The Effects of a Triaging Educational Training Program on Triaging Knowledge, Self-efficacy and Accuracy in Emergency Department Nurses in a Private Hospital in Saudi Arabia
Classification
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".
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
Inaccurate triage decisions can lead to increased length of patient stays in the emergency department, increased rehospitalizations, and increased risk of mortality, all of which are quality of care indicators (Srinivas et al., 2021). The triaging decisions in the emergency department at our facility are conducted by relatively new and inexperienced nurses. Anecdotal evidence from the emergency department leadership suggests that inaccurate triaging decisions are being made. In addition, 60 percent of a limited sample of 30 charts that were recently reviewed contained inaccurate triaging decisions. The accuracy of these triaging decisions has not been systematically evaluated at our facility. Triaging educational training programs that include systematic audits of triaging decisions have been shown to improve the sustained accuracy of triaging decisions by improving nurses’ triaging knowledge and triaging confidence or self-efficacy (Oh & Jung, 2024). The purpose of this project is to implement the Canadian Triage and Acuity Scale (CTAS) triaging educational training program (Bullard et al., 2017) for emergency room nurses and to evaluate the effectiveness of the program in improving nurses’ triaging knowledge, triaging self-efficacy, and the accuracy of triaging decisions. The triaging educational training program is currently being implemented at our facility and includes demographic characteristics of the participants and a triaging knowledge (Phykubuye et al., 2019) and self-efficacy assessment (Oh and Jung, 2024 & Bandura, 2006) before participating in the training and four months later. An expert triage nurse will conduct a chart audit, using the Canadian Triage and Acuity Scale, that measures the accuracy of the triaging decisions made by the nurses before and after participating in the triaging educational training program.
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 | 0.000 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 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 it