key role within the NMC (Nursing and Midwifery Council) Code (2008) and Standards to support learning and assessment in practice (2008)(Appendix1). As a registered nurse‚ working in a Day Surgery Unit (DSU) in a non NHS island setting‚ this module was undertaken in order to fulfill these duties and obligations‚ whilst developing existing knowledge and skills as a mentor in practice. The aim of this assignment is to explore and critically analyse experiences of mentoring learners in the clinical
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STUDENT DETAILS ACAP Student ID: 170913 Name: KYLIE LAMB Course: BASSIX ASSESSMENT DETAILS Unit/Module: DEVELOPING PROESSIONAL PRACTICE Educator: Assessment Name: Assessment Number: Term & Year: Word Count: DECLARATION I declare that this assessment is my own work‚ based on my own personal research/study. I also declare that this assessment‚ nor parts of it‚ has not been previously submitted for any other unit/module or course‚ and that
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Role Development for Advance Nursing (Precise description of the Advanced Practice Nurse’s Role as Researcher) To look at the role of researcher we first need to define who makes up the Advanced Practice Nurse. The Advance Practice Nurse (APN) for the purpose of this description as a researcher includes not only the 4 roles that require additional licensure: Certified Nurse Midwife‚ Certified Nurse Practitioner‚ Certified Nurse Anesthetist‚ and Clinical Nurse Specialist but also the Masters prepared
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Shamanism Shamanism is a spiritual practice that has been around since the beginning of mankind. At one point in history‚ it could be found on every continent in the world. It is classified as an animistic religion‚ which is more of a belief or perspective than an actual practice. Animism is the belief that all people have souls‚ and animals and objects have spirits. Shamanism is very similar to the Animism beliefs‚ but only Shamanism is practiced. The date that Shamanism started isn’t agreed on
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Reflective Practice in the context of teaching ESOL Reflective practice engages practitioners in a continuous cycle of self-observation and self-evaluation in order to understand their own actions and the reactions they prompt in themselves and in learners (Brookfield‚ 1995; Thiel‚ 1999). Reflective practice is considered as an evolving concept which views learning as “an active process of reviewing an experience of practice in order to describe‚ analyse‚ evaluate and so inform learning about
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antidiscriminatory practice Discrimination is the unfair treatment of a person or group deemed different from ourselves or society. Discrimination derives from our prejudices towards these groups of people who we have developed negative attitudes towards. Family‚ friends‚ workplace and society can affect these attitudes. It is part of your job as a social worker to fight discrimination where you find it and for this you adopt the theory of anti-discriminatory practice. Anti-discriminatory practice is the
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Policy Affects Practice Series Making a Difference: Influencing Social Policy “As the nation devolves many of its policies to state and local governments‚ social workers must reconceptualize social welfare policy as an interventive discipline to keep other groups from shaping policies that will apply to vulnerable and powerless citizens” Bruce S. Jansson 1. As noted by Dr. Jansson above‚ social workers need to be active and effective in influencing policy. What basic themes
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Alexey Leushkin‚ 502 My School Practice If you are asked to answer what teaching means for you‚ what would you say? Is it science or probably art? Does a teacher deal only with pure theoretical knowledge or he takes a deep insight into pupils’ nature as well? Is teaching only the question of maintaining discipline or it also tackles some problems of stimulating children’s interest to study and creating their enthusiasm to subjects? It seems obvious to me that before you once tried to be a tutor
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99-117. Brookfield‚ S. (2009). The concept of critical reflection: promises and contradictions. European Journal of Social Work‚ 12(3)‚ 293-304. Crowe‚ M.‚ & O ’Malley‚ J. (2006). Teaching critical reflection skills for advanced mental health nursing practice: a deconstructive-reconstructive approach [Article] Eames‚ C.‚ & Coll‚ R. K. (2010). Cooperative education: Integrating classroom and workplace learning. In S. Fook‚ J.‚ & Gardner‚ F. (2007). Practising critical reflection : a resource handbook.
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As already highlighted in the above section one approach to person centred practice is treating everyone as an individual. Laws such as the Human Rights Act 1998‚ Health and Social Care act 2012‚ state that each and every person should be treated as an individual and the care that they receive should be specifically tailored to them as every persons support needs are specific and individual to them. If as a professional‚ you were to have the same approach with each and every service user‚ set the
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