Reflective Essay Essay Example for Free

Reflective Essay Essay This essay aims to critically review my strengths and weaknesses as a self-regulated learner, in relation to key skills which demonstrate my ability to use reflective practice. Also, the essay will identify and implement the learning skills required to complete the modules in Year 2 of the programme. It will produce and make use of individual learning plans that reflect how I could improve upon my interpersonal skills and implement a personal development plan. Furthermore, a demonstration of application of key skills together with learning and interpersonal skills in a variety of settings will be made. The framework this reflective essay will follow has been adapted from the work of Borton (1970) Reach, Teach and Touch; along with Boud et al (1985) Turning Experience into Learning. A reflective essay is a piece of writing that basically involves your views and feelings about a particular subject. The goal of a reflective essay is to not only discuss what you learned, but to convey the personal experiences and findings that have resulted, Spinello (2012). However in order to critically evaluate and reflect the individual, must become a self-regulated learner. Students who are self-regulated learners collaborate with other students in exchanging ideas, eliciting assistance when needed, and providing support to their peers. They see the connection between their efforts and learning success, Trejos (2010). Zimmerman (2000) points out that, self-regulation is not a mental ability or an academic performance skill; rather it is the self-directive process by which learners transform their mental abilities into academic skills. These learners will monitor their behaviors in terms of their goals and self-reflect in order to increase their effectiveness. Self-regulation is important because a major function of education is the development of life-long learning skills, Zimmerman (2002, p. 66). In relation to the following key skills of, communication, numeracy, use of information technology, learning to learn and working with others, I have been able to identify my strengths and weaknesses. One of the areas in which I considered to be competent in was written communication, as I could  express myself more openly and creatively, this has been evident by the use blackboard discussions, emails and academic writing. Linked to this, my IT skills are also one of my biggest strengths, as I am able to utilize these skills to support and further develop communication, interpersonal and academic skills. My empathetic listening skill enables me to gain mutual understanding and supports me to work with others, where new knowledge and experience can be exchanged, which contribute to my ongoing learning. On the other hand, the identified areas that I need improvement in are my confidence in verbal communication, although one to one communication is not a problem, but communicating and presenting to larger groups is where I feel nervous. Building up confidence in this area is vital, as it is a key component of nursing practice, to ensure effective communication between patients, team members and multidisciplinary teams. From year one of the nursing programme to year two; I have seen an improvement in my general math’s skill, however I required further practice in this area, which will supported me to pass my drugs calculation exam for year 2. Additionally, exam preparation and revision techniques were another area which I needed to work on, as a result it facilitated towards preparing me for module 6 – immediate and continuing care examination. Last but not least, my academic writing skills which also required to be developed so that I would be able to produce work at level 5 standard, for additional module two – examining health and social care needs of vulnerable adults and module five understanding evidence-based nursing. Once I identified my strengths and weaknesses, I was able to set three goals for the academic year and produce an action plan for each goal, which was implemented in a personal development plan. A personal development plan is described as â€Å"a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career development†, (LMU, 2001). The three chosen goals for year 2 of my nursing programme were specific, measurable, attainable, realistic and timely (S.M. A. R. T). Goal one, was set out to help me become competent in critically appraising evidence and literature, which supports the learning skills of being able to produce academic work at level 5 standards. This goal required gaining understanding and knowledge of critical appraisal, as well as thoroughly comprehending the elements of critical appraisal and correctly identifying and using tool, frameworks and guidelines to critically appraise evidence and literature. The significance of achieving this goal was to help me complete year 2 modules of understanding evidence-based nursing and examining health and social care needs of vulnerable adults and achieving an overall good grade in both modules. What I generally thought was, for the understanding evidence based nursing essay I did not perform well with my critical appraisal, as most of my time was spent on formulating a PICO question and did not have sufficient time to write a powerful essay. However results showed that I gained an overall 55% mark, and comments that were given by the moderator were as follows ‘Critical appraisal You have identified the framework and the article for critical appraisal. In this part you have detailed the research process as reported in the article; although you have attempted to analyse the research validity and reliability but they should have been further developed. You should have critically analysed the quantitative research rigor validity, reliability and generalisability of the study findings supported with relevant literature’. So the importance of having constructive feedback is to make sure that I know which areas that I am potent in and which areas that I need to improve for the next essay, in order for me to critically appraise more coherently. As a result of this, for my examining health and social care needs of vulnerable adults module essay; which also involved critically appraising three research articles, I received an overall mark of 66%. The moderator’s comments for analysis and synthesis were that ‘You have made a good critique of the limitations of the studies. ’ And the quality of expression was indicated as ‘generally good. ’ Now I feel more confident in my critical appraisal skills, I believe with further practice I will be able to appraise articles and gain higher marks to help me progress on to year three. Goal two was aimed at preparing and passing module 6 – immediate and continuing care unseen examination, based on three patient journeys of diabetes, coronary heart disease and rheumatoid arthritis. This goal was linked to learning skills of exam preparation and revision techniques. The  steps that were taken in achieving this goal were to create a revision timetable to manage time; to use different revision and rehearsal techniques i. e. flow charts, mind-maps, revision cards, rehearsing exam papers in timed condition and having a study buddy. Combined with this, whilst reading literature and gathering information, I collected relevant references to create a reference list for the examination. What I thought was the daunting part of this goal was practicing exam papers in timed condition, as three hours seemed like a long time. What was interesting is that once I had all the suitable materials and information and began to do a timed essay, three hours seemed shorter than expected; with continuous practice this helped me to pick up my writing speed and also managing time per essay. With the use of mind maps and flow charts I was able to access information quick and easy, rather than going back to textbooks and online resources. Having prepared in this way prior to the exam made me feel confident and relaxed and I was able to manage my time efficiently. So the significance of preparing ahead is that it helps me to become proactive; managing time helps me to prioritise what is important and what needs to be attended in sequence. And using relevant resources is essential for learning success and achievement. Now I feel that I have generally performed well in my exam, as much of what I revised came up and I was prepared. Although time felt like an issue, I was able to use my time productively and efficiently. What I think I could improve for next time, is begin planning and revision sooner and rehearse more timed essay as practice makes perfect. Additionally, what I have learnt throughout this module I will be able to apply to clinical practice, and as an individual be prepared and have the ability to act accordingly when foreseen and unforeseen circumstances arise. Goal three demonstrates my ability to use my existing general maths skills with further practise, to pass drugs calculation examination for year 2. For this goal, the steps that were taken in order to achieve the goals were to use Authentic World (SafeMedicate) to revise for the exam, to do online mock exams in timed condition, and revise on general maths skills. What I didn’t realise was that the drugs examination was compulsory for every year throughout the nursing degree programme. However, as I had already passed my year one drugs calculation exam with full marks of 90/90, I didn’t find year two to be too difficult as it was on three areas from the previous year of tablets capsules, liquid medication and Injections. I found that accessing authentic world and revising the areas and completing the mock exams were easily within the comfort of home. I was able to revise where I wanted and when I wanted, support was available from other maths revision sites. So after revising the key areas and doing timed questions, I felt confident in sitting the actual exam. I completed the exam within the time limit, reviewed my questions and answer and received my final mark of 90/90 on first attempt, which I was very pleased with. Now that I have achieved full marks on my first attempt I am able use this knowledge of drug management to aid my drugs administrative skills whilst on second year placement. What I will aim to do for year three drugs calculation exam is to refresh and revise over previous areas, and also read ahead on the additional section that will be added to year three exam. On achievement of these three developmental goal, I have been able to make connection between the learning and interpersonal skills to a variety of settings. From goal one I understand being able to critically appraise in nursing practice means that patients can benefit from the best possible outcome with backup from reliable and valid researches that have been carried out. Thus, as a healthcare professional I am able to gain knowledge to ensure and/or provide effective and dynamic care. From goal two of understanding long-term illness of coronary heart disease, diabetes and rheumatoid arthritis from journeys of simulation patients. I have been able to prepare myself to have knowledge and have the ability to cooperate in a situation where I will work with real patients with these types of conditions. Long-term illnesses and conditions affects vast majority of the population and therefore keeping knowledge update is an essential way to promote health and provide information to others. With support from goal three of safely calculating drug dosages for supporting drug administrative skills, is essential part of nurse training. To ensure that the right patients receive the right dose of the right medication, at the right time, through the right route, as drug errors can be fatal to the outcomes of the patient. In conclusion, this module has helped me to develop from being an independent learner to a self-regulated learner. Where I am able to identify my strengths and weaknesses in relations to key skills; and critique my competency and incompetency towards creating goals, and reflect upon the process in achieving these goals. Overall for year two of this programme I have achieved my set goals, and I have developed the ability to use key skills along with learning and interpersonal skills in providing best judgement in different settings. References: Borton, T (1970) Reach, Teach and Touch. McGraw Hill, London Boud D, Keogh R Walker D. (1985) Reflection: Turning Experience into Learning. Kogan Page, London. London Metropolitan University (LMU) (2001) Personal development planning (Online) available at: www. londonmet. ac. uk/library/z62053_24. doc. [Accessed last: 11 January 2012] Spinello, S. (2012) what is a reflective essay? (Online) available at: http://www. ehow. com/about_4576779_reflective-essay-paper_. html. [Accessed: 09 February 2012] Trejos, C. M. A. (2008) Using journals for learners’ reflection and self-assessment. The internet TESL journal. 14 (10). (Online) available at: http://iteslj. org/Techniques/Arciniegas-LearnersJournals. html. [Accessed last: 10 February 2012] Zimmerman, B. J. (2000). Attainment of self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, M. Zeidner (Eds. ), Handbook of self-regulation (pp. 13-39). San Diego, CA: AcademicPress. Zimmerman, B. J. (2002). Becoming a self-regulated learner: an overview. Theory into practice, 41 (2), p. 64-70.

Wellness :: essays research papers

Freshman seminar Wellness paper 101 Ways of doing It With Out Actually doing it This program totally wasn’t what I expected it to be. To my surprise the whole thing was actually about relationships, and what to do on dates without having sex, and or sexual influence.   Ã‚  Ã‚  Ã‚  Ã‚   Attending college is a very different experience. It’s when most of us experience life situations and learn to make our own decisions. The problem is that many students, due to the influence of our society, decide to have sex because â€Å"everybody else is doing it†. But what many students don’t realize is that there both rewards and consequences when dealing with sexual intercourse. This is an important issue, especially when most of my fellow peers believe in â€Å"casual sex†. I personally believe that sex is something that shouldn’t be taking lightly†¦in other words, I’m not anybody’s booty call!!!!   Ã‚  Ã‚  Ã‚  Ã‚  Anyways, back to the seminar. In the discussion, many of us realized that dates seem to be a thing of the past. No one really goes on a â€Å"one on one† date anymore. Its always a group thing, going out to a party or just hanging out. I can’t even remember if I’ve ever been on a real date myself. Relationships lack that solid foundation of one to one communication, which is probably why most teens have sex: it’s what’s expected, yet nobody talks about it.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  During the seminar, we were educated in finding other ways to express ourselves and feelings to each other. Even though some were far-fetched and unrealistic (for example: a grave yard walk), some were actually feasible (example: a picnic). A few of the other suggestions included a K-mart party, which I personally would’ve evr thought of, but I guess it is another alternative to sex. Some of the more realistic ones included walks on the beach, athletic activities, dinner and a movie. Hopefully some of these ideas will be used around campus instead of sex. Many attending the meeting suggested other dating ideas such as horseback riding, test driving cars and playing golf. I didn’t quite agree with them because a.) horses are big animals b.) I don’t have a license and c.) I HATE golf!!!! Also during the seminar, we participated in an activity. We were split into groups, based on gender. The girls that attended the seminar wrote down some of the things they like to do and some of the things they hate, the boys in the room did the same.

Change and Culture Case Study Essay

In tough economic times, companies are looking for ways to continue to provide services and products to the public without compromising quality and efficiency. When it comes to smaller businesses, or businesses that provide the same product or service, it is often wise to merge the companies together to form a stronger, more stable structure. This will take place when Frithsen Physical Therapy merges with Select Physical Therapy. Select Physical Therapy is a national corporation that provides physical therapy as well as aquatic therapy, occupational therapy, athletic training outreach and long-term care services. For the past decade Frithsen Physical Therapy has seen Select Physical Therapy as a fierce competitor that provides less than quality care to its patients. Frithsen Physical Therapy has been well known in the community for providing care in a professional and personal way. Many employees are afraid that merging with a large corporation will change the way they work, causing the quality of patient care to decrease. Middle managers will become essential before, during, and after the merge to ensure that every employee from each company understands the vision for the new corporation and is willing to compromise to make it a reality. The combining of two companies is no easy task and will change the shape and culture of both companies, until a new one is born. Processes such as communication, hiring, patient care and record keeping will change to accommodate the growing corporation, in hopes it will become more effective than either company was on its own. Merging two companies is a delicate procedure, requiring compromise and patience. Each company has built a certain culture over its existence, and each one believes that their culture is best. In reality, each company has certain services or tasks that they perform better than the other. In the instance of Select Physical Therapy merging with Frithsen Physical Therapy, the culture of the new, combined company will be similar to the cultures put in place by each company separately. However, it is important to create a new culture, differing from the previous ones, to promote a sense of teamwork and camaraderie. If this step does not occur, everyone will continue to work in his or her own culture, which becomes divisive, causing the company to be pulled in different directions (Sherrill, 2001). In the first phases of combining the companies, the culture may be fragmented, with each company holding on to what they know. Many of the employees will be wary of the changes occurring around them on a daily basis and may resist certain adjustments (Stanwick, 2000). A new atmosphere of open-mindedness and compromise needs to emerge for the blended company to be successful. When two companies are combined, there are bound to be differences of opinions between practitioners and administrators regarding polices and procedures. It is important to understand that each company brings something valuable to the table, and all ideas and opinions should be considered and discussed Avoiding a competitive stance will help employees from both sides see the positives of blending ideals and values, and ultimately encourage the birth of a stronger, more successful new culture (Stanwick, 2000). To successfully combine two companies involves cooperation from all levels of management. As a middle manager in a merging corporation, there are different strategies and skills that will be necessary to ensure a smooth transition. The most important strategy will be communication. Before the merger occurs, it is important for middle managers to understand the new beliefs and values that upper management desires (Bolton & Lewis, 1998). Once middle managers understand the vision for the new company, they must pass it down to their employees. It is not enough to simply communicate the new vision; middle managers must begin practicing these changes immediately. Leading by example is the most effective way to produce results. The middle managers in most companies are more approachable than top management; therefore it is imperative that middle managers are on board with the new vision of the company and display this in a positive way. While the merger is occurring it is essential to build a team atmosphere, full of open communication, honesty, and teamwork. Each employee from both companies should feel as though their positions is important, and their cooperation is essential to the success of the forming company. Once the merger is complete, it is all about the new culture, staying visible, approachable, and communicating information early and often (Bolton & Lewis, 1998). Aside from ensuring employees are blending well, it is important to focus on patient care. There will be changes implemented at every phase of the merger, but it is important not let misunderstandings, or issues within the staff affect the quality of care given to the patients. Once the merger has been finalized and integration is complete, middle managers need to assess their staff to be sure that each employee is doing his or her part to make the merge as successful as possible. If there are employees who are resisting the changes being made within the company, or not buying into the new culture and vision, it is necessary to evaluate the situation and decide what is best for the team and the company as a whole. Middle managers must not forget to consider the employees feelings when situation such as this arise. Often times, employees resist mergers because their identities are closely tied to their jobs, and they like to experience continuity of their identities. Giessner (as cited by Sidle, 2006) noted that mergers would challenge this continuity, leading to distress and anxiety from employees. When middle management can understand the feelings of their employees, they can be better equipped to handle issues that may arise by allaying fears or implementing strategies to make employees comfortable with their new roles. Even if all employees from both companies are comfortable with the combining of their two organizations, upper management has the daunting task of reworking its current systems and procedures to include the best strategies from each company. In the case of Frithsen Physical Therapy and Select Physical Therapy, the former’s employees will see the most changes. Frithsen Physical Therapy is a small corporation, covering New England, while Select Physical Therapy is a national corporation, encompassing more services and a variety of clinicians. Along with physical therapy services Select Physical Therapy offers occupational therapy, aquatic therapy, long-term care facilities, and a large athletic training outreach program. This will require managers from Frithsen Physical Therapy to be in charge of more people, and perhaps different clinicians than they are accustomed to working with. The shape and systems currently used in the company will have to shift in order to fit a larger scale of business and a more complicated hierarchy. The regional managers from Frithsen Physical Therapy reported directly to the President of the company, whereas the regional managers of Select Physical Therapy report to one of ten executive managers, who then report to the CEO of the company. The clinic managers of Frithsen Physical Therapy were able to see all of the employees they supervise on a daily basis, working side by side. With the inclusion of the vast athletic training program, they will now be responsible for knowing which athletic trainers report to their clinics, and what schools they are assigned to. There will also be a manager of athletic training services that they will need to communicate with about referrals and business relating to the relationship between the schools covered and the clinics in the area. Due to this more intricate hierarchy, the employees of Frithsen Physical Therapy will see a dramatic change in how they communicate with upper management. Under their old organization, there was a relatively straight path to the top, with only a few levels of management until they reached the President. Communication could be done easily by telephone or in person, and most employees had met each other face to face at one time or another. In the new organization, there will be a need for a more formal kind of communication. In organizations communication tends to be directional, moving upward, downward, diagonal or lateral (Leibler & McConnell, 2008). Frithsen Physical Therapy was used to mostly lateral communication, discussing issues with other managers or sharing notes about a particular patient’s care. With the merger, the managers and employees will mostly be communicating upward, providing detailed reports to their supervisors, who will then provide reports to a higher supervisor, and so on. This will require attention to detail and more paperwork for the managers at every level, which will change the way the managers handle issues that arise within their department. With the inclusion of new services and a goal for comprehensive care, comes the call for new positions and alterations to old ones. A need for more middle management will arise, and more staff will be added to accommodate the growth of services while still maintaining exceptional patient care. In conclusion, there are many factors to consider when combining two organizations. It may make sense financially and logically to combine two entities that provide similar services. However, it is important to understand that not only will it be difficult to combine two cultures; it will also take time for employees to adjust to a new chain of command and new policies and procedures. Middle managers will play an important role in the blending of two corporations. They need to remain positive, lead by example, and possibly sever ties with employees who do not fall into line with new visions and ideas. An increase in communication will help make the transition successful, and ultimately all employees will reap the benefits from such a merger. References Bolton, J.M., & Lewis, B. (1998, Jan/Feb). The challenge of merging and consolidating organizations. Journal of Management in Engineering, 14(1), 9-10. Academic Search Complete. Leibler, J.G., & McConnell, C.R. (2008). Management principles for health professionals (5th ed.). Retrieved from The University of Phoenix eBook Collection database. Sherrill, T. (2001, May). Creating a can-do culture. New Zealand Management, 48(4), 17-21. MasterFILE Premier. Sidle, S.D. (2006, August). Resisting the urge to merge. Academy of Management Perspectives, 20(3), 115-118. Business Source Complete. Stanwick, P.A. (2000, Jan/Feb). How to successfully merge two corporate cultures. Journal of Corporate Accounting & Finance, 11(2), 7-11. Business Source Complete.

The Effects of Television Violence on Teens and Children - Free Essay Example

Sample details Pages: 2 Words: 530 Downloads: 2 Date added: 2019/08/08 Category Society Essay Level High school Tags: Television Violence Essay Did you like this example? In recent years technology had advanced and evolved rapidly. With new technology surfacing on the market daily we see a variety of new forms of entertainment. I can remember when children spent the majority of their time outside playing. Don’t waste time! Our writers will create an original "The Effects of Television Violence on Teens and Children" essay for you Create order Today children spend most of their time indoors watching television, movies, and playing video games. Some hardly ever leave their bedrooms, (Browne and Hamilton-Giachritsis 702). It is believed that most of these children have some sort of gamming system. Most of the television shows, movies and video games that children are exposed to contain some kind of violence in them which can have an adverse effect on child audiences that are exposed to them. The Effects of Television Violence on Teens and Children If children are exposed to violence on a regular basis they become desensitized to the effects of violence. Games that are high in violence created a compulsion to play and resulted in two men ending so many lives in Littleton, make our children more active participants in simulated violence (Quotes: Media Violence). A quote from President Bill Clinton, after the Columbine High School Massacre in Littleton, Colorado. The Effects of Media Violence Media violence has a considerable effect on youth of all ages, it has noted that children are susceptible to any kind of media violence weather it is video, television, books music or any other form. The average young person will have viewed a projected 200,000 deeds of violence on television alone, by only the age of 18 (Media Violence). The assumption is violence in the media predisposes youth to aggressive behavior which is linked to cognation and decreasing pro-social behavior. Statistics Show American children view around 200,000 acts of violence and 25,000 murders on television by their eighteenth birthday. (How Media Use Affects Your Child, 2018 People under the age of eighteen that were arrested for violent crimes rose forty-seven percent from 1988 to 1992. (Huesmann). A 130,296 participant study, found increased levels of aggressive behavior were directly related to exposure to violent video games (Anderson et. al 160). On average children and adolescents spend an average of 25 hours watching violent media and an average of 9 hours on violent gamming (Polman De Castro and Van Aken 256). Education and Development. Due to increased television viewing and gamming less time is spent on education. Children and adolescents study less resulting in poor academic performances. Even less time is spent on developing social hobbies and sports. Short attention spans and decreased physical activity (Comstock and Scharrer 103). Perception. When watching television children and adolescent process what is happening based on prior experience and what they perceive, due to their age and immature abilities they may not be able to process the content they are viewing on television. Most of the time children are not able to understand or interpret what it is they are watching. Aggressive Behavior. When we look at children who play video games and watch movies for extended periods of time we see an increase in aggressive behavior compared to children who are monitored and my only play a few hours per week. Children who participate in extreme exposure were prone to physical violence, and believed it was more acceptable to engage in peer to peer contact