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Highlighting Personal Development During Practice Placement Project Nursing Essay

Share this: Facebook Twitter Reddit LinkedIn WhatsApp In the third year of my nurse training, I was placed in a local hospice. Following undertaking in house training; which included infection control, it was highlighted that there had be an increased infection rate within the hospice. I noticed how the presentation incorporated the importance of hand hygiene however it did not demonstrate the correct hand washing procedure. For the purpose of the assignment, I was explore my personal and professional development through explaining how carrying out a practice placement project has impacted on my learning and development. Hamill (1999) recommends writing in first person when referring to your own experiences, I feel this highlights personal and professional qualities and allows us to reflect and analyse on our own development. The flexible learning module includes attending university one day a week to plan and discuss learning needs and assessments. Race (1998) describes flexible learning as “Putting the student at the centre of the learning process, enabling some control around how and when you will study, undertaking activities as an individual or with contact with a lecturer, and continuing to facilitate your own learning. Therefore, once a week, we were allocated time to attend action learning sets in the university. Action learning is described as a continuous process of learning and reflection, supported by colleagues, with an intention of getting things done. (McGill and Beatty 2001) It involves working together to learn, focusing on real problems and reflecting on experiences. The first action learning set involved discussions and ideas with colleagues supported by the facilitator. It was identified in our action learning set the need to focus on the two formative assessments, as part of the flexible learning module. Following the first action learning set, my impressions were that I was uncertain that this method of learning would meet my learning needs as I found it difficult to understand how this concept would work with people choosing different topics for their projects. I also found it difficult to communicate, as I didn’t feel confident in talking in groups. Subsequently, we all discussed our ideas and set ourselves actions for the following week. Therefore, by the end of the session I had identified my actions were explore research around the topic of preventing health care associated infections and discuss with my mentor what the practice placement project involved and to make a decision on the topic. After collating evidence I established that, hand hygiene is regarded as the most effective way of preventing healthcare associated infection’s (Gould 2010). Healthcare associated infections are infections acquired in hospitals or as a result of healthcare interventions (DOH 2008). I felt that this is an important factor in contributing to the prevention and control of infection as Health care associated infections affects patients and their. I feel to provide the best possible care, it is important to within your role, assess and minimise the risks, acting to protect people in your care (NMC 2008). During my initial meeting with my mentor, we highlighted my learning needs and personal goals I wished to achieve during the placement. The NMC (2008) states that mentor are professionally accountable for students on placement and have a duty to help students develop nursing competencies. Therefore we explored ideas for the project and following completion of my action, I produced the evidence to my mentor. After discussing my rational for choice I was able to make the decision for the practice placement project. I explained that I didn’t feel confident in speaking in groups and that I was anxious about the presentation. I felt a professional relationship had been built were I was in a position to discuss my thought and feeling and felt I was fully supported by my mentor. Learning opportunities were provided which included a spoke placement with the infection control nurse. Pellet (2006) states that the role of the mentor in clinical teaching is to facilitate learning experiences. During my spoke placement I had the opportunity to gain information on local and government policy in relation to infection control and was advised on how I could obtain the policies and infection control bacteraemia figures used in the original presentation which highlighted the increase. In the next action learning set I was able to share this information and create new actions to develop and increase my knowledge. I found out that the hospice devised a policy on infection control however it linked with the local trust and followed their policy and procedure in regards to infection control. Therefore, in order to collate the policies and bacteraemia figures I was advised to contact the infection control nurse at the local trust by telephone. The information I requested was then e-mailed to me. The policy provided me with relevant evidence to use within the presentation; therefore I had developed my evidence base to support my presentation. The evidence included government and local policy. The National Patient Safety Agency (NPSA) launched the campaign “clean hands safe care” in 2006 which highlighted the need the effective hand hygiene and identified area for improvement. The World Health Organisation (2010) defines clean hands lead to safer health care. I decided that in order to produce the project I needed to explore information on learning styles, learning environments and how to create a PowerPoint presentation. I noticed how the hospices presentation incorporated the importance of hand hygiene however it did not demonstrate the hand washing procedures. Therefore, my action was to research and identify my own learning style developing an understanding of how the audience will respond and learn from the presentation. Kolb (1984) developed a learning theory which identifies four learning styles. The model provides individuals to understand their learning styles from experience to reflection observation. Kolb (1985) states that it is important for individuals to understand their learning styles, this then allow them to improve their effectiveness as learners. Honey and Mumford (1986, 1992) developed a variation on Kolb’s model and devised their learning styles questionnaire. The four learning styles included activist, reflector, theorist and pragmatist. The Honey and Mumford questionnaire was discussed in our action learning set and was set as a group action to complete the questionnaire. On completion of the questionnaire, I identified that was a reflection. Honey and Mumford (1992) describe a reflector as observers of experiences, who prefer to analyse them thoroughly before taking action. They are good listeners, cautious and tend to adopt a low profile. Following this description I can relate to this as my initial thoughts of the action learning sets were that I didn’t feel confident talking within a group, therefore I tend to adopt a low profile. A demographic questionnaire and Honey and Mumford’s (2000) learning styles questionnaire were administered to a sample of undergraduate nursing student. The results included a trend of reflector as a preferred learning style for undergraduate nurses. This information is also highlighted in previous studies (Alonso 1992, Cavanagh et al 1994 cited in Rasool et al 2007) Analysing the evidence provided me with a knowledge base which enabled me to understand the concept of learning styles, this contributed to my learning and development as I was able to utilise the information to focus on the how I would present the project to meet individuals different learning styles. After I had completed the proposed actions from the previous action learning set I was able to return and present my findings to the group. The action learning sets provided a point of contact with other and enabled us to share information we had gathered and provided an opportunity to ask questions and set actions to continue with the task. As I had previously identified, according to Honey and Mumford my preferred learning style was a reflector. This enabled me to reflect on my initial thoughts around action learning and emphasised that I do tend to adopt a low profile in situations however following observing and analysing the situation I tend to take action. Attending a study skills session on database searching within the university was a positive learning experience. I was able to learn new skills in order to development personally, which consequently provides professional development. I decided that utilising the resources within the clinical environment and the university I would continue to practise literature searching to increase and widen my knowledge of the topic and specifically the learning environment. Therefore, this contributed to my next action. Hand (2006) states that the learning is affected by the environment where it takes place. This article highlighted key factors in promoting effective teaching focusing on characteristics of a good learning environment, the role of the practice placement and demonstrated the awareness of the role of the teacher. This enabled me to incorporate evidence based practise into my project presentation. The NMC (2008) states you must use evidence based practise to provide the best care, it also states the need for taking part in appropriate learning to ensure you develop your competencies. This links with the rationale of choice for my project presentation as the NMC (2008) states the need to provide a high standard and care at all times, delivering care on the best available evidence. Therefore the NPSA “clean your hands” campaign provides clear evidence based practise between hand hygiene and infection control. Throughout the placement I had several opportunities to discuss with my mentor the project presentation. Gray and Smith (2000) state that the mentor’s qualities provide an important part of the learning environment and I was able to be supported by being set goals and facilitate my own learning. I had developed my practise placement project using a variety of different resources such as literature searching, clinical experiences, action learning sets. The information I located enabled me to link theory to practise to develop a PowerPoint presentation which incorporated audio and visual effects, as a result ensuring a variety of the audiences learning styles were able to be met. Utilising the evidence I had obtained I was able to provide an evidence based presentation to facilitate learning and development for myself and others in the clinical area. I have learned a lot from this experience from both personal development of preparing and presenting a presentation, enabling me to personally reflect, to reviewing evidence based literature applying this and using it for educational purposes within the clinical environment. This fulfilled my aim and rationale to highlight the importance of hand hygiene and demonstrate the correct procedures. Therefore, having a direct impact on patient care. Although I had previously expressed anxiety due to not being confident in speaking in groups, the action learning sets along with my mentor had impacted on my development in confidence. Stuart (2007) describes how placements can be stressful and Moscaritolo (2009) states how increased anxiety can reduce learning. However, the delivery of the presentation was successful. Pellatt (2006) states the mentors and responsible for the assessment of the students learning in practice. Throughout the placement the mentor provided opportunities were provide constructive feedback, Bennett (2003) states that assessment ensures the student is aware of strengths and weaknesses in practise, this is important so that the student is able enhance their practise. To ensure I received feedback on my presentation I devised a short questionnaire about the presentation and was able to reflect on the feed back I received. As I have identified throughout this learning experience, I feel I still need to build my confidence. Westwood (2010) states that people are more likely to achieve their goals if they focus on the future instead of their present problem. In order to overcome this barrier I have formulated a SMART goal. A SMART goal is an acronym for Specific, Measurable, Attainable, Realistic and Time bound. My SMART goal is specific to myself as it will provide me with the opportunity to develop my personal and professional learning and development. 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University of Central FloridaThe Lottery By Shirley Jackson Annotated Bibliography.

The Annotated Bibliography is the first step in your literary research paper. In order to complete the research paper, you must be sure that you can find an adequate number of scholarly sources to support your claims.In this assignment, you will present your research sources along with annotations to explain their relevance to your project.The topic and thesis of your project should be listed at the top of the assignment. You can choose from any of the selections in the Topics for Long Papers category presented in your text on pages 1195-1200. Then, find at least six scholarly sources that you plan to use as evidence to support your research. Primary sources (the literary texts themselves) should also be listed in your final works cited page and may be listed here, but they do not count toward your total of six critical sources. Here are two resources for formatting your annotated bibliography that should be helpful:……Here is a resource on writing a literary paper that may be helpful:…Here is a resource for evaluating sources that should be useful:…Utilize these resources along with the Troy Library to complete your annotated bibliography. This is a critical step in preparing your final research paper.
University of Central FloridaThe Lottery By Shirley Jackson Annotated Bibliography

DISCUSSION ON RECYLING MATTERS? Discussion on Recyling matters?

DISCUSSION ON RECYLING MATTERS? Discussion on Recyling matters?. Need help with my English question – I’m studying for my class.

Respond to each of the following questions. You will need to write at least 2 paragraphs, one for each question. When you are done posting your response, reply to at least one classmate in no fewer than 75 words.

What is the basic argument that Heglar makes in the short article “I Work in the Environmental Movement I Don’t Care If You Recycle”? Write a one-paragraph summary of at least 100 words that explains her argument.
Do you agree, disagree, or both agree and disagree with Heglar’s point? Write a one-paragraph argument of at least 100 words that explains your answer to this question.

DISCUSSION ON RECYLING MATTERS? Discussion on Recyling matters?

University of Phoenix Educators Code of Ethics Research Paper

online assignment help University of Phoenix Educators Code of Ethics Research Paper.

Assignment #4: Paper: Code of Ethics, Case Studies, and Consequences (30 points) Description: In this assignment, you will research, become familiar with, and summarize the codes of ethics that guide your work as an educator (Part 1). You will then apply those codes to determine the appropriate and legal courses of action in response to three case studies (Part 2). You will complete the assignment by discussing the possible consequences for teachers who violate the code(s) of ethics in your school district. Directions: [Note that there are three parts to this assignment. Make sure that you include all three!] Part 1: To begin this assignment, read and summarize the codes of ethics for the following a. National: National Education Association. (2017). Code of ethics. Retrieved from b. State (Locate your state’s code of ethics. Examples are provided below.) Florida: Florida Department of Education. (2016). Principles of professional conduct for the education profession in Florida. Retrieved from Florida Department of Education. (2018). FAQ for educators. Generated: 12/29/2020 Page 4 of 15 Florida Department of Education. (2018). What is educator misconduct? Retrieved from Nevada: Professional Association of Clark County Educators. (1994-2014). Code of ethics for educators. Retrieved from c. Professional Code of Ethics: Council for Exceptional Children. (n.d.) Ethical principles and professional practice standards for special educators. Retrieved from Summarize the main legal and ethical components from the national, state, and professional codes of ethics in a brief, but informative narrative that includes a discussion of the following focal questions: *Who or what is the educator’s primary responsibility? *How can the educator strive to achieve and sustain the highest degree of ethical conduct? * What are the types of behaviors (e.g., bullying child abuse, etc.) that the educator should report to administration? * What are the reasons for suspension of a professional? Part 2: Review and respond to the following case studies within the context of the codes of ethics: Case Study 1: You are a new fourth grade teacher in an elementary school and notice that one of your students consistently comes to school in the morning with dirty clothes, body odor, and suspicious bruises on his arms. According to the ethics codes and district faculty policies, what should be your plan of action for addressing this issue (Use the websites below or review your state and district policies as a basis for developing your plan of action citing state and/or district policies as appropriate. Florida Department of Education, Office of Professional Practices Reporting Misconduct and Abuse The 2012 Florida Statutes K-20 Education Code, Chapter 1006, Support For Learning 1006.061 Child abuse, abandonment, and neglect policy. § 1006.061, Florida Statutes – Child abuse, abandonment, and neglect policy The 2012 Florida Statutes, Chapter 39, Proceedings Relating to Children 39.201 Mandatory reports of child abuse, abandonment, or neglect; mandatory reports of death; central abuse hotline (Mandated Reporters of child abuse as defined by Florida Statute 39.201)… =&URL=0000-0099/0039/Sections/0039.201.html Case Study 2: All teachers in your school have a laptop to use in their classrooms and for instructional planning at home. When the computer was delivered, you briefly reviewed the district policies during a departmental meeting; however, during the past six months, several teachers have been questioned about their Internet and e-mail use with these laptops. You realize that you must use school property appropriately. Based on the ethics codes and district faculty policies, what should be your plan of action Generated: 12/29/2020 Page 5 of 15 for using the laptop. Use the websites below or review your state and district policies as a basis for developing your plan of action. Broward County, Florida: Policy 5306 – School and Technology Usage,000.pdf Miami Dade County, Florida: Policy 7540.01 – Technology Privacy Palm Beach County, Florida: Policy 3.29 – Acceptable Use of Technology by Employees Case Study 3: As a new high school teacher, you are assigned to teach an intensive reading class in which three students are consistently not showing progress. After reviewing the students’ records (e.g., academic achievement progress in other courses, attendance ,and disciplinary records, intervention plans, and other test scores ,and state standardized test scores) you develop highly effective instructional strategies for meeting these students’ learning needs. Since your instructional approach has proven to be so successful, several teachers approached you with sharing the students’ background information, as well as your instructional strategies. You are concerned about infringing on the students’ privacy rights; consequently, you develop a plan of action to address the teachers’ requests but also address student records concerns Use the websites below or review your state and district policies as a basis for developing your plan of action. Family Educational Rights and Privacy Act (Florida Department of Health and Human Resources) Broward County, Florida Student Records: Confidentiality and Family Educational Rights http://www.broward.k policies/docs/P5100.1.000.pdf Miami Dade 2416 – Student Privacy and Parental Access to Information lcies/po2416.htm Palm Beach County, Florida Policy 5.50 – Student Records 1. Reflect on the application of this case study to your school responsibilities. What must you do to avoid this type of professional and ethical conflict in the 2. Identify and describe three additional resources for use by those in your profession who wish to avoid professional and ethical conflicts Ethics (Examples of additional resources on ethics for Florida educators include the following: *Discipline against Educator Licenses… *Education Practices Commission Notices *Investigative Resources *Office of Professional Practices… Generated: 12/29/2020 Page 6 of 15 Office of Professional Standards Part 3: Based on your analysis of the information found in the Codes of Ethics and on your state’s department of education website(s) related to ethical conduct (e.g., Florida’s Sample Policy on Ethical Conduct of Instructional Personnel and School Administrators (… ), describe the possible consequences if, * in case study #1, you did not report your suspicions; * in case study #2, you used your school-issued computer for personal activities; and * in case study #3, you gave the other teachers personal information about a child not in their classes or on their caseload.
University of Phoenix Educators Code of Ethics Research Paper

The Aspects of the Research on the Belle Verriere Window of the Cathedral of Chartres Research Paper

The Cathedral of Chartres (Cathédrale Notre-Dame de Chartres) is located in France. The Cathedral is traditionally discussed as an example of the French High Gothic style, and the history of this building is associated with the 12th -13th centuries. The Cathedral of Chartres is famous for its remarkable architectural structure and unique stained glass panels and windows. The Belle Verriere Window of the Cathedral of Chartres is one of the most interesting examples of the Cathedral’s stained glasses. The window consists of two parts which are dated from different centuries. The window can be observed at the south side of the Cathedral, and its composition is made from twenty-four specific segments. The upper part of the window was made during the 12th century, and the researchers accentuate it could be located in the earlier Romanesque building destroyed by the fire when the other part of the composition was created after the Cathedral’s reconstruction in order to meet the requirements of the Gothic style. The research on the particular features of the Belle Verriere Window of the Cathedral of Chartres was traditionally conducted in relation to the problem of the glass or window reconstruction with references to the peculiarities of the Romanesque and Gothic styles. The most important investigations on the issue of the chronology and characteristic features of the glass design are developed by Frankl and Connick in the 20th century. The most interesting works of the 21st century are provided by Harris, Klein, and Horst Janson and Anthony Janson. Harris focuses on the Belle Verriere Window in the context of the history of the stained glass; Kleiner, Horst Janson and Anthony Janson present general discussions of the design of the Cathedral of Chartres and its windows from the perspective of the history of art and design. Get your 100% original paper on any topic done in as little as 3 hours Learn More The specific features of the stained glasses in relation to the play of light and shadow with references to the Belle Verriere Window of the Cathedral of Chartres are discussed in the article “La Belle Verriere of Infinite Variety” written by Charles Connick and first published in 1932. The researcher pays attention to such characteristics of stained glasses as the possibility to change colors under the influence of sunlight. Thus, various lights affect the changes and vibrations in colors and tones, accentuating this or that part of the composition. The public’s perception of the central figure of the Virgin Mary can change according to different lights. In his work, Connick also emphasizes the importance of flanking buttresses for creating the complex picture. Connick’s article is important for discussing the art impact of the stained glasses containing the definite religious meaning with references to the Belle Verriere Window of the Cathedral of Chartres1. In his article ‘The Chronology of the Stained Glass in Chartres Cathedral” which was published in 1963, Paul Frankl focuses on the particular features of the glass and windows’ reconstruction provided in the Cathedral during several centuries. The reconstruction was organized in several stages, and it was caused by the fact of destroying the Romanesque cathedral in 1194. The researcher states that only four windows could be used in the further design of the cathedral which was worked out according to the principles of the Gothic style. The Belle Verriere Window was saved as the part of the Romanesque apse, and it was used in the design of the Gothic Cathedral2. Providing the complete chronological history of using the stained glasses in the Cathedral of Chartres, Frankl also concentrates on the history of Belle Verriere Window’s reconstruction. This glass was inserted in Lancet 14 in the south part of the Cathedral. Regarding the window’s design, the researcher focuses on the fact of adding such components to the glass as kneeling angels and the pictures of Temptations of Christ in order to respond to the significant dimensions of the traditional Gothic window. Frankl also pays attention to the peculiarities of combining the principles of Romanesque style with the elements of the Gothic architecture and design3. We will write a custom Research Paper on The Aspects of the Research on the Belle Verriere Window of the Cathedral of Chartres specifically for you! Get your first paper with 15% OFF Learn More The idea to discuss the stained glasses not only as the objects of art and religion but also as the things depicting the philosophical notions is developed by Harris in her article “Stained Glass Window as Thing: Heidegger, the Shoemaker Panels, and the Commercial and Spiritual Economies of Chartres Cathedral in the Thirteenth Century” which was published in 2008. The researcher analyzes all the examples of the stained glasses in the Cathedral of Chartres concentrating on the correlation of their symbolic significance with the aspects of Heidegger’s phenomenological philosophy. From this point, the Belle Verriere Window can be discussed as the image within the image which has the features of the cultic traditions. The conclusions made by Harris are based on the analysis of the elements of the window’s central part created in the 12th century and of the surrounding components made by the masters of the thirteenth century. The researcher’s work is significant for discussing the religious and philosophical meaning of this piece of art with references to the history of creating its later components which depict the definite rituals4. In spite of the fact today a lot of information about the particular features of the Belle Verriere Window’s design is presented in the works oriented to the history of the Western art in general, the authors of these books provide the important details on the window’s design with references to the history of the stained glass and based on the proper research in the field. Thus, in his work, Kleiner focuses on the effects of flying buttresses and such elements of the design as the depiction of the young Virgin Mary on the red background with the dove of the Holy Spirit as the variant of interpreting the tradition5. In their turn, Horst Janson and Anthony Janson concentrate on the elements of painting with references to the Belle Verriere Window of the Cathedral of Chartres as painting with glass and painting on glass6. To conclude, it is important to note that the mentioned researches and works do not provide the complete discussion of the particular features of the Belle Verriere Window of the Cathedral of Chartres in relation to all the aspects and details of the object. That is why, it is necessary to work out the further research in order to discuss the issues associated with the point that the Belle Verriere Window of the Cathedral of Chartres is the culturally and religiously significant art of design. From this point, it is possible to follow the approach used by Anne Harris in her research and examine the components of the window’s pictures as the objects of the religious tradition and cultic elements with references to their colors and composition. Not sure if you can write a paper on The Aspects of the Research on the Belle Verriere Window of the Cathedral of Chartres by yourself? We can help you for only $16.05 $11/page Learn More Thus, the fact of combining the elements of the Romanesque and Gothic style to present the complex composition of the Belle Verriere Window should be discussed from the perspective of adding not only new elements to the design but also new meanings to the whole composition. Bibliography Connick, Charles J. “La Belle Verriere of Infinite Variety”. Stained Glass Bulletin 27, no. 5 (1932): 1-6. Frankl, Paul. “The Chronology of the Stained Glass in Chartres Cathedral”. The Art Bulletin 45, no. 4 (1963): 301-322. Harris, Anne F. “Stained Glass Window as Thing: Heidegger, the Shoemaker Panels, and the Commercial and Spiritual Economies of Chartres Cathedral in the Thirteenth Century”. Different Visions: A Journal of New Perspectives on Medieval Art 1, no. 9 (2008): 1-30. Janson, Horst Woldemar, and Anthony F. Janson. History of Art: The Western Tradition. USA: Prentice Hall Professional, 2004. Kleiner, Fred S. Gardner’s Art Through the Ages: The Western Perspective. USA: Cengage Learning, 2008. Footnotes Charles J. Connick, “La Belle Verriere of Infinite Variety”, Stained Glass Bulletin 27, no. 5 (1932). Paul Frankl, “The Chronology of the Stained Glass in Chartres Cathedral”, The Art Bulletin 45, no. 4 (1963), 319. Paul Frankl, “The Chronology of the Stained Glass in Chartres Cathedral”, 319. Anne F. Harris, “Stained Glass Window as Thing: Heidegger, the Shoemaker Panels, and the Commercial and Spiritual Economies of Chartres Cathedral in the Thirteenth Century”, Different Visions: A Journal of New Perspectives on Medieval Art 1, no. 9 (2008). Fred S. Kleiner, Gardner’s Art Through the Ages: The Western Perspective (USA: Cengage Learning, 2008), 349. Horst Woldemar Janson and Anthony F. Janson, History of Art: The Western Tradition (USA: Prentice Hall Professional, 2004).

Week1 Project – Reflection Paper

Week1 Project – Reflection Paper.

*** Plagiarism is not acceptable ***Please follow below instructions carefully as this professor very hard and check each and every line of the paper .Most importantly APA format, Plagiarism and grammer .Instructions: Research Paper in in APA format. Plagiarism is not acceptable. (Please consider this top priority). For Week1 Project complete instructions are attached. All instructions or tasks must be addressed.( Try to address all the information specified in each task ) Paper must be included all the references and in-text citations. The references you cite should be credible, scholarly, or professional sources and Not older than 3 years. Please Write the information that relevant to content .do not add any irrelevant or extra matter to the paper. Kindly check grammar and carefully use the words.
Week1 Project – Reflection Paper

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