...A reflective essay based on an episode of patient care. rodrigo | December 3, 2012 Introduction This is a reflective essay based on an episode of care that I was directly involved in managing during a community placement. This episode of care will be analysed using up to date references, health care policies and relevant models. Issues and theories relating to leadership qualities and management styles will also be explored, taking into consideration any legal, ethical and political factors that may have impacted on patient care. Care delivery, delegation and prioritisation will be examined along with team working, risk assessment and patient safety. I will also take into consideration my role as a supervised student nurse and analyse the roles and responsibilities of those supervising me and what influence this has on my practice. These issues will be debated and questioned within the framework of leadership and management theory In order that I could use this situation for my reflection the patient will be referred to as “Mrs A”. In this assignment confidentiality will be maintained by the use of pseudonyms, this is to maintain privacy and confidentiality in line with the NMC Code of Professional Conduct (NMC, 2008), “as a registered nurse, midwife or health visitor, you must protect confidential information”, and to “Treat information about patients and clients as confidential and use it only for the purpose for which it was given.” Starting an extended practice placement...
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...Kyle Thompson – 05970640 Management of discharge Management skills in adult nursing UZTR6D4-40-2 05970640 The NMC Code (2008) charges nurses to protect confidential information, and to only use it for the purposes given – for their treatment. Therefore all patients and events mentioned in this essay are inspired by real patients and events, but names, locations, dates and other details have been altered or obscured to make identification impossible. Following the introduction of the knowledge and skills framework (DH 2004a) and emphasis on quality of health care and patient centred, interprofessional, health and social care (DH 2000; Leathard 2003; Thompson et al. 2002) health care professionals and students will need to be able to demonstrate the quality of our care and team working abilities. There is a connection between practice and thinking about practice – action and reflection are interdependent; they need one another. Reflection may be triggered by an awareness of a gap between theory and practice, a difference between what ‘should be’ and ‘what is’ (Sullivan & Decker 2005). Our actions and the quality of our care are improved by reflection-on-action, by making sense of what we have experienced, and thinking about how we might act differently in the future (Lillyman & Ghaye 2000). Reflection has a rôle in maintaining one's personal portfolio and maintaining competency and continuing professional development. Support and supervision from managers, who already have a responsibility...
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...EDUCATION Critical thinking and analysis: a model for written assignments Sharon L Edwards W hat is critical analysis? In the author’s personal experience this question has been answered by the following statement: ‘It is being critical of the literature.’ However, this does not answer the question. A literature search also failed to provide any information on critical analysis. The justification for developing a model for critical analysis, however, was not solely the lack of available literature. Other reasons included: to provide a definition of the terms; and to help both educationalists and students interpret the concepts involved. Nurse educationalists and nursing students lack a clear understanding of the critical processes and this could severely diminish the profession’s ability to articulate issues that are imperative to the advancement of nursing practice in the future. This article recommends a model of critical analysis that can be used by students and educationalists. It suggests that critical thinking and analysis are interrelated and complementary, but not synonymous. It gives examples of the model’s components in order to clarify their meaning. The model will hopefully give students a premise on which to base their assignments, and nurse educationalists will be able to incorporate it into their teaching practice. It will also provide an element of reality to critical analysis which will prevent it from becoming so abstract and idealistic as to render...
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...This essay will examine the challenges of managing Mr. W. Fountain nursing problem on his immobility condition. Developing a care plan for Mr. W. Fountain to aid his recovery due to stroke; resulting to mobility problem. Although, mobility as a result of stroke will be the main focus of this essay but I will also briefly explain the process of developing an effective care plan. I will be relating it to my anatomy and physiology knowledge and show why dealing with my father’s stroke condition some twenty seven years ago make Mr. W. Fountain condition more personal to me. At this stage, I will like to highlight that the nursing management for Mr. W. Fountain will be based on the use of Roper Logan Tierney model in practice. (2003). I will be applying the nursing process that includes delving into the phases and cycle of nursing assessment, planning, implementing and evaluating (APIE). At the implementation stage, a care plan with appropriate objectives, implementation steps and evaluation strategies will be drawn in ensuring that his care is more focused on his needs. I will also be using a range of assessment tools: such as waterloo score and strip, trips and fall. Dignity and respect of Mr. Fountain will be maintained all through in this essay. In conclusion a copy of care, feedback from the Lecturer and reflective summary will be attached. According to Glasper and Mcewing (2010) Stroke occurs if there is an interruption of blood flow to part of the brain. Without blood...
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...national statistics (ONS 2012). Of most significance for the social care system is the growth in the number of people aged over 85, which doubled from 690,000 in 1985 to 1.4m in 2010 and is set to reach 3.6m, or 5% of the population, by 2035( ONS 2012). This made it necessary for the government to launch the National Service Frame work (NSF) for older people(2001) which contained eight standards relating to older people’s services covering the full range of care older people need. The standards embody fundamental principles ensuring care is based on clinical need, not age, and that services treat older people as individuals, promoting their quality of life, independence, dignity and their right to make choices about their own care. This essay aims to explore how guidelines and policies are implemented in a residential care home in London to promote the well-being of the elderly and also further investigate the specific risk factors concerning the health and well-being of the elderly. Well-being has become an important focus for health and social policy in general, and in relation to older people in particular (Reed et al 2004). Well-being as a phenomenon involves more than happiness and health as it explores all aspects that give meaning to life and a feeling that life is fulfilling and worthwhile. It encompasses aspects of physical, emotional, social, financial and spiritual well-being (Reed et al 2004). Just like all human beings well-being affects all aspects of old age but...
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...Introduction: The first Part of this paper will review the literature to define Classification. Briefly Discuss DSM IV and ICD 10 and list the main categories of clinical disorders. The paper will discuss the main dangers of classification identified as labelling and Stigma which have lifelong implications for those diagnosed with a mental illness. The main advantages of classification such as most appropriate treatment and community education Definition of the Classification system used to Diagnosis Mental illness. As Social workers it important to try and grasp the concepts of how classification of mental illness is arrived at and to have a basic knowledge of the types of mental disorders people can be classified as having so we can understand the basis of a diagnosis. According Mendelson (2001) “Classification refers to ordering of objects into groups on the basis of their relationship. The result is a classificatory system. Nomenclature related to agreed names that have been assigned to disease or syndromes. Taxonomy covers principles and methods underlying the practice of classification. Finally, nosology denotes the conceptual system that supports the strategy of classifying.” ( Mendelson 2001 p. 63) Golightley (2004) text states that classification is an important step towards the diagnosis of a mental disorder. Mental disorder is broken down into various classifications that represent groups or syndromes of symptoms. Thus if a series of symptoms fits into...
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...Unit 21: Nutrition for Health and Social Care Unit code: L/601/2407 QCF Level 3: BTEC Nationals Credit value: 10 Guided learning hours: 60 Aim and purpose This unit aims to give learners an understanding of current thinking on nutritional health particularly relating to users of health and social care services. Learners will then be able to apply this understanding and make recommendations to improve the nutritional health of an individual. Unit introduction This unit builds on learner understanding of the principles introduced in Unit 5: Fundamentals of Anatomy and Physiology for Health and Social Care. Improvements in the diet of individuals are increasingly being recognised as a significant factor in maintaining, or effecting improvements, in overall health. It is therefore important that people working in the health and social care sectors, or those who are responsible for the wellbeing of others, have a good understanding of nutrition and diet. This unit gives learners an understanding of nutrition from a science-based perspective and of the role that food plays in social contexts. The unit may also provide useful underpinning knowledge for the study of food hygiene and practical culinary skills. Learners will explore concepts of nutrition using the language of nutritional science. Different aspects of nutritional health will be defined and routine ways of measuring this explored. Other aspects of nutritional data will involve describing...
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...Down syndrome: Observing Shannon Submitted by: Alfonse Bowman Arcadia University ED 584: Supporting Students with Low Incidence Disabilities Professor Hopkins Fall 2013 Introduction For our final paper I chose to research trisomy 21 or as it is known clinically, Down syndrome (DS). The primary reason I chose this low incidence disability is because I will make the transition from a regular education teacher to a special education teacher in the spring and I am already familiar with other low incidence disabilities. I realize that with my new role in a self-contained classroom it is important for me to understand the term Down syndrome and then see how the definition and behavioral traits impact the student, the teacher and the other students in an educational setting. This research paper will provide clinical and anecdotal information on DS with real-life observation of a student with Down syndrome. History of Disorder According to the National Down Syndrome Society (2013), during the early nineteenth century, John Langdon Down, an English physician, published an accurate description of a person with Down syndrome. It was this scholarly wok, published in 1866, that earned Down the recognition as the “father” of the syndrome. Although other people had previously recognized the characteristics of the syndrome, it was Down who described the condition as a distinct and separate entity. The United States Department of Health and Human Services Center for Disease Control...
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...Visualizing Research This page intentionally left blank Visualizing Research A Guide to the Research Process in Art and Design Carole Gray and Julian Malins © Carole Gray and Julian Malins 2004 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior permission of the publisher. Carole Gray and Julian Malins have asserted their right under the Copyright, Designs and Patents Act, 1988, to be identified as the authors of this work. Published by Ashgate Publishing Limited Gower House Croft Road Aldershot Hants GU11 3HR England Ashgate website: http://www.ashgate.com British Library Cataloguing in Publication Data Gray, Carole Visualizing research : a guide to the research process in art and design 1.Art – Research 2.Design – Research 3.Universities and colleges – Graduate work I.Title II.Malins, Julian 707.2 Library of Congress Cataloging-in-Publication Data Gray, Carole, 1957Visualizing research : a guide to the research process in art and design / by Carole Gray and Julian Malins. p. cm. Includes index. ISBN 0-7546-3577-5 1. Design--Research--Methodology--Handbooks, manuals, etc. 2. Art--Research--Methodology-Handbooks, manuals, etc. 3. Research--Methodology--Handbooks, manuals, etc. I. Malins, Julian. II. Title. NK1170.G68 2004 707’.2--dc22 ISBN 0 7546 3577 5 Typeset by Wileman Design Printed and bound...
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...Transforming Lives Communities The Nation …One Student at a Time Disclaimer Academic programmes, requirements, courses, tuition, and fee schedules listed in this catalogue are subject to change at any time at the discretion of the Management and Board of Trustees of the College of Science, Technology and Applied Arts of Trinidad and Tobago (COSTAATT). The COSTAATT Catalogue is the authoritative source for information on the College’s policies, programmes and services. Programme information in this catalogue is effective from September 2010. Students who commenced studies at the College prior to this date, are to be guided by programme requirements as stipulated by the relevant department. Updates on the schedule of classes and changes in academic policies, degree requirements, fees, new course offerings, and other information will be issued by the Office of the Registrar. Students are advised to consult with their departmental academic advisors at least once per semester, regarding their course of study. The policies, rules and regulations of the College are informed by the laws of the Republic of Trinidad and Tobago. iii Table of Contents PG 9 PG 9 PG 10 PG 11 PG 11 PG 12 PG 12 PG 13 PG 14 PG 14 PG 14 PG 14 PG 15 PG 17 PG 18 PG 20 PG 20 PG 20 PG 21 PG 22 PG 22 PG 22 PG 23 PG 23 PG 23 PG 23 PG 24 PG 24 PG 24 PG 24 PG 25 PG 25 PG 25 PG 26 PG 26 PG 26 PG 26 PG 26 PG 26 PG 27 PG 27 PG 27 PG 27 PG 27 PG 27 PG 28 PG 28 PG 28 PG 28 PG 28 PG 33 PG 37 Vision Mission President’s...
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...Chapter 1 SIGMUND FREUD AN INTRODUCTION Sigmund Freud, pioneer of Psychoanalysis, was born on 6th May 1856 in Freiberg to a middle class family. He was born as the eldest child to his father’s second wife. When Freud was four years old, his family shifted and settled in Vienna. Although Freud’s ambition from childhood was a career in law, he decided to enter the field of medicine. In 1873, at the age of seventeen, Freud enrolled in the university as a medical student. During his days in the university, he did his research on the Central Nervous System under the guidance of German physician `Ernst Wilhelm Von Brucke’. Freud received his medical degree in 1881and later in 1883 he began to work in Vienna General Hospital. Freud spent three years working in various departments of the hospital and in 1885 he left his post at the hospital to join the University of Vienna as a lecturer in Neuropathology. Following his appointment as a lecturer, he got the opportunity to work under French neurologist Jean Charcot at Salpetriere, the famous Paris hospital for nervous diseases. So far Freud’s work had been entirely concentrated on physical sciences but Charcot’s work, at that time, concentrated more on hysteria and hypnotism. Freud’s studies under Charcot, which centered largely on hysteria, influenced him greatly in channelising his interests to psychopathology. In 1886, Freud established his private practice in Vienna specializing in nervous diseases...
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...12:06 Page 1 WOMEN, GENDER AND WORK People are not defined solely by their work, nor is it possible to ignore the effects of factors outside the workplace on a person's status at work. To seek equality at work without seeking equality in the larger society – and at home – is illusory.Thus an examination of the issues surrounding women, gender and work must be holistic. That means considering the role of productive work in life as a whole and the distribution of unpaid work as well as the myriad questions relating to employment. This important anthology brings together the thinking of leading philosophers, economists and lawyers on this complex subject. Selected recent articles from the multidisciplinary International Labour Review are assembled for the first time to illuminate questions such as how we should define equality, what equal opportunity means and what statistics tell us about differences between men and women at work, how the family confronts globalization and what is the role of law in achieving equality. There is an examination of policy – to deal with sexual harassment and wage inequality, for example, as well as part-time work, the glass ceiling, social security, and much more. A major reference on the best of current research and analysis on gender roles and work. Martha Fetherolf Loutfi has been Editor-in-Chief of the International Labour Review, a Senior Economist for the Brandt Commission and in the ILO’s Employment and Development...
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...LSRC reference Learning styles and pedagogy in post-16 learning A systematic and critical review This report critically reviews the literature on learning styles and examines in detail 13 of the most influential models. The report concludes that it matters fundamentally which instrument is chosen. The implications for teaching and learning in post-16 learning are serious and should be of concern to learners, teachers and trainers, managers, researchers and inspectors. Learning styles and pedagogy in post-16 learning A systematic and critical review LSRC reference Learning styles and pedagogy in post-16 learning A systematic and critical review LSRC reference LSRC reference Learning styles and pedagogy in post-16 learning A systematic and critical review Frank Coffield Institute of Education University of London David Moseley University of Newcastle Elaine Hall University of Newcastle Kathryn Ecclestone University of Exeter The Learning and Skills Research Centre is supported by the Learning and Skills Council and the Department for Education and Skills The views expressed in this publication are those of the authors and do not necessarily reflect the views of the Learning and Skills Research Centre or the Learning and Skills Development Agency Published by the Learning and Skills Research Centre www.LSRC.ac.uk Feedback should be sent to: Sally Faraday Research Manager Learning and Skills Development Agency Regent Arcade House 19–25 Argyll Street London...
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...2012 Catalog Volume 20 Issue 1 March 5, 2012 – December 31, 2012 This Catalog contains information, policies, procedures, regulations and requirements that were correct at the time of publication and are subject to the terms and conditions of the Enrollment Agreement entered into between the Student and ECPI University. In keeping with the educational mission of the University, the information, policies, procedures, regulations and requirements contained herein are continually being reviewed, changed and updated. Consequently, this document cannot be considered binding. Students are responsible for keeping informed of official policies and meeting all relevant requirements. When required changes to the Catalog occur, they will be communicated through catalog inserts and other means until a revised edition of the Catalog is published. The policies in this Catalog have been approved under the authority of the ECPI University Board of Trustees and, therefore, constitute official University policy. Students should become familiar with the policies in this Catalog. These policies outline both student rights and student responsibilities. The University reserves the right and authority at any time to alter any or all of the statements contained herein, to modify the requirements for admission and graduation, to change or discontinue programs of study, to amend any regulation or policy affecting the student body, to increase tuition and fees, to deny admission, to revoke an offer...
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.... Organization Theory Challenges and Perspectives John McAuley, Joanne Duberley and Phil Johnson . This book is, to my knowledge, the most comprehensive and reliable guide to organisational theory currently available. What is needed is a text that will give a good idea of the breadth and complexity of this important subject, and this is precisely what McAuley, Duberley and Johnson have provided. They have done some sterling service in bringing together the very diverse strands of work that today qualify as constituting the subject of organisational theory. Whilst their writing is accessible and engaging, their approach is scholarly and serious. It is so easy for students (and indeed others who should know better) to trivialize this very problematic and challenging subject. This is not the case with the present book. This is a book that deserves to achieve a wide readership. Professor Stephen Ackroyd, Lancaster University, UK This new textbook usefully situates organization theory within the scholarly debates on modernism and postmodernism, and provides an advanced introduction to the heterogeneous study of organizations, including chapters on phenomenology, critical theory and psychoanalysis. Like all good textbooks, the book is accessible, well researched and readers are encouraged to view chapters as a starting point for getting to grips with the field of organization theory. Dr Martin Brigham, Lancaster University, UK McAuley et al. provide a highly readable account...
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