FACILITATING SUCCESSFUL ROLE TRANSITIONS FROM REGISTERED NURSE TO NURSE PRACTITIONER
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Worldwide, nurse practitioners (NPs) provide a wide range of direct care services to people at every stage of life 1 . In addition to treating illnesses, they teach individuals and their families about healthy living, preventing and managing illnesses 2 . In the majority of countries, this essential health care provider has several steps along their educational journey to become an Nurse Practitioner (NP). Most commonly, the individual is a registered nurse (RN) who has practiced extensively and developed considerable clinical expertise before applying for advanced practice graduate courses. However, the transition from RN to NP may prove to be difficult, and those who choose to pursue this new role are faced with many challenges. Moreover, there is a significant cognitive shift from an experienced RN to an inexperienced, new NP. This adjustment in professional identity from an 'expert' RN to a 'novice' NP has the potential to decrease self-confidence, impede professional role development and may negatively influence decisions of new NPs to remain in the profession during the first year of clinical practice 3 .
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.003 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.038 | 0.002 |
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 it