Recommending practice development for registered nurses in remote Northwest Territories, Canada through participation in sexual assault nurse examiner education
Bibliographic record
Abstract
Background: Registered nurses (RNs) providing care in remote Northwest Territories (NT), Canada must be dedicated to providing person-centred care to a largely indigenous population. The risk of sexual assault (SA) for Indigenous women is three times higher than that of non-Indigenous women; however, women in the NT do not receive the specialist care of a sexual assault nurse examiner (SANE). Furthermore, as colonial approaches to healthcare are identified, Indigenous epistemologies, such as etuaptmumk and Piliriqatigiinniq, are increasingly utilized to inform care of Indigenous peoples. Purpose: To recommend a practice development project which would provide an opportunity for RNs to acquire SANE education and become the primary care providers for women presenting to the emergency department (ED) in the post-SA period. Methods: To preface the proposal, a literature review and stakeholder consultations were prepared. Rogers’ Diffusion of Innovation theory, emancipatory practice development, and local and global Indigenous epistemologies were utilized to direct the proposal. Results: The literature review and stakeholder consultations provided support for implementing RN-led post-SA care in the ED. Accordingly, a project proposal was conceived as a way of proposing, implementing, and evaluating Indigenous-informed, person-centred, RN-led post-SA care in the ED. Conclusion: This project exhibits the advanced nursing competencies of direct comprehensive care, health system optimization, education, research, and consultation and collaboration. The proposed project will inform nursing practice development, encourage transformational practice development, and improve patient care in the post-SA period.
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 machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.056 | 0.044 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.009 | 0.003 |
| Scholarly communication | 0.006 | 0.003 |
| Open science | 0.005 | 0.009 |
| Research integrity | 0.003 | 0.003 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
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 source (direct Gemma or distilled Codex), 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".