Reflective Journal Assignment

Reflect on your portfolio of professional development in order to demonstrate how your practice has developed across the year. BY PhDKaur Reflective Journal Assignment 3 i) Reflect on your portfolio of professional development in order to demonstrate how your practice has developed across the year. it) Reflect on the GTC research ‘How does collaborative Continuing Professional Development (CPD) for teachers of the 5-16 age range affect teaching and learning? ” Reflect on the role of the professional teacher in the light of the GTC professional standards and the National Standards for

Qualified Teacher Status. You should link this paper to reading on teacher professionalism and opportunities for professional development. Professional Tutor: word count: 2000 Part 1 Introduction The challenge of achieving progression for a group of students, each representing individual learning backgrounds and different levels of ability, has been an area of considerable professional development. If students are expected to make different rates of progress, then their experiences in the classroom must be tailored to their individual learning n pupil learning. Thus, differentiation arguably nas the greatest impact on

My teaching groups represent a diverse range of abilities and needs including English as an additional language (EAL), disabilities, or academic talent. Differentiation is synonymous with the umbrella term ‘personalised strategies for learning’ and encompasses Assessment for Learning (AFL) and inclusion. Convery and Coyle (1993) demonstrate the significance of differentiation as the entitlement of every learner to have his/her individual needs and abilities catered for, and the teacher’s responsibility to find effective ways of managing those needs matching them to appropriate teaching and learning styles.

However within the current education system, individualised learning for all in a class of 30 pupils is compounded by inadequate behaviour for learning and constrained resources. Professional development My initial perception of the purposes and strategies of differentiation consisted of an expectation that all learners were expected to achieve the highest levelled learning objective, through a system of differentiated instruction. I struggled to understand what differentiation meant in practice and where it aligned with my personal perspectives of education and classroom values.

The lack of clarity around regarding my expectations of differentiation meant that although I planned for progression in lessons, I failed to appreciate its value in learning for the individuals in the class. In practice, differentiating by outcome involved whole-class activities, with prior assessment data determining pupils’ individual targets. Pupils expected to achieve the ‘most’ learning outcomes did not, as I focused on supporting pupils of lower ability, thus different groups of pupils did not make sufficient progress.

The dynamic model of learning processes (O’Brien and Guiney, 2001) greatly nfluenced my philosophical and professional perspectives of differentiation. This 3D model encompasses a holistic view of the learning process, where pedagogical, emotional and cognitive factors must be synthesised in order to enable the learner to develop autonomy and self-awareness. The model states that differentiation should not be construed for pupils with SEN, nor should it be a purely reactive response, with teachers intervening when learners experience difficulty.

I adopted the model as a framework for my planning, a key strength being the goal in achieving autonomy for the learner, as differentiation targets the development of elf-awareness. In practice this meant providing challenge and choice-making opportunities, through problem-solving activities, questioning knowledge as objective truth and reflecting upon the answers that students can or cannot give when confronted by uncertainty.

The model suggests that questioning their own beliefs is most likely to be achieved through interaction with others, a beneficial approach as the pupils at Highbridge Academy needed to develop social skills such as team work. Shitting my tocus trom a ‘pupil-labour premium’ mindset to gauge the success ot learning activities i. e. he pupils were able to achieve the task set, towards an attitude whereby I consciously planned the development of pupils’ self-awareness was a crucial step in my professional development.

An example of where this belief was put into practice was a lesson developing the concept of density with a Year 7 group. Students were given a list of possible activities they could complete to learn about density. The activities included: using a water table to explore properties of various objects, measuring the volume and mass of objects and calculating their density, reading about density in the textbook and watching a video showing density xperiments. The activities were based on visual, auditory, kinaesthetic, and tactile learning styles.

Students had to choose and complete a minimum of two activities, from two different learning styles. These ‘choice boards’ were organized so that students chose options focusing on several different skills. Reflecting upon the lesson it was clear that the ‘buzz’ created in the classroom was not entirely due to the novelty of the lesson format but due to the structured activities encouraging independence and self-realisation of their own skills. Some pupils, whose prior data indicated they would not achieve the higher level learning bjectives, were able to achieve higher levels than expected.

The following lesson, I used a similar format, grouping pupils together and observed that many pupils naturally gravitated towards certain roles (e. g. recording, observing, organising). In order to develop team-work skills and awareness of how teams work it was important that I made pupils aware of these roles, especially those that did not come naturally to them. The creation of an environment involving mutual support of each other’s learning was a turning point in shaping my classroom culture. Upon reflection it is obvious that this insight required me to move onto less didactic ethods of teaching.

Schon (1983) values the capacity of teachers to ‘step away and undertake ‘reflection-on-practice’, enabling teachers to gain confidence and intuitively respond to needs by reflecting. Following a series of ‘choice board’ lessons in the 7K Forces unit I consciously planned activities which encompassed the wider skills, knowledge and understanding of science and pupils’ learning experience. Thus my view of differentiation developed to encompass a long-term goal of enabling pupils to become confident, self-aware learners. Conclusion Many views of differentiation are teacher-centric, viewing the process as created by he teacher.

My study of Wgotskys zone of proximal development (the gap between the actual development level as determined by independent problem solving under adult guidance or in collaboration with peers) reinforced the need to plan the teacher-student dialogue in order to focus on emerging skills and abilities and to give students control in shaping their learning experiences. (Ugotsky, 1962). The teacher- student relationship and the pedagogical environment created, shape the quality ot learning experiences for the learner, now and in their future.

My experience shows hat responding to learner’s needs intuitively is a key component of AFL and differentiation. Differentiation should not be considered a concession to lesson planning, but underpin an entire teaching approach. It is equally the responsibility of the pupil and the teacher, as pupils must be prepared to identify when they need support in their learning to become independent learners. However, in order to contribute to the end of having learners become self-determining members of their community at the levels they are most capable of achieving, then they require opportunities to exercise choice in their learning choices. art 2 The GTCE’s 8 codes of professional practice highlight a series of aims that distinguish the teaching profession’ (GTCE professional standards, 2009). Initially, I associated being a professional with a pre-determined product and brand image than with pedagogy. My superficial interpretation of teacher professionalism comprised of adopting behaviours in accordance with a ‘paradigm’ of teaching that I assumed was expected from me from my peers and mentors. The QTS standards were a reference guide but provided a purely mechanistic outline of accomplishments validating my aptitude to teach.

Current research regarding effective CPD Researching other viewpoints of professionalism and my experiences over the training year has shaped my professional ideologies and perspectives. Fundamentally, teaching centres on the concept of the ‘reflective practitioner’. Schon (1983) called it the knowledge acquired through ‘reflection in action’, and my experiences have highlighted four essential characteristics: competence, craft, collaboration, and continual reflection.

These are reflected within my goals, abilities, standards and the development of the these qualities will directly impact the effectiveness of my teaching, Pratte and Rury (1991, p. 2) defined teaching as ‘a craft profession, built on a conscience of craft, rather than a conventional ideal of professionalism’. They argued that teachers need embodied knowledge to perform their Jobs, ‘something that they learn by doing and that is experientially learned, rather than acquired in a systematic, highly formal fashion’.

However, research has shown there should be a personal entitlement to professional development throughout a teacher’s career, one that is not link 2005). ed solely to school targets but personalised and structured (Cordingley The use of the term ‘reflective practitioner’ logically entails that CPD must also be ooted in extended reflection. However, Schools often rely on ‘one-off workshops to achieve these aims, a shortcoming highlighted in an Ofsted 2009 CPD report. These approaches to CPD appear insufficient to foster learning which fundamentally alters what teachers teach or how they teach (Boyle, Lamprianou and Boyle, 2005).

To support effective CPD and to ensure that acquired knowledge and skills are consolidated, implemented and shared with other teachers, research advocates collaborative CPD programmes. Sharing the expertise, knowledge and skills of teachers in the same school, in other schools and using consultants to provide in- chool programmes of support can tackle specific needs (Ofsted, 2009). Levin and Rock (2003) claim that teachers involved in collaborative CPD can become more reflective, critical and analytical when they think about their teaching style in the classroom.

Little (1993) lists four categories of professional interaction that builds a culture of learning in practice where teachers: Engage in focused discussions about teaching and learning Observe and evaluate the teaching of their colleagues Engage in collaborative planning and design of lessons Actively teach each other and take leadership roles offering workshops This distinguishes a professional culture, where it is the responsibility of the community administrators to assure quality of the teaching staff, from that of a bureaucratic culture where administers are responsible.

One of my professional goals is to strive for innovation in my practice. Collaborative CPD has been shown to foster an environment of active risk-taking where teachers try new ways of working, moving beyond the safe and familiar’ (Humes 2001). This can often be stressful when confidence is undermined by a lack of experience. Cordingley et al. (2005) suggested collaboration provided ‘moral support to teachers s they work through making difficult changes’. In order to adapt and learn from experience, essential for developing the capacity to bring about purposeful change, higher order thinking is required.

Resnick (1987; cited in Land and Jonassen 2008) stresses the importance of the social setting to cultivate the disposition to engage in metacognitive strategies, closely aligned to Wenger’s (2007) concept of a ‘community of practice’ a notion of teachers’ adapting and learning from experiences gained through the actual practice of teaching and their mutual involvement in ‘study groups’. Such study groups would encourage risk- taking and provide an effective locus for learning about and inquiring into the teaching of thinking and related topics (what Shulman and Sherin (2004) refer to as a ‘big idea’). Cordingley et al. ) recommend the use ot research literature as a springboard for experimentation within CPD groups carrying out exploratory lesson planning. This promotes understanding and use of the relationship between abstract theoretical knowledge and experiential knowledge gained through direct classroom experience. Crucially, this ‘big idea’ connects to the broader professional concerns and rofessional lives of teachers. It provides a platform where teachers can become more knowledgeable about the theory and practice of learning and teaching, motivation, and contemporary issues in education beyond their academic obligations of the PGCE.

Additionally, teachers maintain an awareness of educational matters beyond the immediate scope of teaching. In light of this research and my experiences I have identified the following key areas for professional development next year. Firstly, I will develop self-evaluation, observation and peer review skills, professional dialogue and feedback. Secondly I ill dedicate an hour a week to reading professional Journals and texts. This can have very beneficial results, especially if what is read is reflected on in peer discussion.

Thirdly I will focus on developing resources with colleagues, which should guard against isolation and repetition of ideas and work. I believe researching existing effective practice will help me as an NQT, to keep an eye on the wider world of education. In conclusion, effective CPD requires structured, peer-centric reflection. This does not depend solely on the school’s provision but my own efforts in reviewing my progress and targets throughout the formative NQT year.

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Reflective Journal Critical Essay

Reflective Journal Detailed description as if to an outsider. Often you will use your journal to record detailed descriptions of some aspect of your internship environment, whether physical, behavioral, or organizational. When you write them, you will not have a clear idea of what you will make of these details, but you will sense that they might be important later. These descriptions should sound as if you were describing them to someone who was never there. Journals allow you to sound naive. At times you will want to speculate as to why something that you have observed firsthand is as it is.

You might derive your explanation from a lecture you have heard, a book you have read, or your own reservoir of “common sense”. Having posited an interpretation, you will want to continue with your detailed observations on the topic to see if you want to stick with your hypothesis or alter it. Journals allow you to change your mind. Here are a few of the ingredients that go into a keeping a great journal: * Journals should be snapshots filled with sights, sounds, smells, concerns, insights, doubts, fears, and critical questions about issues, people, and, most importantly, yourself. Honesty is the most important ingredient to successful journals. * A journal is not a work log of tasks, events, times and dates. * Write freely. Grammar/spelling should not be stressed in your writing until the final draft. * Write an entry after each visit. If you can’t write a full entry, jot down random thoughts, images, etc. which you can come back to a day or two later and expand into a colorful verbal picture. Key questions to answer Describe your experience.

What would you change about this situation if you were in charge? How have you challenged yourself, your ideals, your philosophies, your concept of life or of the way you live? Was there a moment of failure, success, indecision, doubt, humor, frustration, happiness, sadness? Do you feel your actions had any impact? What more needs to be done? Does this experience compliment or contrast with what you’re learning in class? How? Has learning through experience taught you more, less, or the same as the class? In what ways?

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Reflective Learning Journal Review

Summary Reflective Overview Introduction The first reflective learning journal I worte has bad achievement, since I was confused to write it with no direction and also I did not ask for help. However,the significant point is that I have learnt a lot from the first journal,not only knowing the structure of journal, but I also learn how to assess and improve my personal skills and interpersonal skills. From now on,I pay attention to the second reflective journal from week 4 to week7. I think I will obtain a lot of useful knowledge after following the pedagogical approach.

The Flashback of learning during the course Week 4 Assess To assess where the level of competency in problem solving ,creativity and managing conflict lay I drafted a questionnaire which comprised of, filling in the scores of the skill assessment from the chapter 3and 7 of Developing Management Skills ( David A. Whetten & Kim S. Cameron 2011). This data was compiled in the textbook for easy reference. Rather than making all of my conclusions based on empirical data I also used my observations from performance.

Having reviewed the data from the textbook of my questionnaire and realising I am lack of competency in problem solving and managing conflict,but have good creativity. Learn When I studied in the fourth week, I found the lecture always discussed the cases which we should read before, we had to solve problems from the cases and reflected on our experiences. It looked the students work in collaborative groups to solve open-ended problems. The role of the lecture was extremely like a facilitator. We have to collaborate and take responsibility for the group.

We have to organize the learning process by ourselves and create a solution together. According to managing creativity and conflict in projects, I learnt new to me there were two types of problem solving-analytical and creative problem solving and four steps of problem solving- define the problem, generate alternative solutions, evaluate and select an alternative, implement and follow up on the solution( David A. Whetten & Kim S. Cameron 2011). I think it is benefits to assist me in solving problems reasoningly and effectively, rather than facing are complicated, multifaceted and ambiguous.

Moving to the theory of conceptual blocks inhibit creative problem solving, I am confused that complacency includes noninquisitiveness. I realize that I do not ask questions while solving problems since I lose confidence to look for answers without complacency. Moving to interpersonal conflict, the one of major reasons is creative problem solving. During the class, the lecture supported conflict, however, I did not totally agree this point. For example, if group members face conflict and cannot manage well, the results will break the relationships, leading to negative influence on their performance.

On the other hand, I also learnt several sources of conflict, such as personal differences, informational deficiencies, role incompatibility and environmental stress, which I have experienced or have seen in the society. Sometimes, I chose to avoid the conflict. Actually, it was good and bad behaviors regarded to different kinds of people when I managed the conflict. I seldom picked other ways, such as forcing, compromising, accommodating and collaborating. Analyse I noticed that integrating and accommodating were two main strategies for managing interpersonal conflict employed by our team members.

While this looked like as a kind of strength than some teams, whereas it was a weakness in our case. Rather than dealing with our problems and differences out in the open, we avoided open conflict and defused situations as they arose. When defining a problem,my insight seemed too narrow and seldom catched the major step. I noticed Irish students were confident and creative to solve problems when we discussed about assignments. They avoided the conceptual blocks of creative problem solving to achieve better performance. I admired their competencies in problem solving. But they seemed to be confident evolving into forcing me.

I thought my own character tended to avoid conflict, so I might keep quiet when my idea was not accepted. And other two Asian students in my team also tended to integrate and accommodate. This led to delaying the storming stage of our team’s development and thus had a shortage on our team’s performance. Practice We communicated with Irish students about the situation, they also noticed that we were lack of managing personal conflict in our team. We decided to open thoughts sharing with each other whether wrong or right when we discuss the group assignment facing problems.

Then each member needed to provide evidence so that others totally accepted. The aim of the strategy was implemented to improve each person’s competency in problem solving and increase positive conflict. The effect of the approach would achieve in the next group meeting. Apply Indeed,I prepare to become a more effective problem solver, both analytical and creative, which is a good direction that promoting relationship and communication among team members. I provide effective strategies immediately when the team faces problems. Moving to manage personal conflict,I think I cannot be passive when communicating with team members.

Although my idea may not the best or most useful,I should fulfil confidence and raise my thoughts, that is also the reason why I further study to improve my profession. Week5 Assess To assess where the level of competency in motivating others,empowering and delegating lay I drafted a questionnaire which comprised of, filling in the scores of the skill assessment from the chapter 6and 8 of Developing Management Skills( David A. Whetten & Kim S. Cameron 2011). This data was compiled in the textbook for easy reference. Rather than making all of my conclusions based on empirical data I also used my observations from performance.

Having reviewed the data from the textbook of my questionnaire and realising I am lack of diagnosing poor performance and enhancing motivation,as well as empowerment and delegation. Learn Turning to the theory of motivation, I found that good performance is linked with positive motivation and vice versa. The purpose of this week I noticed to learn diagnosing poor performance. After learning, I realized that ability was also needed to consider with motivation when diagnosing work performance problems. A person’s lack of ability might inhibit good performance ( David A. Whetten & Kim S.

Cameron 2011). Therefore, I noticed that the former role was enhancing individual’s abilities before fostering a motivating work environment among achieving better performance. I could comprehend the definition of empowerment, but I wondered if the empowerment was a kind of motivation. Because providing freedom for people to do what they want to do rather than the power, I thought it was a kind of reward belonging to motivation. Researchers claimed that the lack of courage to delegate properly, and of knowledge of how to do it, is one of the most general causes of failures in organizations ( David A.

Whetten & Kim S. Cameron 2011). I noticed that it was significant process that when people empowered to delegation, effecting the development of group performance. Analyse There was a negative effect on our team performance due to differences in ability and language skill. When there was a division of work, some team members could proceed with their own tasks, but some require to give direction. The problem was not that people did not ask for it when previewing the requirement of assignment, it was only at later stages of assignments that they realised assistance was required.

This led to some parts of work needed to be redone within the shortage of time. I was always one of group members and needed to assistance while doing the assignment. Indeed I could comprehend the guideline of assignment, so I did my part of assignment following my thoughts. However, some group members denied my contributions and needed to follow their directions, but I actually did not understand their meaning whether I seemed to be lack of English language or ability. I wanted to contribute my work on our group, but the boundary of some opinions might be too narrow.

Practice To better develop performance among our group, we decided along with each person to discuss the guideline of assignment before dividing each part of group work. Due to language problems, we did not speak to each other instead of writing key points down, avoiding misunderstanding and wasting time. On the other hand, we chose one of group members who spoke with less accent and others could listen clearly, so the one seemed to be a delegator, assisting other members to exchange opinions when each member could not understand meaning.

The effect of the approach would achieve in the next group meeting. Apply Regarding to improve our group performance, I have to enhance my individual’s ability whether language skills or learning ability, before the team leader motivate members. Otherwise, the lower ability can not implement motivation effectively. In addition, I need to expand the scope of communication and contacted with different kinds of foreigners, which is an efficient way to improve my language level and is familiar to their accents.

The learning ability is required to foster in the existing experiences, I may ask some hard-working classmates to share learning skills. Week6 Assess After I learnt the subject of developing management skills and went on writing reflective learning journal for 5 weeks, we made a sense of weakness then adopting the way of creativity problem solving, it seemed to have great progress. On the other hand, I fostered own ability in problem solving, and I could come up an idea to share my group members when confronted with unslovable problems.

We had different opinion for one topic then we implemented positive conflict, rather than keeping avoiding, compromising and accommodating. From my observation, each member had improved their personal ability when we discussed the assignment, like me, I did not have more extra assistance to understand the direction of my part of work. Learn Besides learning the behavior of problem solving, managing conflict and motivation, the effective team to be designed required other key components, such as good communication, mutual trust, effective leadership,negotiating skills and so on.

I found that it was useful to help the situation, when tasks required multiple skills, judgment, and experience among designing effective team. I also noticed that not all designed teams met effective outcomes, the risky would occur when individual employee resistance to teams is strong. Where the national culture is individualistic rather than collectivist. When an established organization places high values on and significantly rewards individual achievement (Leigh L. Thompson,2011). By the way ,I was confused that the textbook indicated that group-serving was one of elements in the theory of are we a team.

What belonged to group-serving. Analyse We had such poor time management in our group due to a lack of communication. We failed to sit down and agree on the same opinions when assessing the assignment. This led to not only various styles of answering but also various quantities of work within these answers, which led to additional stress to put on some team members and development of some latent conflict. In our second written assignment, even though we felt we had addressed the issues, we still faced to re-scheduled meetings due to a lack of communication.

We made full use of our time to plan our next two group assignments since we had no assignments due on a week. Then we looked busy to have group meetings and everything seemed to be on schedule. Practice To improve communication and time management, we decided no longer leave a meeting until every team member had clearly written down their work assignments and that we all understood what was expected from us. Then we picked a messaging application for phones-WhatsApp, which everyone could get free of charge.

While we also decided to send email to communicate each member and required every member to switch email to their own mobile phones. It was convenience and fast way to check emails rather than logging on the laptop. We would look for all the different tools and selected the one which best fulfilled our needs. That helped team members would be instantly available for discussion or assistance. Apply I need to foster my communication skills, which has effect on relationship and trust, as well as group performance.

At first time, I should enhance my listening skills, sometimes I find it hard to concentrate on some speakers, I will try repeating their words over in my head, the way reinforce their messages and help me stay focused. Week7 Assess To assess where the level of competency in building effective teams lay I drafted a questionnaire which comprised of, filling in the scores of the skill assessment from the chapter 9of Developing Management Skills (David A. Whetten & Kim S. Cameron 2011). This data was compiled in the textbook for easy reference.

Rather than making all of my conclusions based on empirical data I also used my observations from performance. Having reviewed the data from the textbook of my questionnaire and realising I am lack of competency in building effective teams. I think my necessity and primary mission is the way to foster an effective and motivated team member in a group at current learning. Learn I found I was still confused that the difference between a group and a team. The textbook stated that seemed the scope of team was more widely than the group.

In addition, I thought there was new to me that the theory of three key skills to high performing team performance, that is diagnosing and facilitating team development, leading a team and being an effective team member. Suddenly,I realized that it was a difficult task to perform team performance. I was interested in diagnosing and facilitating team development. This skill stated that forming, norming,stroming and performing formed the stage of team development. From my observation, these four stages had significant influence on team development. Analyse

At the beginning of forming our team, I found that the dominant culture was individual, rather than collectivist. There was no output interaction, and it was evident that there was absolutely no team spirit. When we decided the suitable time for the next group meeting, some members always delayed time without informing, the situation seriously affected other members’ hours. This led to delay the forming stage of team development, therefore the rest of stages also would be effected. As we knew, the time was important to the team so that was also a reason we almost submitted the assignment before the early deadline.

Each member explained that problems had arisen repeatedly but that no one ever took the time to investigate or to solve the matters, since we lacked synergy among the team. Practice We planned to build our team spirit was a prerequisite for teamwork. Generally, we totally agreed to set the scope of time, each member attended the meeting ,who may be late about maximum 10min. If someone could not attend on schedule, he or she should inform other members before starting the meeting. Then other members would recode key points after the absentee catched the work schedule.

Apply I think the theory I have learnt is meaningful for me and my team. That is we should adequately implement the four stages of team development to meet better group performance, depending on how effectively the members developed and utilize their communication skills. The team spirit is the prerequisite for teamwork, which is building mutual respect and trust included in the stage of forming, rather than individualism. Next step is fostering commitment to a vision and overcoming tendencies toward groupthink that can occur in the norming stage.

Then storming stage pays attention on managing conflict since our team tends to positive conflict, instead of integrate and accommodate behavior. I believe a high-performing team will be achieved if our team carries out these steps. Conclusion I improve my reflective learning journal based on the lecture feedback. For example, the lecture wrote that my reflective learning journal did not follow the learning cycle when reflecting on the material each week, so while writing about weekly reflective learning journal following the pedagogical approach.

I find the pedagogical approach provided opportunities for me to apply and develop my process skills to find out things for myself. I am thankful for an appropriate method particularly about writing reflective learning journal. I could express my whole idea freely on it. I would see it as the most effective and appropriate tool for a quiet student like me. It is very beneficial to me because with this reflective journal, I will be able to evaluate my mistakes in the past and to reduce the same istakes or potential mistakes in the future. I would also see reflective learning journal or reflective thought is an effective way to improve my performance. Therefore, I will adopt and apply it for the next couple of weeks. I think that the 4 weeks ‘investment’ in this course has made me received my big dividends which are obtaining the new way of thought in using reflective journal, understanding the importance of teamwork and how to improve the team performance, as well as how to become a creative problem solver.

I learnt the importance of being active at the very beginning of lecture’s session which may result in obtaining the other students’ trust to speak on behalf of them. As a team, I found it easier to accomplish complex tasks since we enhance each ability then divide the tasks about who is responsible for what. We also had learning cell which initially made me learn how to collaborate with each other and to work as a team. Reference David A. Whetten and Kim S. Cameron (2011), Developing Management Skills,Eighth edition, USA: Pearson Prentice Hall. Leigh L. Thompson (2011),Making the Team, 4thedition,International:Pearson Prentice Hall.

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Reflective Journal Argumentative Essay

Lecture 3 1. Did you learn anything in the session or reading material that surprised, impressed, or shocked you? If so what? And why did it have that effect on you? During the lecture, Sam introduced the origin of homosexuality. According to two British researchers, Wilson and Rahman, genetic factor is also a determinant of […]

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Clinical Reflective Journal

Clinical Reflective Journal The first day I visited psychiatric ward, I felt nervous and excited because of the psychiatric ward which is totally different from general ward. I sensed that all patients who are walking in the corridor and some of them keep murmuring, and those behaviors I seen are seldom appearing in the general ward. However, after I found that they can communicate with others normally and have no aggressive behavior after approaching the patients.

I learnt we should establish therapeutic relationship in the communication with patients via using non-judgmental, empathetic, active listening and supportive attitude. But I found difficulties in approaching patients who are introverted due to their unconcerned response. However, I think that we should obtain their confidence through persistent contact with them.

Besides, I realized that being a psychiatric nurse, the observational skills is very importance, as the emotional or mental condition of psychiatric patient can be fluctuated between day and night. Therefore, nurses can implement corresponding precautions beforehand. In the private hospital, there are seldom opportunities to perform those skills, but there provide many chances for me to practice the professional skills and of injection and physical restraint.

For instance, choosing which type of restrained device should be applied on the patient and related assessment we should made. Moreover, through the guidance of the nurse, I could realize the rationales behind the intervention, weakness in my performance and how to improve it. After caring of psychiatric patient in these two weeks, it helps clear up my misunderstanding of them and I hope that the nursing care of psychiatric patient can be helpful for them to return the society.

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Reflective Journal Persuasive Essay

This is an introduction of my experience in a long term care facility. Avoid mentioning the names of agencies and people. Using abbreviations for names such as E. T. is appropriate. Continue writing using double spacing. Remember to check for spelling and grammar before submitting your journal. You may need to write the journal in one or two draft modes to generate your deeper reflection on your clinical experience. Allow yourself the time and patience to truly reflect on the meaning this has for you.

About two pages typed would be enough for reflecting and expressing your deeper thoughts on the description of the clinical experience and how this experience impacts your nursing practice. Remember that each paragraph should have one point and at least three sentences. Other aspects of the paper include a title page and references. Use a title page, especially since your journal is personal. Having the cover of a title page provides privacy and maintains confidentiality.

For example, if the document were to be printed and left on a desk, the first page of the journal would not be exposed for a bystander to read. Unless you have a source that you are citing, you do not need to include a reference page but a sample reference is included in this template. Remember that references are double spaced with a hanging indent. Create a header and page number for the second page before you do the title page. Click on Insert > Header. Create the header for the second page using the sample above.

You will see Header Design Tools. Check the box for “Different First Page. ” Then go back and click on the header section for the first page (title page). Insert the header for the first page and add the page number in “current position. ” Please proof read your work before submitting it. Simple spelling and typing errors become distracting for the reader of your paper. You are used to proof reading but this is just a gentle reminder. Submit the journal electronically under the assignments tab on Blackboard.

The instructions for labeling the file and submitting the document are provided. If you have any difficulty with the electronic submission, you might ask a friend or try the submission again. If you still have difficulty, you may print the journal and bring the document to the instructor at the class time that the assignment is due. Please, however, don’t panic. This is part of learning and adjusting to college life. Your instructor will work through the technology with you.

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Simulation Reflective Journal

Simulation Reflective Journal Look back We were four in our group and we were given a scenario of a patient who was having an anaphylactic reaction from bee sting venom. The group agreed that I will be the primary nurse. As the primary nurse, I knew that I had to lead and supervised our group in responding to the emergency situation at hand. Having played the role of a primary nurse in this simulation, I have gained meaningful experience, which I can use in my future nursing practice. Elaborate

Being the primary nurse, I assigned each of my group members to a specific task. I assigned one colleague to assess the vital signs of the patient. In the scenario there were two medications that should be administered to the patient, the epinephrine and another anti-histamine drug, so I assigned two persons to prepare it. There was a delay in the administration of epinephrine since there were two epinephrine pre-filled automatic injections in the medication box. The person I assigned to it was confused which of the two will be used, so she asked me which one will be used.

I’m not really sure what to answer, so I just told her to select the latest one and inject it immediately. Unfortunately the person who will administer the epinephrine did not know how to use the pre-filled automatic injection and neither did I. It took us sometimes to figure out how to inject it. As for the other medication, it was not stated in the scenario when to inject it. The person in-charge of preparing the medication also asked me when to inject it and again I’m not sure what to answer. I told her to wait for a few minutes before injecting it.

I belatedly remember that in case of doubts, this matter should be referred to the doctor. Analyze The simulation has made me realized how crucial the role of the primary nurse during emergency situation. One must be thoroughly trained and must possess critical thinking skill before becoming a primary nurse since being the leader, members of the team tend to seek guidance to promote efficient nursing care. As a primary nurse in this simulation my colleagues addressed questions to me about the medications that are critical to the patient’s survival.

My answers were not decisive which reflect my weak critical thinking skill. For example, when it comes to medication administration, in instances where things are not clear, it should always be referred to the doctor which in this case I belatedly remembered. Nurses should also make sure that they knew how to use all the equipment that is used in the nursing care. In a medical emergency situation, every second counts. In the simulation, epinephrine administration was delayed since the nurse did not know how to use the automatic injection.

Over-all the simulation had a significant impact to my learning process. Revise For the next simulation, I am hoping that I have improved my critical thinking skills in nursing to effectively perform whatever role I will have. Moreover, since simulations are actual situations in real life clinical settings that are being played out by the students, I will research on applicable evidenced based nursing intervention and applied it during the simulation.

Applying this type of intervention during the simulation will reinforce my knowledge of effective nursing intervention and will enable me to acquire a more meaningful experience that could be applied in actual clinical setting. I will also try my very best to find out what possible equipment will be used in carrying out nursing care for a given clinical setting that will be simulated aside from the equipment being used in assessing routine vital signs so that I could learn in advance how to use it. New Trial

Experience gained from this simulation is very useful in my clinical practice and future nursing practice. It was instilled in my mind that appropriate nursing training and critical thinking skill is a must in any clinical setting in order to deliver efficient nursing care. In this regard I will honed my nursing skills through readings and diligent practice and apply it in actual clinical setting, I will discuss with the instructor, relevant observations in clinical practice to acquire thorough understanding of the patient’s situation in order to identify and apply evidenced based nursing intervention.

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