...My overall feeling after the last two day is contentment. I am back to being organised after a hectic week and I can relaxed a bit. I want to reflect deeply at another incident that happened at the school. As part of my non-teaching period, I was asked to have a chat with this student as a duty of pastoral care. This student is Deaf and is struggling at the moment with isolation. Her language is Irish Sign Language and her family doesn’t know any sign so we can see there is a communication problems happening at her home. Also she lives out in the country and doesn’t have any friends there. So school is her only place where she have some form of communication with the staff and students. She is also struggling with finding her identity and...
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...Discuss how self-assessment, goal setting, models of reflection and the use of feedback can help you in your own learning development. Illustrate your own points by using examples drawn from your own university experience so far including portfolio activities. This paper is going to discuss my own personal learning development on my journey through university so far. This will be done by assessing myself through different portfolio activities I have undertaken as part of the academic study skills module, namely activities one, two, three, four and seven. I will also review goals I set myself as well as reflecting upon my learning experiences. I will do this by using the Kolb’s Cycle of Experimental Learning (McLeod, 2013) finally concluding on what I have learnt through this process. According to Heidi Andrade and Anna Valtcheva (2009) self-assessment is crucial in order for our learning to develop. They believe that this is so we can identify our strengths and weaknesses and to determine which areas we may need to improve upon. One of the portfolio activities I had to complete was a self-assessment audit (portfolio activity one) which consisted of a series of questions that related to different skills I possess. Such as my information technology skills or how I handle any problems I may encounter and I had to rate myself on how well I thought my skills were. At the end of the audit I received a score of ninety-six out of a possible one hundred and thirty-nine...
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...Reflective Account on a Student’s Initial Interview Description: The reflective model I have chosen to use is that of Gibbs (1988) due to its simplicity and easiness to use, as referred to by Sharp and Maddison (2008) The interview was scheduled within the first week of placement, while there was adequate staff to cover the workload on the unit, allowing us to focus on the task in hand. We chose to carry the interview out in the ward office as this provided a quiet and comfortable area without disruptions, as recommended by Duffy and Hardicre (2007) cited in Kinnell and Hughes (2010). We discussed the student’s previous placements and personal experience, looked at their Continuous Assessment Portfolio, Skills Passport and decided upon learning objectives that were achievable during their placement. I am the learner mentor and my supervisor is the active mentor. However, due to staffing, the active mentor was unable to be present for the initial interview. Feelings: I was a little anxious as I was aware the active mentor would not be present if I had any problems, although I was keen to apply my knowledge and skills without being over enthusiastic. Sully and Dallas (2005) propose that an awareness of ones persona during discussion encourages conscious listening (as cited in Bulman and Schutz 2008). Even though the active mentor could not be present, I did not feel unsupported as I knew there would be a later opportunity to discuss and problems. I also felt as though...
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...demonstrate breadth of understanding of assessment strategies and ability to contribute to the total assessment process as part of the teaching team * provide constructive feedback to students and assist them in identifying future learning needs and actions. Manage failing students so that they may enhance their performance and capabilities for safe and effective practice or be able to understand their failure and the implications of this for their future * be accountable for confirming that students have met or not met the NMC competencies in practice and as a sign off mentor confirm that students have met or not met the NMC standards of proficiency and are capable of safe and effective practice | Suggested Examples of Evidence * Reflective accounts * Anonymous example of student learning contract * Anonymous records of dealing with challenging circumstances and non-achieving students * Anonymous records of feedback given to students * Examples of how to use the student assessment criteria and map to learning outcomes and students individual learning objectives * Examples of evidence used to determine student achievement of competencies and proficiency * Evidence of collaborative working with partners in education * Attendance at mentor forums | Section 3 – Triennial Review – NMC Mentor Outcome NMC Mentor Standard : Establishing effective working relationshipsDemonstrate effective relationship building skills sufficient to support...
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...I've discussed with my mentor the way to maintain people's confidentiality at all time which is important for care. I have looked over my practice assessment record and is one of proficiency and competency needed to achieve as professional care worker. I have also read the NMC code of conduct performance and ethics which states at chapter five about value to people's right to privacy and confidentiality. Feelings I felt sometime people think the manner of liaising information to them is unacceptable and the believe it breeches their confidentiality in the existence of others which I need to be aware of whenever doing any task. I am shock to have said things in an open manner {rather than being in an isolated place and my feelings are unwariness to situation and environment at a point on time and that always causes miss communication and unhelpful frame of mind to patients. There is a sense of patients losing the self-confidence reposed in staff if confidentiality is not safeguarding. Evaluation of experience In my opinion is sometimes over confidence which makes me think I can discuss information without looking the information in a critical way and exactly how sensitive the information weight and the extent of the safeguard of the information to the individual and the people within the immediate environment. I have experience situation where what thought to patients made them think there is no need to feedback the information to promote care or increase their quality of life...
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...For nine years I have had responsibility for the communications, marketing, public relations and overarching engagement strategies for the programs I have managed. For the past four years, this has been within the ACT Government, prior to this at Council on the Ageing ACT (COTA). I actively seek to further develop the skills required to meet the changing environment of communication techniques to ensure the programs I manage excel in their delivery. COTA is a not-for-profit working to protect and promote the wellbeing, rights and interests of all older people in the ACT. As Manager of Community Education I trained and led a team of volunteers to deliver peer to peer workshops on behalf of beyondblue and the National Prescribing Service to promote good mental health and safe use of medicines to seniors across the Territory. My expertise in communications, marketing and engagement ensured that the key performance indicators were surpassed annually. In my volunteer role as President of PANDSI (Post and Ante Natal Depression, Support and Information) I have overseen the development of the media and social media policies and have ensured procedures are in place for the organisation to act quickly in a crisis. I lead the team to ensure proactive public relations focus to promote PANDSI, as well as crisis communications which focuses on preserving the organisation. I have developed a reputation for being a manager and President that can be relied on to be truthful and helpful, which...
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...The style of group leadership I am classified under for the purpose of marriage and family therapy would be a team player. If this questionaire was directed more towards an administrative role then I would be more of a leader. The difference in results is partly because I am new to the field. I lean more towards sitting back and observing when it comes to areas I feel I need to strengthen. The role of the leader would involve being a teacher but allowing for the opportunity for the student to learn in the manner they feel most comfortable in. The leader would demonstrate healthy communication skills that are clear and precise so there is minimal miscommunication. Furthermore, the leader would help facilitate and structure the group so...
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...I work on a long term floor in a nursing home as an LPN. On my unit, the unit manager makes sure there is enough staff with appropriate qualifications to take care of the patients each day. She is responsible for the safety of staff and patients. She makes sure the organizational goal is met each day. I work the night shift and I am the charge nurse on my unit whenever am working. Charge nurses are accountable for the safety and care of the patients/families on their unit, the staff they lead and the institution they work for. They also must be able to hold staff members accountable to provide safe and right care. In the absence of the unit manager, the charge nurse makes the assignment for the shift and ensures staff member have the appropriate...
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...III. Reflective Thinking: While reflecting on the event described above address the following questions: These questions are designed to help you do some honest and focused reflection on the incident, its significance, what you learned, and how it can be used in the future. 1. What did you think at the time of the experience? This week I cared for a donor patient. At first, I did not know what to think as the care and interventions were completed to preserve the organs versus the body. I did not know how to approach this situation, as I have never cared for a person who has been declared dead and still needed continuous care. So, I decided to approach the patient’s care, in the same manner, I would have with any patient. 2. What was the outcome of your thoughts or...
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...My cooperative position as a recreation assistant working with the elderly at Brookside Court and Hilltop Place, has helped me develop important and beneficial skills which will guide me towards the career pathway of nursing. It provides me with an opportunity to experience the job of a nurse as well as it has helped me improve my confidence skills, projecting my voice and lastly my experience has helped me improve my communication skills with and towards others. Working at a retirement home requires important skills which are constantly used and developed when working with the residents. Having confidence in yourself and what you do is a very important skill when working with others, especially with the elderly as majority of the time they depend on you for help and guidance. Before my placement I haven’t been the most confident person however, my main job as a recreation assistant has improved that skill as I’m constantly in charge of leading and conducting activities with residents. When leading activities such as spotlight time or yoga class, my main job is to conduct the residents and make sure that they are correctly following along. By having multiple people follow and listen to me, it improves the confidence in myself as I feel strong knowing that an entire group of people are relying on me for guidance which strengthens the skill of confidence in myself. In addition, a big skill needed when working with the elderly is to have a loud and clear voice so they can hear...
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...Based on my crisis management / emergency preparedness expertise, I was assigned as the Supervisory Coordination Center Officer (SCCO). I was instrumental in the creation, implementation and start-up of the TSA Baton Rouge Coordination Center (BTR-CC). I attended the Airport Coordination Center Managers Training Course at the TSA Freedom Center. While there, I was able to tour the Transportation Security Operations Center (TSOC), Identification Verification Coordination center (IVCC), and the Critical Incident Management Group (CIMG) meeting areas. This gave me a strategic level view of the overall concept of operations (CONOPS) relative to emergency preparedness and incident response, within TSA. Additionally, I was tasked by my FSD to tour several already operational airport coordination centers to get “boots on the ground” ideas of what was needed for our start-up operations. Upon my return, I was assigned the supervision and training of two Master Coordination Center Officers (MCCO). I trained these MCCOs in communications, incident response and emergency preparedness management. I was responsible for the complete oversight of the BTR-CC. At times, the BTR-CC was the designated Emergency Operations Center (EOC) during crisis situations. I also initiated the development of the BTR-CC Continuity of Operations Plan (COOP). During Hurricane Gustav I was assigned to the Federal Emergency Management Agency Joint Field Office (JFO), located in Baton Rouge, Louisiana. While there...
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...20 Self-Reflection As they are intervening in complex human systems, capacity-development practitioners need to be flexible, adaptable and willing to learn from what they do. An important source of learning in real time is the processes and results of monitoring and evaluation (M&E). Bruce Britton explains M&E activities as they are commonly pursued and explores creative ways in which practitioners can use them for personal learning and selfreflection. He also provides suggestions on how this can be done under non-conducive organizational conditions. Monitoring and Evaluation for Personal Learning Bruce Britton By three methods we may learn wisdom: first, by reflection, which is noblest; second, by imitation, which is easiest; and third by experience, which is the bitterest. (Confucius) Introduction Capacity development practitioners collaborate in efforts to improve the capabilities of complex human systems that operate and connect at different levels. First and foremost, capacity development is a process based on the assumption that better understanding and knowledge will bring about change. Also, the planning for capacity development interventions typically rely on variations of the Logical Framework Approach (LFA), which encourage careful thinking about expected outcomes and impacts. By its very nature LFA assumes that intended results of an initiative can be established in advance because the path that a capacity development process will take can be adequately...
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...Critically discuss the importance of reflection in the practice of management Student ID:20583416 Course: The reflective manager (MD4046) Lecturer: Dr. Elias Hadjielias Fall 2012 Assignment no. 1 Table of Contents Introduction Page 1.1 General Introduction to Reflection 3 1.2 Objectives and Purpose of the essay 3 Main Body 1.3-1.6 Review of Literature 3-4 1.7 Personal opinion of the writer 4 1.8 A practical example of Reflection in a certain case 4 1.9 Recommendations from the writer 5 Conclusion 2.0 Summary pg.3 5 2.1 References ...
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...Critically Reflective Account of My Experience of Mentoring and Assessing a Student in Practice Carole Smith Student Number COX07411185 Module Title: Supporting Learning and Assessment in Practice Module No: GM6411 Attempt: First Deadline Date: August 1 2008 Submission Date: August 1 2008 Word Count: 2000 For this assignment I will give an account of my experience while mentoring and assessing a 2nd year student nurse during a six week placement. I will critically reflect on the experience, looking at learning theories, giving feedback and the importance of reflecting on experiences in practice. For reasons of confidentiality I will refer to my student as Sam. A mentor can be defined as a nurse that has reached the Nursing and Midwifery Councils (NMC) mentor requirement and has achieved the knowledge, skills and competence required to assess a pre-registration student nurse in practice placement (NMC 2006). The NMC (2006) has also identified eight mandatory standards that nurses must achieved to become a mentor they include Establishing effective working relationships, Facilitation of learning, Assessment of accountability, Evaluation of learning, Creating an environment for learning, Context of practice, Evidence based practice and leadership. An alternative definition of a mentor as defined by English National Board (ENB) & Department Of Health...
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...Essential Skills Reflection Name Institution Essential Skills Reflection For a nurse, higher education at the University of West London (UWL) has offered me a broader knowledge base that I will be able to apply to improve nursing care outcomes concerning patient care, quality standards, and other nursing skills. In this respect, graduating from a nursing program will offer me the opportunity to be a better healthcare practitioner and work within teams for the best outcomes. In fact, the higher education knowledge base that I will acquire upon graduation will make me more attractive to employers. In this case, employers will trust me with more responsibilities since I will know more about the patients’ overall conditions, work independently with minimal supervision, actively engage teams, and even make leadership decisions with regards to the direction that the care plan will take (Oermann 2015). As a result, the higher education program for nurses will make me more attractive to employers and enable me to get jobs with more responsibilities, work independently with minimal supervision, work within teams, and occupy leadership positions that come with the duty of decision-making. I have embarked on many endeavours in my life, but I believe that attending higher education at UWL has been the most rewarding as well as challenging mission. Not only have I gained valuable academic knowledge, but I have also learnt communication skills and how to apply them for the best outcomes in...
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