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In this discussion, you will explore adolescent identity development in your own life or in popular culture.

In this discussion, you will explore adolescent identity development in your own life or in popular culture.. Paper details ) Watch Insights Into the Teenage Brain and The Mysterious Workings of the Adolescent Brain in their entirety. Answer the following questions in your post: What aspects of the documentary surprised you? How can advance in neuroscience help us understand adolescent identity development? What did you learn about your own adolescent identity development by watching these talks? How can advances in neuroscience help teachers working with adolescents and parents who have adolescent children become better teachers and/or better parents? In this discussion, you will explore adolescent identity development in your own life or in popular culture.
Northlake College Ethics in Agile Project Management and Society Discussion.

Assignment:
For this assignment, you will participate in a class discussion about the topic of Ethics in Agile Project Management and Society from the Week 1 reading assignments Agile Ethics and Values and PMI Code of Ethics and Professional Conduct. You are welcome to use any additional source you find appropriate for this assignment. Remember to cite and list your references. 
For your initial response write and post a substantive response to the following:
1) For this discussion compare and contrast the content of Agile Ethics and Values and  The Agile Manifesto and the practices in the PMI Code of Ethics and Professional Conduct.  
2.) Do you feel the PMI Code of Ethics and Professional Conduct and/or “Agile Ethics” covers all the issues that may arise in practice? If yes, how? If not, what issues are missing?  Explain your responses. 
Northlake College Ethics in Agile Project Management and Society Discussion

Interview with and occupational therapist

The purpose of this paper was to interview an occupational therapist who is a leader in mental health and discuss their thoughts on being a leader and their work as a mental health occupational therapist. This paper maybe added to an ebook that will act as a practical resource of best practices in mental health OT practice and leadership for students and new graduates in the field of occupational therapy. This ebook will ask act as an inspirational resource package for occupational therapy students and clinicians who are interested in mental health. The OT leader that was chosen for this paper was Jenifer Kim, an occupational therapist working at the Centre for Addiction and Mental Health (CAMH). Jenifer Kim has worked an employment specialist in the Learning Employment Advocacy Recreation Network (LEARN). LEARN offers a wide range of services and works to integrate clients who have had a first episode of psychosis into community life through social, educational and vocational opportunities. In this role, Jenifer primarily worked with youths recovering from first episode psychosis and provided vocational training and support for these individuals. These supports include career exploration, vocational assessments, a range of structured and unstructured vocational activities (see appendix for more information about these activities), emotional support, monitoring and on going support. Jenifer acted as their main support system and assisted them in a number of activities which helped them explore, developed, and achieved their employment goals. Therefore, Jenifer was able to help these youths recovering from first episode psychosis directly by providing them one on one support. Jenifer is currently undertaking a new role where she is working with employers and recruiters to develop new and exciting employment opportunities for individuals with mental health issues. In this role, Jenifer provides support and education to employers and recruiters about the specific needs and the importance of employment to people with mental health issues. Employment is one of the determinants to health and studies have shown that higher income and social status are linked to better health. Jenifer is a leader in this area because she recognizes the importance of employment for these individuals and is raising awareness of mental health issues and how employers can support these individual in the work environment. Therefore, Jenifer is acting as a bridge connecting employers with individuals with mental health issues. Jenifer has made an impacted in mental illness at both the individual and societal level and will continue to advocate for individuals with mental health issues until their needs are met. Jenifer thoughts on Leadership Jenifer Kim is a leader in helping individuals with mental illness find and maintain meaningful employment. She believes a good mental health leader must demonstrate character and acts with personal integrity. To be an effective leader one must demonstrate values and ethics in personal behaviors and incorporates these values and ethics into their practice. A good leader acts with the courage of his/her convictions and are open with their employees. Leaders must be able to understand themselves and their employees to foster the development of others and the organization. Leaders must model honesty, fairness, transparency and show humility, they must act in the interest of both the organization and their employees and not for their own personal gain. Another important trait of being a good leader is staying motivated. A leader definitely needs to be motivated; those who are not motivated will seem unenthusiastic about their work, which may prevent them from developing a strong therapeutic relationship with their clients. Jenifer is motivated intrinsically and receives a great deal of satisfaction when she is able to help her clients achieve their vocational goals. Jenifer believes it is important for her to stay motivated because her clients depend on her to help them achieve their vocational goals. A motivated leader can have a profound impact on a client’s performance, if he or she can motivate and keep the client highly motivated at all times. Jenifer stays motivated by keeping updated on the latest trends in occupational therapy and mental health and is member of an international group that discuses mental health polices related to employment. Jenifer also states that her passion for mental health helps keep her motivated. Her passion for mental health started when she was involved in a work study with Bonnie Kirsh, a professor at the University of Toronto, who specializes in community and work integration for persons with mental illnesses. Leadership is centrally concerned with people and Jenifer states that one of the challenges that can arise when working with clients is the power differential between herself and her clients. The relationship between the client and occupational therapist is by definition an unequal relationship, which results in a power imbalance in favor of the occupational therapist. This is due to the occupational therapist’s position of authority and professional knowledge in relation to the client’s health status, vulnerability, and unique circumstances. The power in the relationship may also results from recommendations made by the occupational therapist and their influence on possible benefits the client may or may not receive. Jenifer feels that as occupational therapists we must be responsible for anticipating the boundaries that exist with our clients, as well as setting and managing these boundaries, and practice in a manner which establishes and preserves the client’s trust. Jenifer uses reflective practice and acknowledges the issues of power and control to anticipate and minimize the power differential between herself and her clients. Jenifer states that using a client-centred approach may also help minimize the power differential by taking the client’s goals and needs into consideration when developing a treatment plans. Another challenge that Jenifer faces in her practice is gaining the commitment and acceptance from her clients. Jenifer gains commitment from her clients by helping them develop their own vocational goals. Jenifer states that clients who have identified their own goal will be more likely to stay committed to the program because the goals are meaningful and important to the client. Therefore, we must find ways to involve clients in the goal formation stage and collaborate with the client to develop appropriate goals. By collaborating with the client, Jenifer is able to establish a sense of cooperation and unity for goal attainment. Jenifer encourages ideas and input from her clients and values their contributions in the goal formation process. Jenifer recalls a story about a client that she helped successfully return to work. The client was a young woman who experienced a first episode of psychosis. This client expressed interest in returning to work and was referred to Jenifer from CAMH. Jenifer and her client worked collaboratively to develop vocational objectives such as improving the client’s interview skills and resume. After achieving these objectives, Jenifer was able to find her client an employment opportunity as a clerk at a local supermarket. Once her client started her new job, Jenifer continued to provide support to her client and her client’s employer. The employer would occasionally call Jenifer when there was a situation with the client and Jenifer would offer advice and support to manage this client’s issues. The employer really understood that the client was a person with a mental illness and was able to see beyond the mental illness. Jenifer states that this employer was very supportive and was instrumental in helping this client maintain employment. Jenifer believes that many employers want to help others, but are unsure or don’t have the knowledge needed to aid these individuals in achieving their employment needs. Jenifer provides the support and education that these employer need to help individuals with mental illness find and maintain meaningful employment. However, even with the proper supports and education, not all stories end with a happy ending. Jenifer remembers one client where she was unable to help them return to work. The client was a young male who experienced a first episode of psychosis and was referred to Jenifer from CAMH. This client expressed interest in finding work and Jenifer was able to help this individual find an employment opportunity at a supermarket. Jenifer noted that this client was very social, presented very well and was well liked by others around him. However, after the first week on the job, the client stopped showing up for work. The employer gave this client numerous opportunities because the employer really liked this client. Unfortunately, the client never returned to work and Jenifer was forced to terminate the client’s employment. When asked if there was anything that you would do differently in this situation, Jenifer replied no, because in this situation the client expressed interested in this particular job and was very excited about this employment opportunity. But for some reason the client no longer wanted to go to work and there really were no signs or indication as to why the client decided not to return to work. Sometimes a number of factors can fall outside your control; you must deal with these difficult setbacks and learn from your failures. You must be strong in the face of failure and to continually work towards improving your skills as a clinician. Individual placement and support model (IPS)à use CPPF (enter/initiate, set the stage, assess/evaluate, agree on objectives and plan, implement plan, monitor/modify, evaluate outcome, conclude, exit) Using the Individual Placement and Support (IPS) model, Jenifer Kim has helped individuals with mental illness find and maintain employment. Jenifer likes the practical approach of the IPS model and how it helps direct her through the various steps need to help her clients achieve their employment goals. She feels that the IPS model creates a very client-centered approach and it makes it so much easier for clients to be successful. Jenifer thinks the IPS model has been successful at CAMH because of how they integrated their health care team into the program; this makes it really simple for the client because they can meet with all their mental health professionals in one place. The IPS was developed from the supportive employment model and is widely used as an employment model for people with mental illness in the United States. There is significant body of literature that supports the effectiveness of the IPS model. It has been extensively researched and found to be effective at achieving integrated community employment for persons with mental illness. The IPS model is based on several defining features including competitive employment, a zero-exclusion policy, rapid job search, the integration of mental health and rehabilitation services on a single team, consumer preferences as the basis of employment, and individualized support of any needed duration. Competitive employment is the main goal of IPS. Employment specialists help clients obtain competitive employment that is available to anyone in the community and pays at least minimum wage. The focus is always on jobs that are in integrated work settings, rather than on intermediate activities or sheltered work experiences because low expectations lead to poor outcomes. Competitive employment, at least part-time, is a realistic goal for almost everyone who desires it. The IPS model promotes a zero exclusion policy. An important component of the IPS is the philosophy that anyone with a psychiatric disability who expresses interest in competitive employment is eligible regardless of their diagnosis, symptoms, skill level, history of substance abuse, or other criteria that have been used by professions to exclude people from employment services. The client ultimately determines if and when to participate and does not have to be deemed “work ready” in order to receive these services. Clients who believe they are ready for work are often able to overcome these and other barriers. A rapid job search is also utilized when implementing the IPS model. In this model, lengthy prevocational assessment, evaluation, training, practice and preparation will not be used to prepare the client for work. Instead, a competitive job will be sought and that position will be used to assess an individual’s ongoing support needs. Typically, the employment specialist or the client begins contacting employers about jobs within one month of starting to work together. Again, the job plan, the pace of searching for a job, and the method of finding a job are based on the individual’s choices. Supported employment is integrated with mental health and rehabilitation services. Rehabilitation is considered an essential component of mental health treatment rather than a separate service. Employment specialists join and meet regularly with the mental health treatment team to insure that services are seamless and coordinated. Team members develop a consistent plan in close collaboration with clients as part of integrated services. Communication between all practitioners is critical in help clients achieve their employment goals. A focus on consumer’s preference to ensure the job fits the individual. Clients are assisted in finding jobs that match their preferences, values, skills and goals rather than jobs that are available in a pool. If the employment specialist is unable to find a compatible match between the client and the job, it can greatly affect the client’s job satisfaction, tenure and success. Individual supports are not time-limited. Individualized supports provided by team members cater to each client’s specific needs and these follow-along supports continue for a time that fits the individual, rather than terminating at a set point after starting a job. Applying the Canadian Practice Process Framework to Practice Enter/initiate: Clients are referred to Jenifer from CAMH, this is important because it emphasizes the integration of the client’s mental health treatment team and the employment specialist. In this stage, Jenifer works collaboratively with the client to help identify the vocational challenges and needs of the client. Jenifer and the client must then decide whether to continue or not with the program. When making this decision the client must acknowledge that they understand and consent to the agreed upon plan and Jenifer has to reflect on her own experience and determine if she has the knowledge and skills to take on the referral. Set the stage: In this stage, Jenifer develops rapport with the client and engages them in discussions about their values, beliefs, assumptions, and uses this opportunity to establish ground rules and expectations. Jenifer works with the client to determine how they can work together and start to identify vocational goals. Assess/evaluate: Jenifer does not use any prevocational assessments or evaluations as it may discourage client who want competitive employment and is not the goal of the IPS model. However, Jenifer works with her clients to identify their unique preferences in order to find employment opportunities that match their specific needs. Agree on objectives and plan: In this stage, Jenifer encourages the client to participate and power-share as much as possible to help minimize the power differential between her and her clients. She collaborates with her clients to identify and prioritize vocational goals and a plan on how to achieve these goals. Implement the plan: Jenifer implements the agreed upon plan by coaching and supporting clients to help them achieve their vocational goals. In order to achieve a client’s vocational goals, Jenifer may need to assist clients in preparing for an interviewing, resume writing, job search and career exploration. Jenifer may also advocate for the client with the employer to identify ways to help the client maintain work and cope with the symptoms. Monitor and modify: Jenifer would often follow up with her client and their employers to review and monitor the client’s progress at the workplace. Afterwards, Jenifer would provide support to both her client and their employers as needed, but states that many clients are able to manage their new role with very little support. Evaluate outcome: Jenifer says the main goal for her clients are to find meaningful employment opportunities. Jenifer is responsible for helping her client’s meet this goal and assists them in a number of ways to ensure that they are successful in achieving their goal. However, at CAMH the only outcome measure that they use is the number of clients that successfully achieve competitive employment. They do not track or measure job tenure or how much support is required by each client. Conclude/exit: Since the IPS model states that individualized supports are not time specific, Jenifer offers support to her clients even after they have successfully achieved competitive employment. Jenifer believes that this is not always realistic and may cause issues with workload balance, but feels that it is necessary and important part in helping her clients maintain employment. I was inspired by Jenifer’s passion for helping others and the commitment she has made to helping those suffering with mental illness. This interview helped me realize the effects of unemployment on an individual’s health and the value of occupational therapist in advocating for individuals with mental health issues. Another important message that Jenifer conveyed in one of her stories was to stay positive, even when faced with a difficult situation. We may not always succeed, but we are always given an opportunity to learn, even from our failures. We must be resilient even in the face of failure and must constantly work towards improving our skills because our clients are depending on us. Jenifer uses mock interviews to help her client practice answering questions. Jenifer would take on the role of the recruiter and attempts to make the interview as realistic as possible by asking questions that are typically asked in an interview. After the interview is over, Jenifer would provide constructive feedback on both the client’s verbal and non-verbal communication skills and strategies on how to improve. Jenifer also offers some advice when preparing your clients for an interview. Preparation is an important step that is overlooked and often leads to poor results. To prepare for an interview, Jenifer recommends that you learn about the organization, review the job qualifications and your resume, practice an interview with a friend and most importantly arrive early for your interview. When you are in the interview try to stay relaxed and answer each question concisely and promptly. Try to use proper English and avoid using slang at all times, also be enthusiastic and use body language to show interest. Lastly, remember to thank the interviewer when you leave and follow-up with a letter to thanks the interviewers for taking the time to interview you. Jenifer says that with very little effort, you can create a resume that makes you stand out as a strong candidate for a job. Jenifer offers the following tips when writing your resume, always spell-check your resume, make sure that your resume has proper punctuation, grammar, and spelling. You should always include a cover letter with your resume; this allows you a chance to express why you believe you’re the best candidate for the job. Lastly avoid using paragraphs or long sentences, try using bullet points and action words to condense and summarize your sentences. Jenifer helps her client explore different career opportunities to help find jobs which fits their interest, skills and abilities. One of the exercises that Jenifer uses to help her clients explore different career opportunities is through job research. This gives the client specific information about the job such as the requirements and qualifications required for the job. The client can then evaluate if this job meets their unique interest, skills and abilities. If the client expresses interest in the job, but does not have the skills and abilities to perform the job, Jenifer would help the client make vocational goals to work towards achieving job. Jenifer also uses different career exploration sites to help identify employment opportunities that fit her client’s individual preferences. A list of these sites can be found in Appendix D.

Boston Online Store Security Breaches Incident Response Plan Paper

custom writing service Boston Online Store Security Breaches Incident Response Plan Paper.

“The mitigation risk treatment strategy is the treatment approach that focuses on planning and preparation to reduce the impact or potential consequences of vulnerabilities and related threats. An incident response plan mitigation risk treatment strategy is the treatment approach that focuses on planning and preparation to reduce the impact or potential consequences of an incident or disaster.” Incident Response is one of the four types of plans:Assignment is: Review the following web site: https://www.incidentresponse.com/a-guide-to-creating-an-incident-response-plan/Develop an incident response plan for a online retail site. The audience for this plan is the Board of Directors within the company.This paper should be 3 to 4 pages in length, double spaced. All writing must include proper grammar, spelling, punctuation and citations.
Boston Online Store Security Breaches Incident Response Plan Paper

1. Discuss the five types of Hepatitis in terms of etiology, symptoms, treatment, and prevention.
2. Discuss is the difference

1. Discuss the five types of Hepatitis in terms of etiology, symptoms, treatment, and prevention. 2. Discuss is the difference between the etiology and symptoms of cholelithiasis and cholecystitis. Can a person have cholelithiasis and cholecystitis at the same time? How can cholelithiasis and cholecystitis affect the liver and pancreas? Explain why one cannot live without the pancreas. 3. Why is diabetes associated with chronic renal disease and end-stage renal disease, explain? What are the treatment options and healthy lifestyle changes for chronic renal disease? What is the purpose of dialysis and the difference between hemodialysis and peritoneal dialysis? 4. Zach is a high school football player. He took a hard blow to the left flank and has a large bruise. He came into the ER with a suspected acute kidney injury. What signs and symptoms would you expect to see? What diagnostic test would you expect to be ordered and why? What is the treatment for acute kidney injury?

The Communication In A Diverse World

Share this: Facebook Twitter Reddit LinkedIn WhatsApp The first session was about the introduction of the Communication in a Diverse World. Communication can be described as the process of sending, receiving and sharing information between two people. (Booth et al. 1999, Egan 2002,). Both authors acknowledged that effective communication is as crucial as the element of nursing. The effective communication is very powerful in the healthcare setting and it plays huge role (Dickson 1999, Nichols 1993). Faulkner also highlights that ‘to be able to communicate effectively with others is at the heart of all patient care’ In today’s session shown me the difference between good and bad communication as we were asked to discuss in a small groups about our own experience of good and bad communication. In our group we all agreed example of good communication is being able to look trustworthy, sincerity, open and honest so the service users will able to build trust to the service providers. (Sellman 2006, 2007).argues that in order for patients to develop the therapeutic relationship and maintains their trust the first contact with the nurses is vital. For instance, warm welcoming, being friendly and polite greetings will be the best start process to build trust. Furthermore we watched the DVD and it shown example of bad communication and how it can be so devastating and affect the patients negatively if they don’t get the enough information about their illness and treatment. The Nurses and Midwifery Council (2008) recommend is very essential that the nurses are able to give patients, information, advice and a guideline about what is going on. Furthermore if patients are given enough information it will empower them as it reduces their concerns about the illness. We also discussed in small groups the definition of stereotype, prejudice discrimination and how they are connection between these words. Moreover in the group discussion we discussed how can easy lead to other, for instance, is very easy to certain group to be stereotype which can results poor care to their patients which leads be prejudice and then into discrimination. Therefore The Equality Act (2010) is law to protect people and is against the law to discriminate. http://www.homeoffice.gov.uk/publications/equalities/equality-act-publications/equality-act-guidance/individual-rights1?view=Binary access date on 5/2/13 I found watching the DVD beneficial as well touching. I felt that my self-awareness and communication skills already improved. It clearly highlights what patients really feel and want from the nurses. For example I have learnt that effective communication skills such as active listening, the right facial expressions and explaining what is going on will make massive differences to the patients as it creates a trust relationship between nurses and the patients. Similarly I am now aware how the way I communicate with patients and treating every patient as individual is equal important without being judgmental. Log Two Today’s aims was to outline and explore essential human attributes required for working in partnership with individuals with the following learning outcomes define key terms including: kindness, sensitivity, compassion. As group we discussed the definition of kindness, sensitively and compassion. This session has increased my knowledge of how an essential the three components are in the healthcare setting. I discovered that these components can be presented and defined in many different ways and I put below lists of different example of compassion definition. From my point of view compassion is treating people with passion, selflessly, sympathy and being understandable and supportive in the time of needs. Dictionary definition: compassion is a strong feeling of sympathy and sadness for the suffering or bad luck of others and a wish to help them. Buddhist: The desire to act upon the suffering of others: an ethical behaviour involving patience and generosity with action. Nursing Theory: Nursing theorists suggest that what distinguishes compassion from related qualities such as sympathy, empathy and kindness and caring is the intention to act upon the suffering. http://www.rcn.org.uk/__data/assets/pdf_file/0011/445817/Research2012Mo16.pdf access date 5/2/13 at 14:30 Some argue that compassion is describes as harmony as it can unites as people during the period of suffering, difficulty and distress, unfortunately it cannot take away suffering but it prevents those who are suffering to feel lonely and uncared for. In nurse practice (Jormsri et al., 2005, pp. 583-590) suggests that it is very important to show the patients their suffering is recognised so in this case compassion is considered to be acknowledgement of suffering. Some argues that if compassion is part of acknowledgement of suffering shouldn’t be in place in the care practice and the recently (2001) the Norwegian Council of Nurses added compassion in their code of ethics. At the end of the session, I learnt that how important compassion to the patients. For example I had some illness problem early this year. During my treatment I feel the doctors and the nurses were very compassionate toward me. I felt well looked after and showed sympathy as they always ask me questions and made involved my care plan and we were making discussion together. The doctors gave me a range of options and explain clearly the risks each of one of them involves. I felt so cared for, acceptance and confidence towards them. It was remarkable experience. Log three Today’s session explains the importance of respecting diversity, individual choice and preferences. Respect is treating everyone as individual and in nursing practice is vital to treat people as unique as each patient has different needs. Lavender (2010) describes the showing respect is the key fundamental in the nurse practice and in order to do that, the nurses should introduce themselves to the patients in a good matter and at the same time asking the patients what they like to be address as. Similarly. (Lago, 2006 as quoted in Lavender, 2010) states the nurses should also able to explain clearly all aspect their patient care and ensure they understand, asking permission or consent is also vital as well as respecting their patients’ privacy, confidentially and dignity. Moreover being respectful toward clients also require from the nurses to promote choice and accepting the cultural difference. From my view respect is to value the difference whether is to do gender, faith, race and so on. In group we discussed and agreed to be respectful is important that nurses should have some awareness about culture difference, especially in non-verbal communication which includes eye contact as eye contact is cultural sensitive. We also agreed giving people a time and asking questions are more likely to reduce assumption. I now recognized the importance of being non judgemental and accepting people for who they are and seeking permission and gaining consent is crucial before commencing any treatment of care (Nursing and Midwifery Code, 2008). Gave me clear knowledge to respect and support the service users right to decline care without being judgemental and respect their choice at all times was extremely vital in the nursing practice. I understood the key nature of respecting everyone’s difference as we live in multicultural society and even thought we might have the same background we will still have some physically or mentally different. Lavender (2010) claims that being respectful involves being assertive which means having acknowledgement of the others needs and being able to have a clear and direct communication of the individual needs. I have to follow this golden advice during my placement and respect patients by asking questions, seeking permission/consent and using all the important elements discussed above. I believe if everyone is treating as individual as well as respecting their difference. There will be less conflict and We all enjoy peacefully the equal right we all have and be able to gain equal treatment and opportunity that everyone of us deserve. Log four. I believe being able to communicate well is the key element in everything and today’s learning outcomes was to define the key skills of communication, verbal communication is consists the use of language throughout speaking. The language chosen is vital in verbal communication as language can be formal and informal. Nurse should have some awareness about the language barrier because the use of professional language such as jargon might affect the understanding of the clients and also the cultural difference. (Holland and Hogg 2001 cited by Lavender 2010) suggests that nurses whose English is their first language might assume patients who from ethnic groups as rude and ungrateful by not simply using the British English and to prevent to language barrier in the nursing practice the recognition of cultural difference, the need of understanding, respect and sensitivity is significant part of communication. In our group discussion we came up the key skills to communicate well is to talk clearly and slowly, not to use jargon or slang language, be aware of the barrier such language and cultural difference and being congruence. I believe being congruence is the key skills in communication especially in the nursing practice because being congruence gives you as the ability to communicate both verbal and non-verbal communication. This will be help to convey the clients’ beliefs of the nurses being genuine in the way they approach their patients. ( Arnold and underman Boggs 1999 quoted by lavender 2010) stated being congruence involves nurses to be clear about their own feelings, thoughts and beliefs without forgetting their personal limitation, professional image and self-skills. However (Thurgood 2004) argue that is very difficult for nurses to be genuine due to the reality of the busy clinical setting as they always feel they don’t have opportunity, time and energy to relate to Rogerian Principles. (Nelson jones 2005) also acknowledges that the reason that nurses might not be genuine is not having enough experience and under confidence and this might lead that nurses be to not congruence especially when the clients start to question the authority, knowledge and previous experience of the professional care. He suggests that in this case honest response as well as acknowledges an area of inexperience is vital. I understood the importance of being congruence and how vital as role of student nurse as we are not experienced as well as our registered nurses. I didn’t know much about congruence and how is the most important skill in the nursing practice and I found out being genuine is both beneficial both, as nurse they don’t know something and honest about it there is nothing wrong with it and it will be safe for the patients as well as they might get the wrong information. I am now fully aware using the right approach and when I need to be genuine as well as knowing my professional boundary and personal limitation. Log five My chosen learning outcomes for today is the recognition when communications have been effective. We always listen to obtain information, to learn something and listen carefully when we want to understand something important. Moreover active listening is the most fundamental component of communication skills and a lot of people believe because they are good at speaking and they will be good listener. Stickley and Freshwater (2006) states there is not guarantee that during conversation doesn’t mean there is good listening involves. Active listening includes the following lists of using silence, asking questions, clarifying, restating and paraphrasing and Reflecting feelings. My knowledge of active listening increases as I read more in depth the meaning of the of using silent is part of active listening skills as it offers opportunely the patients to think. Arnold and Underman Boggs (1999) suggests silent allows the nurses to think how to response what they heard and ensure how they response is appropriate and helpful. Silent also take place in many reasons for example silent might occur as something emotional has touched the clients and accepting the patients’ silent and waiting without disturbing or breaking the mood of the clients can demonstrate as empathic understanding and respecting of the clients’ feelings. I also discovered Reflecting feelings is part of the paraphrasing, nevertheless it more focus the feelings and expression of the clients more than what the clients say or their use of words. Nelson- jones (2005) describes the skills of reflection as ‘ empathizing with client’s flow of emotion and communicating this back’ I also found out asking questions is part of the active listening especially asking questions open questions which always require more than yes and no and this enable nurses to find out more about the patients’ feeling and thoughts. In class we did exercise in pairs and the main of the discussion was to recognise the effective of active listening. I have told to talk about any topics and I have chosen to talking about my plan about the becoming weekend and as soon as I started my partner was not paying any attention, she was kept looking away and didn’t show any attention so I decided to stop talking as I felt ignored and thought what is the point of talking nobody was even listening what I was saying. This exercise was my biggest recognition of effective communication. I become aware the important of listening others when are talking and giving a little of time to pay attention can make huge difference to speakers feel value. Log six Day six was to aims was to identify what communication skills that I have established and to shows an understanding of the qualities of compassion, kindness and sensitivity. Trying to assess myself as a communicator has been beneficial challenging and as well as interesting. Looking back on the past I have tried to identify some weaknesses I have and to gain knowledge base of others and to try and build on my strengths. Learning and reading the different type of communication skills has been a real eye opener for me. According to some experts, they claims that communication is the collection of using different method such as Words are 7% effective, tone of voice is 38% effective, non-verbal clues are 55% effective, available on http://www.itstime.com/aug97.htm access date 6/2/13 access date the 6/2/14 at 18:13 During our group discussion I was able to identify that the weakness and the strength of communication skills and how I can improve my weakness which was not talking a lot. Thora Kron the writer of Communication in Nursing highlights one of the biggest weakness in the hospital is the lack of communication skills. As group we also discussed to maintain awareness of paralanguage and non-verbal communication from the first point of contact as well as being aware of what said and how is said. Share this: Facebook Twitter Reddit LinkedIn WhatsApp

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