“Teach for Dignity”: Longitudinal Evaluation of Training on Dignity-in-Care Relationships for Nursing Students
Bibliographic record
Abstract
BACKGROUND: Patient dignity is a critical component of health care; however, evidence suggests that it is often inadequately maintained, particularly among nursing students. PURPOSE: To assess the impact of a dignity-in-care training intervention on nursing students' knowledge and explore how they apply it in their practice after graduation. METHODS: This was a mixed-methods study involving second-year nursing students with interventions provided by a psycho-oncologist. Quantitative data were collected through pre- and post-training questionnaires on dignity, while qualitative data were obtained from focus groups and semi-structured interviews conducted 1 and 2 years after the training. The analysis included McNemar's test for quantitative data and thematic analysis for qualitative results. RESULTS: Sixty-four students completed the pre- and post-training assessments. Significant improvements were observed in emotional and psychosocial dignity-related domains; however, declines were noted in procedural domains. CONCLUSIONS: Future interventions should adopt a comprehensive approach, possibly co-led by nurses and psychologists, to uphold dignity in care.
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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 | 0.001 | 0.002 |
| 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 | 0.000 | 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 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".