Evaluating Document Retrieval Methods for Resource Selection in Clustered P2P IR

Resource Selection (or Query Routing) is an important step in P2P IR. Though analogous to document retrieval in the sense of choosing a relevant subset of resources, resource selection methods have evolved independently from those for document retrieval. Among the reasons for such divergence is that document retrieval targets scenarios where underlying resources are semantically homogeneous, whereas peers would manage diverse content. We observe that semantic heterogeneity is mitigated in the clustered 2-tier P2P IR architecture resource selection layer by way of usage of clustering, and posit that this necessitates a re-look at the applicability of document retrieval methods for resource selection within such a framework. This paper empirically benchmarks document retrieval models against the state-of-the-art resource selection models for the problem of resource selection in the clustered P2P IR architecture, using classical IR evaluation metrics. Our benchmarking study illustrates that document retrieval models significantly outperform other methods for the task of resource selection in the clustered P2P IR architecture. This indicates that clustered P2P IR framework can exploit advancements in document retrieval methods to deliver corresponding improvements in resource selection, indicating potential convergence of these fields for the clustered P2P IR architecture.

Addressing the theory practice gap in nurse education: evaluating teaching through audit against NMC standards and final management placement

Introduction
This paper outlines an innovative approach to auditing and evaluating the content of a management and leadership module for undergraduate nursing students after their final management clinical placement. Normally evaluations of teaching in a module take place at the end of a teaching module and therefore do not properly reflect the value of the teaching in relation to practical clinical experience.
Aim
This audit and evaluation sought to explore both the practical value of the teaching and learning, and also the degree to which it the teaching reflected against the NMC Standards of Education and Learning (2010 domain 3).
Methods
Having piloted the evaluative tool with an earlier cohort of nursing students, this evaluation explored both a quantitative assessment employing a Personal Response System (n =172), together with a qualitative dimension (n=116), thus delivering paper-based comments and reflections from students on the value and practicality of the module teaching theory to their final clinical management experience. The quantitative audit data were analysed for frequencies and cross tabulation and the qualitative audit data were thematically analysed.
Results
Results suggest a significant proportion of the students, appreciated the quality of the standard of teaching, but more importantly, ‘valued or highly valued’ the teaching and learning in relation to how it helped to significantly inform their management placement experience. A smaller proportion of the students underlined limitations and areas in which further improvement can be made in teaching and learning to the module.
Conclusion
Significantly positive evaluation by the students of the practical value of teaching and learning, to the theoretical management module. This has proved a useful auditing approach in assessing the theoretical teaching to student’s Level 3 clinical experience, and facilitated significant recommendations as far as developing the teaching and learning to better reflect the practice needs of nursing students