Experiences of Advanced Standing Program Nursing Students and Instructors Practicing Transcendental Meditation
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
<i>Little is known about the experiences of Advanced Standing Program (ASP) nursing students and instructors who practice Transcendental Meditation® (TM®). The purpose of this qualitative study was to uncover themes from the written descriptions of ASP nursing students and instructors who were taught to practice TM in order to gain a deeper understanding of how this practice might have meaning for and influence their lives and well-being. At the same time, discovering ways that TM could be incorporated into nursing education and practice as an effective stress reduction intervention and opportunity to enhance nursing care. Thematic analysis was employed. Twenty students and three instructors volunteered and were provided with education sessions by certified TM teachers involving the correct way to practice TM twice per day. Written descriptions were collected via written monthly reflective journals over 11 months. Descriptions were analyzed from the journal entries, uncovering major themes describing the experiences of participants when practicing TM and the resulting positive impact on their lives for managing stress, enhancing productivity, and improving relationships. In conclusion, recommendations involve the use of TM to be introduced and implemented as a useful stress reduction intervention tool in nursing programs for students and their instructors.&nbsp; </i>
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 | 0.004 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| 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 it