Reflection In Personal And Professional Development Nursing Essay

Reflection In Personal And Professional Development Nursing Essay Continuing education is perceived here as a process that helps to improve the lives of individuals, to clarify their thoughts and personal reflection on what they are doing and act as engaged citizens in a process of social transformation. In this research, the content of continuing education is mainly based on the experiences of the actors in education and this education must take place in the school where teachers work (Ghaye, Lillyman, 2010). It has been emphasized Cordingley (2003): that knowledge is multiple for teachers as part of a research it has been identified in three types: the knowledge of teacher educators (those who teach), the knowledge of a teachers students (those who are taught) and knowledge built by members of both groups when interacting during class. The research adds that each individual constructs his knowledge through experiences and teachers construct their professional knowledge so through their daily practice and experiences which they are subjected. Two main perspectives emerge writings on the concept of professional development (Cordingley, 2003): Developmental Perspective Professional development is associated with progression in the teaching profession. Particularly, Fessler and Christensen (1992) identify the following stages of progression: initial training, entry into the profession, strengthening skills, enthusiasm, frustration, stability, withdrawal and leaving the profession. Professionalizing Perspective Professional development is associated with learning, generally perceived as both process and product. According to Day Antoniou and Kyriakides (2011) professional development is achieved through learning experiences natural conscious and planned. The authors noted a conceptual shift in several writings between the concept of professional development and the training continues. According to them, the training means more interventions can promote the development of teaching and learning. Professional Development and Learning The professional learning begins from the beginning of the initial training and continues until the end of the professional career. This learning is a process of professional development. Among health care professional development is linked to successful treatment outcomes and the patients experience of care (Frankel, et al, 2011). In education improving teaching skills and developing professionally, the teacher contributes to learning and student success entrusted. Professional development is linked to innovation: Professional development can bring about changes in the school environment and fosters a culture of innovation among teachers. Currently, changes to concern mainly student learning and ways to promote it. To better adapt their practices to the needs of students, teachers must be innovative and take into account the results of research in teaching (Stanovich, 2000) Training offered in academia is often too fragmented and training does not adequately consider the social complexity. In the statistics of a globalized world, is qualifying Often Understood (quantitatively) as efficacy, or efficiency of the educational worker, Malthus is disregarding the professional teacher as a human being who is situated in a local school culture. Consequently, the programs and activities from the materialized Which policies (Such as continuing education) end up Being vertical actions (discontinuous), with little consideration of the real needs of teachers and interest) (Stanovich, 2000). Criticism by teachers on training received to date indicates that: The course received were too short and no continuity between them (isolated activities); The course proved sometimes too theoretical and had little to do with daily practice; The course does not take into account the needs and interests of teachers (topics chosen by the researchers and academic staff); The course does not take into account the cultural and political progress; The course does not allow forming a critical opinion (ideas imposed); The courses were sometimes offered in locations far from the school where teachers work (hard to get there, means having a lot of time and spending money). The course does not take into account the reality of the school and the various contexts that can meet: The relationship between universities and teachers is fragile (critical universities that do not prepare enough teachers for the reality of school and critical schools that are not prepared enough students for graduate studies). Some administrative practices rely on quantity rather than quality regarding training. Indeed, in recent years, offering continuing education has increased in various institutions such as universities and professional associations, but it is not always a guarantee of quality. Role of Reflection in Quality Care Reflective practice is about care professionals and their work. Reflective practice is about learning from experience. The role of reflection is highly important for the quality of care, without knowledge of different aspects care professionals cannot claim to be capable enough to perform their task to perfection or precision. It is about signifying what care professionals do and why they do it. The series makes an important statement about the kinds of knowledge which care professionals generate through reflection. Reflective practice does not disconnect theory and practice rather it bridges the gaps between values and actions while regarding and operating with evidence. Briefly, reflection is knowledge which is about and for the improvement of self, the team and the context of healthcare (Mamede, et al., 2012).following factor are highlighting the importance of reflection in quality of care (Mamede, et al., 2012): Reflection is with no apologetic attitude though not exclusively practical in kind. Reflection is intrinsically domestic and closely associated to the real clinical work framework of the practitioner. Reflection is created and owned by practitioners themselves. Reflection is frequently prepared overtly and collaboratively, not confidentially and just individually. To inquire existing practice reflection can be used hence, to assist the development of a critical posture towards healthcare. Reflection is useful or good enough to enable health care professionals to make more sense of their opinion and actions. To the development of an enquiring posture reflection play a vital role which is a significant constituent in being able to assert that health care professionals are enduring learners. Thus Reflection above all, is appreciative. Reflective practitioners expand their work systematically and rigorously (Mamede, et al., 2012). Model of Reflection Miss June, 32 yrs old was admitted in A E with car accident causing her to lose blood. She was accompanied by her friend and was conscious during her arrival. However, her health deteriorates and doctor suggested giving her unit of blood. Miss June refused to receive a blood transfusion by saying it is against her religion. The mentor tried to convince Miss June to receive a bag of blood, since her health was deteriorating with time. But Miss June refused it. To deal with this ethical dilemma and save her life nursing management should get all the facts of patient besides the above case scenario, these facts include a record of heart rate, her respiratory rate and her blood pressure (BP) (Hupston, Fleur, 2008). In the precise cases of the nursing professions, it is advised that the professional to recognize, respect and perform actions that will protect the persons right to make a decision about their health, cure, and well-being, turning them excused from any kind of unfairness (Gardiner, 2003). It also compels them to execute or contribute to health care without the approval of the patient or their legal envoy, apart from in cases of looming risk of death (Volbrecht, 2002). Hence, any diagnostic, preventive, or therapeutic intervention is required to be voted on the bioethics principles of malfeasance, non-malfeasance, beneficence, and autonomy and it can only be conducted with the permission of involving person, based on sufficient information (American Nurses Association, 2001). Evaluate Alternative Actions The need for blood transfusions in this case certainly has created an ethical dilemma for the healthcare team, because this procedure involves the collision of two fundamental rights: the basic right of life and the right of denial due to faith and religious values. Decision and Test The nursing management decides to tackle the situation in three steps. In first step with the help of evidence they begin to convince Miss June that blood transfusion for health care purpose particularly in life threatening condition is altogether different from eating blood. Nursing management should make Miss June realize that her original belief about abstaining from the blood intake is right however, its not applicable in this scenario. (Migden, Braen, 1998). However, even if the patient is still not convinced it cannot be forced on her to change her belief otherwise. Her care giver quickly moves to the second line of action and propose to her that she can have a transfusion by means of alternative hemotherapies (Hupston, Fleur, 2008). However, if Miss June even refuse to have an infusion of blood transfusion, isolated figurative elements (red blood Cells, leukocytes or platelets) there is an apparent clash between the fundamental right of life and the fundamental right to freedo m of belief and conscience. This situation requires health care giver professional to make a decision in favour of the pervasiveness of the Miss Junes dignity as the boundary and bottom for her other rights. Act and Reflect On the Outcome When blood transfusion is essential but there is no consensual decision between patient and physician the apparent outcomes are the need of altering the law that forced the health care provider to take a decision that is not in the interest of a patients health. Another important outcome reflection is that the critical scenarios like this dilemma in the case of Miss June should be taught in nursing curriculum so that they can prepare themselves for the situations like this. Hospital library should make the evidences prepared to tackle the situation like this which requires some religious knowledge and information to convince the patients and their family.

Ethical issues Essay

1. Environmental Hazards: The pollutants that business industry dumps into the environment are more than just ugly nuisance; they are killers. For example, air pollution has been found to be related to deaths from bronchitis, heart disease, as well as emphysema, and several types of cancers. Studies by the American lung Association have concluded that between 50 to 120,000 thousand deaths a year are linked to the air pollution that are disbursed by air from manufacturing companies. Ant there is little doubt that the depletion of the ozone is caused by atmospheric pollution. According to Coleman/ Cressey (2001), The contamination of our waters with poisonous waste, for example, lead, mercury and dumping radioactive materials at sea to include the sinking of certain types of vessel, has already taken many lives. Thus, alone the American industry creates 3000 new chemicals every year, and most of the hundreds of thousand of chemicals used by industry have never been thoroughly tested to find out how dangerous they really are. For example, Dell Computer has come increasing scrutiny for its failure to take a leading role in reducing the amount toxic materials in the production of computers. All so, Dell Computer is using prison inmates (cheap labor) to handle the recycling of computers component parts. Not only is Dell violating environmental laws and contributing to improper disposal of computers that contain high contents of mercury, but also is endangering the inmate’s health. (Ferrell, Fraedrich, Ferrell, 2005). The growth of our ecological problem actually started in the 1960’s, which prompted groups and individuals to lobby congress to establish laws to protect the public and impose stiff penalties on those businesses that violated the laws. Out of this era came the Radiation Control for Health and safety act of 1968, Clean Water Act of 1972, and Toxic Substance Act of 1976. (Ferrell, Fraedrich, Ferrell, 2005). The responsibility of enforcing these laws is entrusted to (EPA), Environmental Protection Agency. Even businesses of today, continue to behave in total unethically manner when it come to pollution. Many large corporation don’t have pollution control program and/or mechanism in place that places value on the environment, be it land, sea or air pollution. But, most violators of the â€Å"Acts† receive  just a â€Å"slap on the wrist†. Businesses are more concern about their own self-interest of profits. Thus, continue to show little regards to the fact they are destroying the environment as well as depleting precious resources. Furthermore, the present contemporaries are incline to affluent life style and their materialistic greed have made them careless about the environment. Just as the rules are written for ethical behavior and left open for ones own interpretation and compliance, the same could be said in reference to the pollution control â€Å"Act†, there is a right and wrong way to demonstrate â€Å"environmental awareness†, but organizations continue to ignore the fact that we are on a path of depleting our precious environment. 2. Equal pay for women. â€Å"I believe that not only must the hierarchical nature of the division labor between the sexes be eliminated, but the very division of labor between the sexes itself must be eliminated if women are to attain equal social status with men and if women are to attain the full development of their human potential†. (Hurst, 1998). Throughout history, women were directly involved in production. When the industrial revolution occurred, single women and children were recruited for example from New England to work in textile factories in Rhode Island. Supervisory positions were held by men. Female workers were paid only half of what men were paid, even though they made up approximately 75 percent of the workers (Eisler, 1977). Men were concerned about the entrance of women into the labor market because they felt that it would have a depressing effect on their wages. They fought to keep women out of the craft unions that later developed. Women held strikes in the 1830s and 1840s to protest reductions in wages, speed-ups in work pace, and working hours (Dublin, 1970). Wars change the face of a nation, to include the workforce. During the World War II, jobs held formerly by men were accessible to women. The influx of women into the labor force has continued in recent years. In general, women tend to concentrate in white-collar and service occupations, while men are  more spread out between white collar and blue-collar positions. A decline in occupational segregation has occurred in broad occupational categories, largely because of shifts in technology and organizational structures. But despite these general improvements, women still are found disproportionately in certain occupations such as nursing, teaching and hold only a small percentage of positions as computer specialists, scientist and engineers. Similarly, a man and woman may be both be in sales, but the woman is much more likely to be in clothing sales, while the mans is involved in selling of stocks and bonds. Craft occupations are another group of occupations in which women continue to be severely underrepresented (Herz, Wootton, 1996). According to a US Department of Labor (1996) report, in 1979, women who worked full time made about 63 percent of what men did, but in 1995, women earned about 75 percent as much as men. However, this decline may be due more to decreases in the earnings of men, in general, than it is to real improvement for women (Bernhardt et al., 1995). The Equal Pay Act of 1963 (EPA) guarantee that women holding essentially the same jobs as men will be treated with respect and fairly compensated regarding all rewards of work: wages, salaries, commissions, overtime pay, bonuses, premium pay, and benefits. However, comparisons cannot be made across different companies. Interestingly, employers may pay workers of one gender more than another on the basis of merit, seniority, quality and quantity of production, or any other factor other than sex. Given that women are still reaching a glass ceiling, particularly when it comes to upper management, CEO positions, these allowed practices are still discriminatory practices. How is equality of position established? By determining and setting criteria for skill, effort, responsibility, and working condition. Ivancevic (2004) maintains that the difference in wages includes also â€Å"any type of compensation such as vacations, holiday pay, leave of absence, overtime pay, lodging, food, reimbursement for clothing or other expenses†. In order to close the remaining earning gap, the concept of equal pay for equal jobs to be expanded to include equal pay for comparable jobs has become more widely  accepted. 3. Women comparable worth in the job market: The concept of comparable worth maintains that since females are discriminated in the labor market we have to look at the worth and intrinsic value of the job, and although jobs may be dissimilar in content (i.e. nurse and plumber), both are important to society and the organization. My wife maintains that she thinks that the garbage man/woman has a much greater worth and value (what would happen if the garbage wouldn’t be picked up?) than a doctor, for example, for she seldom goes to the doctor, at least not weekly. Even when men take â€Å"women’s work†, they are on top of the pay scale. The solution to the erosion of inequality is, regardless whether viewed from the perspective of equal pay or comparable worth, that women’s real wages have to rise faster than men’s whose wages don’t have to fall. Though laws now prohibit employers from paying a woman with the same qualification less than a man who does the same work. In support of women rights, I would like to see the law expanded to guarantee that the jobs in which most workers are mostly women are paid at roughly the same rate as comparable jobs in which most workers are men. My own personal experience of equal pay and comparable worth is linked to the military pay system. This particular pay system is a product of across the broad theory, that regardless of gender, the pay at this particular rank is the same for both male and female. There are four major factors that govern advancement for the sexes: education, time in service, training, and experience, though there are special incentives for those with critical skills. In other words, all jobs in this particular specialty are to be considered to be equal in pay for all. Therefore it is my belief regardless if you are male or female with identical qualification and capable of performing at the next level there should be no hesitation in advancement. It has been proven time and time again throughout ranks of military professionals, that women are just as capable and sometime more capable than men at performing the same job, but at a higher rate of success and enthusiasm. In closing, the net worth should be based on the value each job (not female or male) renders to the organization. Reference Bernhardt, Martina Morris, and Mark S. Handcock. 1995. â€Å"Women’s Gains or Men’s Losses? A Closer Look at the Shrinking Gender Gap in Earnings.† American Journal of Sociology 101:302-28. Dublin, Thomas. 1979. Women at Work. New York: Columbia University Press. Eisler, Benita, ed. 1977. The Lowell Offering. Philadelphia: J.B. Lippincott. Herz, Diane E., and Barbara H. Wooton. 1996. â€Å"Women in the Workforce: An Overview.† Pp 44-78 in The American Woman 1996-7, edited by C. Costellor and B.K Krimgold. New York: Norton. Hurst, Charles E. 1998. Social Inequality: Forms Causes and Consequences. Allen & Beacon: Needham Heights, MA. Invancevich, J. M. 2004. Human Resource Management. (9th ed). New York: McGraw Hill/Irwin. U.S. Department of Labor, January 1996. Employment and Earnings. Washington, D.C: Government Printing Office.

Should we Read Romeo and Juliet in School

Should we let go of everything from our past that holds  memories, simply because its old? Or should we keep on passing it  from generation to generation to keep a tradition? In schools is a great  example of that. A common debate is whether or not Romeo and Juliet  should be taught in schools. We should hold onto this tradition  because of the way it makes students think, and because of the  knowledge it provides to the students.For one, although the language in Romeo and Juliet is not how  we speak today, it still contains great lessons for students. While  reading Romeo and Juliet, your mind is constantly thinking and  deciphering what message Shakespeare is giving you. To make  students read Romeo and Juliet early in their high school years will  benefit them. The unique style of writing will make the students’ brains  work much harder to understand the message. If they were given a  book with language they see every day would not benefit their le arning  as much. By reading Romeo and Juliet students will receive more  knowledge.Another reason that reading Romeo and Juliet in schools is a  great idea is because it is a two in one lesson. As teachers they have  so much curriculum to teach the students and sometimes its hard to fit  it all in. Rather than teaching the students what similes and metaphors  are, students can read Romeo and Juliet and have perfect examples  right in front of them while not wasting any time. While reading Romeo  and Juliet you may notice that Romeo is a romantic and he loves  using metaphors and similes to compare Juliet to celestial objects. You  may ask so what? Well Romeo is one of the main characters which  means he speaks a lot, therefore there are many more examples for  students to learn those parts of speech. Reading Romeo and Juliet in  school makes teaching easier and makes learning a two in one combo.Last but not least as you move on to different levels of school   and in life, Romeo and Juliet will be referenced to. Not having read  Romeo and Juliet, students would have no idea what is being  discussed so being asked a question referring to Romeo and Juliet  might be tough to answer. Rather than not knowing the answer and  being dumbstruck in front of the whole class, it would be in a student’s  best interest to take a little time out of their life and read Romeo and  Juliet. Not to mention the benefit that after you read the book you can  watch the movie for more excitement.The knowledge provided to the students, the fact that Romeo  and Juliet will be referenced to later in life and the fact that it is a two  in one lesson are just some of the many reasons that reading Romeo  and Juliet in school should be kept a tradition. There is far too much  knowledge to be perceived because of the unique style of writing and  the rich vocabulary. After being studied for over a hundred years,  there must be somethin g great enough to keep the tradition.

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