Reflective Essay on Personal Performance

Reflective Essay on Personal Performance OLORUNKEMI ONIKOYIÂ   PORTFOLIO SUMMARY (REFLECTIVE ESSAY) This essay is a reflective account on the progress I have made during the on-going nursing training programme I have embarked upon. The areas I intend to cover include the usefulness of assessment feedback for facilitating growth and for understanding the areas that need to be improved in my learning, the extent of the development of key transferable skills, an overview of meetings with my personal development tutor and issues related to my personal learning. Finally, areas for future development will be identified with a view on how to address them, all of which will go towards improving my personal and indeed professional development. Individuals may spend a lot of time thinking over experiences they have had and things they have to do. However, within nursing it is believed that in order to progress, these thoughts should be turned into guided reflection enabling one to improve them in the future. The essential purpose of reflective practice is to enable the practitioner to access, understand and learn through, his or her lived experiences and, as a consequence, to take ‘congruent action towards developing increasing effectiveness within the context of what is understood as desirable practice’ (Johns 2000, p3). As a mature student with experience of an access course I felt I had developed self-discipline, which is important for effective learning. Throughout this course I have gradually developed strength and confidence in all the transferable skills, such as communication, effective learning, and teamwork and information technology. These skills have been developed through both the coursework and the placement.. I felt confident about my verbal communication whereas I was concerned about my literacy skills which are impeded by my dyslexia. In my case dyslexia results in poor spelling, grammatical errors and difficulties with organising work. It should not affect my understanding of my subject, although it can take me time to absorb what I read. The course has helped me to recognize the importance of all aspects of communication, both verbal and non-verbal, such as body language, touch, facial expression and eye contact. It has shown me how crucial non-verbal communication can be in expressing meaning. During my placement visit at the hospital I put into practice my communication skills which enabled me to interact with people from different cultures and backgrounds. For example, while I was working in the ward with a staff nurse, I observed through facial expression that a patient was in pain. I went over to ask her what the problem was. She told me she was in pain. I immediately reported it to the nurse in charge. After this, I made her comfortable and continued to communicate with the patients. From this scenario I have learnt that good communication skills are important in delivering health care services. Good therapeutic communication can help to relieve patient pain and anxiety. I believe the best way of learning is to become an autonomous learner which in itself requires good communication skills and discipline. During this course, I have developed good time management skills, especially for meeting deadlines in submission of assignments and for combining studying with domestic demands. Initially, accessing the internet and using the electronic searching method was a bit difficult but it became clearer with the help of the IT workshop. It also helped greatly when finding articles needed for annotated bibliography assignment. Having to do presentations is another effective way of learning because it provides an opportunity to research the topic and then teach others. I prepared a research presentation and I knew little about the components that would make the type of presentation successful. I experienced some nervousness because I find it difficult to face an audience and deliver a speech but with the help of the tutor’s feedback I am beginning to wo rk on my fears and confidence by becoming involved in group discussion. My IT skills have improved quite considerably since the beginning of this module. I knew how to use e-mail, Microsoft word and various ways to search for information. The IT sessions have contributed greatly, so much, now have the confidence to use the internet regularly. I have also learnt how to use database and PowerPoint I will continue to build on what I have learnt and improve on it because the technology is updating frequently and it is necessary to keep up with this trend. (See appendix). Carrying out a literature search during an assignment, taught me how to use the search engines using keywords in order to find relevant articles. Carrying out a literature review has given me an insight into what research involves the ways in which research can be carried out and the different methodology that is used. I now understand that academic articles are peer reviewed before being published in reputable journals. Assessment feedback is an important part of learning. It gives the student an awareness of what they can do and what needs to be improved, in both written and practical work Whilst evaluating my feedback sheet on the role and function of health related organization, Module IPH1625, I felt that the mark received was above my expectations which left me feeling positive and motivated to continue the good steady progress. I found the research section of the essay quite challenging and spent many hours preparing my essay. Fortunately the organization that I had picked was of great interest to me as British heart foundation was an organization that dealt and helped people from all walks of life. The fact that this topic was of interest to me made it much easier for me to discuss and write about it with passion, and I could really express how I felt about the issues involved. Through the feedback received, I realized that I had addressed all areas of the marking criteria to an effective lev el. Having not previously shown my work to my module leader, to my surprise the contents of my work was above standard and very well done. My dyslexia is a worry regarding typographical errors which I may not notice. To combat this I used the computers grammatical and spelling checkers as well as showing my essays to my dyslexia tutor who helped me to proof reading. I was thrilled to see that in the feedback given, my grammar, spelling and punctuation was not seen as a problem. It is very motivating to receive this kind of feedback and the self satisfaction left me with a positive feeling which I hoped to maintain. (See appendix) My first learning stage was the novice level which Benner (2001, p20) described as ‘beginners who had no experience or skills to practice in the situation in which they are expected to perform’. At this stage of my learning I had limited knowledge and understanding of patient condition as well as the environment in which care is delivered. This made me anxious and nervous. My culture (which forbids me from addressing an elderly person by name) inhibited my ability to communicate effectively with patients and various members of staff. This problem was due to lack of previous experience in caring for patient and lack of understanding of the situation in which am expected to perform. My knowledge regarding patient’s illness or disease process was lacking. Hence I did not know how to assess or carry out patient admissions or pain assessments. For example, when patients complained of pain I always informed my mentor instead of carrying out a pain assessment to identify factors which may be contributing to the pain. However, I constantly relied on my mentor for guidance. Through advice, feedback on my performances and by observing my mentors and other members of staff, I was able to develop strategies on how to overcome communication problems on my next placement. During this placement I was able to reassure patients, carry out pain assessment, monitor and record vital signs (under clinical supervision) as well as understand their implications for patients’ care. Although I had developed confidence in clinical skills in my first placement, there was an increase in my confidence during my second. There was an increase in learning, however, my skills and knowledge within this domain were still limited. I still relied on general guidelines or instructions given to me by my mentor on how to execute some of the duties delegated to me. As a result I could not use my initiatives to prioritize or plan care appropriately or make sound judgment regarding the care which I was giving to patients. My communication skills also improved as I was able to listen and reassure patients, carry out pain assessments. In the future I hope to ensure effective communication in my daily activities, building on my strengths until I become competent in my communication skills, and able to identify potential problems and difficulties and ways to find solutions to the problem. (See appendix) The advanced beginners’ level was the second level of my learning. As explained by Benner (2001, p22) ‘the advance beginner is one who can demonstrate marginally accepted performance; one who has coped with enough real situations to note the reoccurring meaningful situational components’. In relation to performing at this level, the status quo is that the theory sessions are in the final stages, after which we would move into placement, where yet again I would have the opportunity to relate acquired theoretical knowledge to practice. Personally, I have found that the various placements were the biggest learning curve for me and influenced my learning immensely. I feel that I have performed well, as I have done things that I had never done before such as taking measurements of blood pressure, giving injections, and administrating the correct medication. The biggest impact on me was the learning disability placement. I felt that this is where I really put my communication skills into practice. I found learning disability extremely interesting and at the same time challenging. One of the major challenges I encountered was the aggressive behavior of the patient. I learnt the importance of being patient and to try to understand what is making them angry in order to calm them down. Sometimes medication is needed for this. (See appendix) Meeting with my Personal development tutor (PDT) has been extremely useful; at the first meeting we met as a group which we had an open discussion on learning, teaching approaches and available learning support. My second meeting was one to one and I was able to express the problems I faced with modules in terms of understanding prospective assignments and in selecting textbooks which are user friendly to facilitate introduction to new areas of knowledge. It was also a good opportunity for me to discuss issues encountered during placement, in relation to my experiences, which included difficulties as well. I generally found these meeting to be useful because it was and still is an avenue for me to discuss and analyse both personal and professional development. (See appendix) On reflection I can see that I was able to achieve the above nursing needs of patient due to 12 months of acquired knowledge and experiences. In progressing through the stages of skill acquisition, reflecting enabled me to gain new ideas, insights, understanding of clinical practice and I was able to change and improve my practice as I progressed. This ability is vital for personal and professional development. By reflecting I developed reflective skills such as self-awareness, ability to describe, critically analyze, synthesize and evaluate (Bulman and Schutz 2004, p10). ‘Self improvement builds on awareness’ (Moon 1999, p14). Learning is a lifelong process of discovering what is not known and recognition of learning needs is the basis for further development. NMC code of conduct and the life long learning document requires one to be able to recognize when further learning and development may be required. The NMC’s PREP (2001, p7) requires registered nurses to keep up to date with new development and to go for courses that are relevant to the practice area so as to ‘deliver care based on current evidence, best practice and, where applicable, validate research when it is available (NMC 2002, p5). I would like to continue building on my nursing competency so as to increase my knowledge and skills. Achieving this will be through practice and self-directed learning, as well as through clinical supervision which provides support for the student; this will help me in further development of skills, knowledge and enable me to enhance my understanding in practice area. I will also further my education to degree level. In conclusion, I have critically demonstrated how my learning has evolved from novice to advanced beginner of nursing. I have also planned to continue to maintain my personal and professional development by engaging in regular learning activities and also updating my professional portfolio. Furthermore, I will continue to acquire more knowledge to prepare me to face professional challenges, especially in the area of decision making, and the ability to spot opportunities and utilise them. I have an understanding of and confidence in my chosen profession as adult nurse. I want to see learning as part of me; learning new skills everyday is a lifelong experience. Reflective practice will not only improve the quality of care I give but also enhance my personal and professional development thus helping me to close the gap between theory and practice. REFERENCES Benner, P. (2001). From Novice to Expert. Excellence and Power in Clinical Nursing Practice. (commemorative edition). New Jersey: Prentice Hall. Bulman, C. Schutz, S. (2004). Reflective Practice in Nursing. (3rd ed.). Oxford: Blackwell Publishing. Johns, P. (2004). Becoming a Reflective Practitioner. (2nd ed.). India: Blackwell Publishing. Moon, J.A. (1999). Reflection in Learning and Professional Development. London: Kogan Page. NMC. (2001). The PREP handbook. London: NMC. NMC. (2002). Code of Professional Conduct. London: NMC. Appendix 1: Use of key transferable skills. Appendix 2: Feedback sheet. Appendix 3: Evidence of learning from practice assessment / skill development in practice. Appendix 4: Copy of meeting with Professional Development Tutor. 1 WORD COUNT =2200

Physics and Fish Bioenergetics Essays -- physics fish bioenergetics

Welcome to the world of fish physics. Many of us understand basic fish behavior and can reach logical conclusions about where the best place to throw a fishing line is. But when we don’t think much further than that we are missing out on some very interesting details of fish behavior. We can never fully understand why we find some fish in one location and some fish in other locations until we consider the concept of fish bioenergetics. Ultimately, fish behavior is a product of bioenergetics. First, we will take a look at basic fish bioenergetics, understanding the underlying quantitative principles. Then, we will look at some examples of how physical forces, thermodynamics, and light characteristics are specifically related to fish bioenergetics. Most of these models and ideas are made under the assumption that there is no predation or competition, which are additional factors that will influence behavior. Fish bioenergetics includes components of physical forces, thermodynamics, and light characteristics, and follows energy laws and theories describing any other closed system. What it all boils down to is the net rate of energy intake. If this rate is positive a fish will grow and if it is negative then a fish will begin to undergo the stresses of losing biomass. Fish bioenergetics is really a matter of efficiency. Potential profit for a fish at any given position in a stream is simply the amount of energy coming into its system as prey minus the cost of staying at that position. This simplified model can be desribed by P = D - S where P is potential profit (calories/hour), D is available drifting invertebrate energy (calories/hr), and S is swimming cost (calories per hour) (Fausch 1984). For example, th... ...monids at different scales. Ecology 79: 281-294. Hughes, N.F., 1999. Fish ecology course, School of Fisheries and Ocean Sciences, University of Alaska Fairbanks. Mundie, J.H., 1969. Ecological implications of the diet of juvenile coho salmon in streams. Pages 135-152 in T.G. Northcote, editor. Symposium on salmon and trout in streams, University of British Columbia, Vancouver. Stephens, D.W., and J.R. Krebs, 1986. Foraging theory. Princeton University Press, New Jersey. Vogel, J.L., D.A. Beauchamp, 1999. Effects of light, prey size, and turbidity on reaction distances of lake trout (Salvelinus namaycush) to salmonid prey. Canadian Journal of Fisheries and Aquatic Sciences 56: 1293-1297. Wankowski, J.W.J., 1979. Morphological limitations, prey size selectivity, and growth response of juvenile Atlantic salmon (Salmo salar L.). Journal of Fish Biology. Physics and Fish Bioenergetics Essays -- physics fish bioenergetics Welcome to the world of fish physics. Many of us understand basic fish behavior and can reach logical conclusions about where the best place to throw a fishing line is. But when we don’t think much further than that we are missing out on some very interesting details of fish behavior. We can never fully understand why we find some fish in one location and some fish in other locations until we consider the concept of fish bioenergetics. Ultimately, fish behavior is a product of bioenergetics. First, we will take a look at basic fish bioenergetics, understanding the underlying quantitative principles. Then, we will look at some examples of how physical forces, thermodynamics, and light characteristics are specifically related to fish bioenergetics. Most of these models and ideas are made under the assumption that there is no predation or competition, which are additional factors that will influence behavior. Fish bioenergetics includes components of physical forces, thermodynamics, and light characteristics, and follows energy laws and theories describing any other closed system. What it all boils down to is the net rate of energy intake. If this rate is positive a fish will grow and if it is negative then a fish will begin to undergo the stresses of losing biomass. Fish bioenergetics is really a matter of efficiency. Potential profit for a fish at any given position in a stream is simply the amount of energy coming into its system as prey minus the cost of staying at that position. This simplified model can be desribed by P = D - S where P is potential profit (calories/hour), D is available drifting invertebrate energy (calories/hr), and S is swimming cost (calories per hour) (Fausch 1984). For example, th... ...monids at different scales. Ecology 79: 281-294. Hughes, N.F., 1999. Fish ecology course, School of Fisheries and Ocean Sciences, University of Alaska Fairbanks. Mundie, J.H., 1969. Ecological implications of the diet of juvenile coho salmon in streams. Pages 135-152 in T.G. Northcote, editor. Symposium on salmon and trout in streams, University of British Columbia, Vancouver. Stephens, D.W., and J.R. Krebs, 1986. Foraging theory. Princeton University Press, New Jersey. Vogel, J.L., D.A. Beauchamp, 1999. Effects of light, prey size, and turbidity on reaction distances of lake trout (Salvelinus namaycush) to salmonid prey. Canadian Journal of Fisheries and Aquatic Sciences 56: 1293-1297. Wankowski, J.W.J., 1979. Morphological limitations, prey size selectivity, and growth response of juvenile Atlantic salmon (Salmo salar L.). Journal of Fish Biology.

Development of a New Zealand Identity Essay

My report’s focus is to see how the New Zealand identity is portrayed in New Zealand art and literature. The texts I chose come from the early nineteenth century – The Piano – to the 1940s in Frank Sargeson’s short stories. Even though these texts may not be very modern, you can still see that there are a number of different factors that are in them which link to my theme. New Zealand Society In the short story ‘The Hole that Jack Dug’ and in the song ‘Whaling’, the male belongs to the working class. In â€Å"The Hole that Jack Dug†, Jack is a married man who a worker at a quarry. His wife doesn’t like that he does not get a better job, such as one in an office. Even though Jack has the ability to get a better job, he prefers labouring than anything else. In ‘Whaling’ this man is stuck as a whaler for a job, possibly because he lacks proper education. â€Å"But I’m whaling†¦ Not where I want to be. † This lack of education forced him into a job he didn’t want, which might have been what men had to do at the time. This brings up another issue of women being better educated than men. This can be seen in ‘The Hole that Jack Dug’ where Jack’s wife is educated in England. â€Å"†¦ she’d been a governess †¦ read more than ten books by an author called Hugh Walpole. † Because she is interested in literature and Jack isn’t, their marriage isn’t a very good one. Jack shows rebellion against her and her interests, because of her resentment towards him. This can be seen as New Zealand not valuing education during the time which led to people like Jack having working class jobs. These working class jobs can be seen as a New Zealand tradition. Jack and the Whaler were both labourers, a line of work which has continued its way into our modern times. This is evident by the fact the New Zealand has a successful farming industry which requires a large amount of labour. It can also be linked to today’s New Zealand men, who are do it yourself type people who like to fix things themselves. Men and women have not always got along well, as seen in Jane Campion’s film The Piano. The Piano follows a widow and her daughter. The widow has been married by her father to a New Zealand settler. Because Ada is mute and the act that she wasn’t very willing to be married creates problems with her new husband. Ada enjoys playing the piano, an issue that her husband doesn’t care too much about. Ada also has an affair with one of her husband’s workers which makes him so angry that he cuts off her finger. This conflict between men and women can be seen today in the form of sexism and increasing divorce rates. Th is is also shown in ‘ The Hole that Jack Dug’ where Jack’s wife convinces him that the hole was a bad idea and gets him to refill it. This is seen today as women overcome sexism. People like Helen Clark are elected in high positions in our society instead of men. Stereotypes In all of the short stories that I studied, one issue became clear: men don’t say much. This is shown in the ‘They Gave her a Rise’ and ‘The Making of a New Zealander’, both by Frank Sargeson. In ‘They Gave her a Rise’ the male in the story doesn’t say much. In ‘The Making of a New Zealander’, there is a young farmhand. Even though the story is centered around him, the narrator says very little â€Å"Maybe there’s nothing in it and maybe there is. This is often hard to understand, which is maybe why they didn’t say much. It is clear that there are many different sides to the New Zealand identity and they are shown in great depth and detail in NZ literature, and that there are indeed many different viewpoints of it. In the majority of my texts the issue of working class was dealt with more than the other issue s. The importance of working class is still seen in modern NZ society. I think it is a good thing that these issues have had the effect they have because if society keeps advancing, then so will our sense of identity.

Advantages of Strategic Planning - 2089 Words

Strategic Management Assignment 1 Table of contents Page 1. Introduction 2 2. Advantages of Strategic Planning 2.1. Financial Advantage 2 3. Disadvantage of Strategic Planning 3.1 Distortions and Deceptions 3 4. Friedman view of business social responsibility 3 5. Having a look at Sasol’s Social contribution 5 6. References 6 1. Introduction There are a number of advantages and disadvantages of strategic management. To me the advantage that stood out was the financial advantage organisation can achieve by implementing a strategic planning process. There are evidence of this as a study was done on banks in the United States - they do†¦show more content†¦Loss aversion - Scarcity of investment proposals 3. Overconfidence – Understating risks of large acquisition Deception 1. Misaligned time horizons – Managers focus on incremental innovations with short-term impact 2. Misaligned risk aversion profiles – Managers avoid ‘risky’ projects that company might have deemed attractive 3. Champion bias – CEO relies on judgment of most trusted associates though advice is biased 4. â€Å"Sunflower management† – Absence of dissent or debate in important decisions. (Lovallo Olivier, 2006) 4. Friedman view of business social responsibility There is one and only one social responsibility of business-to use its resources and engage in activities designed to increase its profits so long as it stays within the rules of the game, which is to say, engages in open and free competition without deception or fraud. ~Milton Friedman~ US economist (1912-2006) Milton Friedmans statement that a businesss social responsibility lies in making profit has shown a controversial point of view in modern business. Some people believe in Friedmans ideas while others do not. Is it possible that Friedman can be both right and wrong? In business, there are different situations that require different perspectives and methods of approach. 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