Nursing students’ experience of a transformative approach to teaching cross cultural clinical decision making
Bibliographic record
Abstract
OBJECTIVES: This study reveals the learning gained by Canadian and Rwandan nursing students from a course to enhance cross cultural clinical decision-making skills using a collaborative approach across two countries. METHODS: A qualitative descriptive study was conducted using thematic analysis. The study included analysis of end of course reflections of 94 students. RESULTS: Students became more open-minded, curious, strengthening teamwork, increasing their critical thinking, and identifying cross-cultural similarities in practice. They challenged their previous beliefs about others. CONCLUSIONS: Students achieved a transformation of previous knowledge and decision-making skills. Results indicate the value of underpinning courses with theories and being open in allowing students to develop their own means to achieve expected learning outcomes. IMPLICATIONS FOR AN INTERNATIONAL AUDIENCE: Creating learning environments designed to stimulate open mindedness and exploration of cultures among students can be achieved through online learning. Providing opportunities for students to learn across other countries about their nursing practices and health systems are critical to understanding how future patients who are immigrants and refugees from other countries differing perspectives to their health care needs.
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.
How this classification was reachedexpand
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 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".