Building Research Capacity Among Community College Nursing Faculty
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
BackgroundNursing faculty in colleges who teach in undergraduate programs in Canada typically partner with universities in collaborative relationships, to ensure students receive an undergraduate degree, which is essential for entry-to-practice. These collaborative programs have led to increased pressure for nursing faculty in colleges to engage in research as colleges are being held to the same accreditation standards as universities, with their emphasis on scholarship and research. College faculty face numerous barriers to engaging in research, and there has been little study of how research capacity is fostered among college facultyMethodsIn fall 2018, a participatory action research approach was taken to build research capacity within a group of 13 nursing faculty members in a college’s nursing program. Members met between October 2018 and March 2020, and thematic analysis was used to examine notes from the meetings.ResultsThree themes were identified: 1) encountering challenges; 2) leveraging strengths, and 3) building research expertise. Group members initiated four research projects which secured internal funding, and were initiated in fall 2019, and are now in the stage of analysis.DiscussionThis project has helped to foster a culture of research within this nursing program. The group is now transitioning to a community of practice for nursing faculty at the college focused on research.
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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 | 0.019 | 0.015 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.010 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.004 |
| 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