which Nightingale regarded as essential to the human reparative process? In their model for transforming practice, Boykin and Schoenhofer offer a rebirth of as a component of nursing. As described by the authors, the concept of is a personal one and difficult to define. However, the authors make a credible attempt in defining caring as a process, moment to moment, constantly unfolding, and manifest in all persons. The ways in which may be instrumental in guiding practice are described in four well-written chapters on the locus of nursing, implications for practice and nursing service administration, implications for nursing education, and, finally, theory development and research. Each chapter presents rich and heartwarming examples of nurse-patient interactions based upon a theory of that will transport the reader back to the founder of nursing, who clearly demonstrated what nursing service was supposed to embody. Of particular interest to this reviewer was the chapter on nursing education with respect to how a theory of could provide a foundation for students that would fully engage them as practitioners. Situational approaches are suggested so that students may come to know themselves and their patients as persons through the integration into curricular content of personal knowing, empirical knowing, ethical knowing, and aesthetic knowing. Poetry, song, and dance are exquisitely interwoven throughout this chapter to demonstrate achievement of this goal. With so many curricula focused on the science of nursing and on successful pass rates on NCLEX-RN examinations, the concept of is often lost or not valued. The inclusion of a theory of that guides each semester of instruction might well produce practitioners who value the importance of human and touch as part of the therapeutic process. …
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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 | 0.010 | 0.007 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.007 | 0.042 |
| Scholarly communication | 0.018 | 0.025 |
| Open science | 0.003 | 0.011 |
| Research integrity | 0.006 | 0.012 |
| Insufficient payload (model declined to judge) | 0.005 | 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; 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".