The reciprocal relationship of self and practitioner: a narrative inquiry self-study
Bibliographic record
Abstract
In an increasingly demanding environment like healthcare, nurses may often be meeting their professional responsibilities at the expense of their personal needs. Existing research shows the benefits of engaging in experiential learning, such as reflective practices. By using reflective practices, nurses can reveal challenges in the workplace that affect their professional performance, opening discussion for how these could be mitigated. By engaging in a self-study, using Connelly and Clandinin’s Narrative Inquiry, I explore the mutually informing nature of personal and professional formation. I tell personal stories of my childhood and professional stories of my time as a nursing student, new graduate and current practitioner. Using the analytical framework of Narrative Inquiry, I identify two narrative patterns (vulnerability and belonging) in my lived and told stories. I highlight how social interactions influence our personal and professional identities, and how this understanding offers development opportunities to benefit the nurse-client relationship and society.
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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 | 0.018 | 0.028 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.003 | 0.002 |
| Science and technology studies | 0.013 | 0.023 |
| Scholarly communication | 0.014 | 0.011 |
| Open science | 0.002 | 0.011 |
| Research integrity | 0.003 | 0.005 |
| 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".