Week4

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Julie Platt

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Today’s Agenda ,[object Object],[object Object],[object Object],[object Object],[object Object],September 23, 2010 Week 4

Note Takers for Today! ,[object Object],[object Object],[object Object],[object Object],September 23, 2010 Week 4

Example Annotated Bibs ,[object Object],[object Object],[object Object],September 23, 2010 Week 4

Getting Useful Feedback in Peer Review ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],September 23, 2010 Week 4

Instructions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],September 23, 2010 Week 4

Instructions, cont. ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],September 23, 2010 Week 4

Wrap-Up ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],September 23, 2010 Week 4

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#35875 Topic: l02 describe key legislation, national and organisational policy of fundamental importance to the health , care or support service worker Number of Pages: 2 (Double Spaced) Number of sources: 1 Writing Style: APA Type of document: Essay Academic Level:Undergraduate Category: Healthcare Language Style: English (U.K.) Order Instructions: BASED ON A INTERVIEW WITH A PROFESSIONAL AS BELOW LO2 INTERVIEW WITH MR L ( A REGISTERED NURSE AND MANAGER/OWNER OF COMMUNITY CARE HOME) A REGISTERED NURSE AT A COMMUNTY CARE PROJECT HOME WITH ADULTS AND CHILDREN ( age range from 10 years old to 60 years old service users) WITH LEARNING DISSABILITIES. REGISTERED TO ADMINISTER MEDICATION AND OVERVIEW OF THE RUNNING OF THE BUSSINESS QUESTIONS • WHAT IS KEY LEGISLATION AND NATIONAL POLICY THAT INFORMS YOUR ROLE AS A NURSE PRACTICALLY WITH THE SERVICE USERS IN THE SETTING? FIRST OF ALL KEY LEGISLATION IS TO RE INTRODUCE EQUALITY WITHIN ENGLAND AT NATIONAL LEVEL. DIGNITY AND CARE ACT THIS IS ALL INCLUDED IN POLICIES WHICH WAS INTRODUCED BY THE DEPARTMENT OF HEALTH • HOW DOES KEY EQUALITY AND SAFEGUARDING LEGISLATION EFFECT YOUR ROLE AND PRACTICE AS A NURSE? EQUALITY ACT 2010 WAS PUT INTO PLACE FOR NURSES TO DO THEIR JOB TO PROMOTE DIGNITY. IT WAS ALSO TO PROTECT THE STAFF AND PATIENTS. WE HAVE A DUTY OF CARE TO ACT WHENEVER THERE IS ABUSE IT IS TO PROTECT CHILDREN AND ADULTS • HOW DOES EQUALITY LEGISLATION POLICY AND THE NOTION OF EQUALITY IMPACT UPON SAFEGUARDING SERVICE USERS WITHIN HEALTHCARE IN YOUR NURSING CAREER? THE PROTECTION IS TO STOP ALL THE ABUSES FROM TAKING PLACE. THE IMPORTANT THING IS THE MIDWIFERY USE THE CODE OF CONDUCT FOR NURSES WITH VUNERABLE ADULTS. WHEN WE PUT THIS UNDER PLACE, IF SOMETHING WENT WRONG, WE HAVE TO SEE WHAT HAS GONE WRONG AND WHAT HAS GONE RIGHT. THIS IS CALLED SELF REFLECTION AND THIS IS WHY THE HANDOVERS AT THE END OF EACH SHIFT ARE SO IMPORTANT. • WHICH WAYS DOES THE NATIONAL AND ORGANISATIONAL POLICY FORM YOUR HEALTH AND SOCIAL CARE PRACTICE? THE GOVERNMENT LEGISLATION THE HEALTH AND SOCIAL CARE ACT 2008 WHICH GIVES US A CLEAR GUIDANCE AND TALKS ABOUT THE FIRST LEGISLATION WE HAVE. AN AMENDMENT WAS MADE IN 2012 TO RE INTRODUCE EQUALITY WHEN WE ARE PROVIDING SOCIAL CARE. THE ACT IS LOOKED AFTER BY CQC TO BE INSPECTED BY ALL HEALTH PRACTICES INCLUDING GPS AND HOSPITALS INCLUDING CARE HOMES AND OTHER CARE PROVIDERS. • WITHIN THE PROFESSIONAL BODY STANDARDS AND CODES OF ETHICS /STANDARDS RELATING TO EQUALITY AND SAFEGUARDING. HOW DO THESE IMPACT UPON PRACTICE WITH CLIENTS OR PATIENTS WITH THE HEALTH AND SOCIAL CARE SETTING? WE NEED TO BE CAREFUL NOT TO IMPOSE OUR OWN BELIEFS AND VALUES AND TO SEE THEM AS INDIVIDUALS. WE HAVE TO WORK ACCORDING TO THEIR NEEDS AND CHECK CARE PLANS TO SEE THEIR BACKGROUND. THE CARE PLANS ARE BASED ON THEIR IDIVIDUAL NEEDS INCLUDING THEIR DIVERSITY AND INDIVIDUAL BELIEFS. THE FOOD MAY ALSO BE DIFFERENT ASWEL AS THEIR UP BRINGING. SOME ARE NOT .

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STRATEGIES FOR THE “YOU APPROACH” In workplace writing, a key goal is to maintain friendly relations with readers, even under conditions of tension, frustration, and strife. The “You Approach” is a set of five strategies that workplace writers can use to maintain or restore friendly relations with readers and to minimize their sense of threat in adverse business situations in which they might resist the message you’re delivering in your document. Table 1 lists the five strategies of the “You Approach.” Table 1: Five Strategies of the “You Approach” 1. Write From the Reader’s Perspective Focus on the reader’s situation, not on your own situation. Show that you understand the reader’s position and perspective. For example, imagine that you have just arrived to the first day of a writing course. Your instructor is about to speak. Which of these opening lines would appeal to you the most?  Welcome to a course that I’ve enjoyed teaching here for the past eight years.  I’m glad you’ve decided to take this course, because it could make a tremendous difference in your ability to succeed in your chosen career. 1. Write from the reader’s perspective. 2. Anticipate and answer all questions that your readers are likely to have about the situation. 3. Use personal pronouns. 4. Be courteous, tactful, and respectful, especially at the end of memos, email, and letters. 5. Cushion the blow for readers in “bad news” letters by organizing material strategically, posing questions, and using conditionals. The first line takes a “Me Approach.” It centers on what is important to the instructor, not on what new students would find meaningful. The second line takes the “You Approach,” because it focuses on what matters to the students. Example: A student intern worked at RDI, a prestigious research institute near her university. When she received the following memo from her supervisor, she felt hurt and insulted. Read the memo and consider why she reacted so negatively to the memo. Anywhere University Research and Development Institute To: RDI Student Employees From: RDI Student Supervisors Date: November 10, 2007 Re: Attendance at RDI Staff Meetings I am asking that you all refrain from attending RDI staff meetings in the future in order to provide coverage for permanent fulltime RDI staff members while they are busy attending RDI staff meetings (this coverage could take the form of answering phones or continuing with your regular work assignments as your supervisor determines). Let me assure you that, although you are valued employees of the Institute, the RDI staff meetings are really only relevant and necessary to members of the permanent staff, for whom the success of the RDI is of primary concern. I know that some of you enjoy attending these meetings and find them interesting, but remind you that you have the privilege of being stude.

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Chamberlain College of Nursing NR351 Transitions in Professional Nursing Professional Paper Worksheet Template Student Name:Date: 3/14/16 Directions: Carefully read the Professional Paper Worksheet Guidelines found in Doc Sharing. This provides specific details on how to complete this assignment. Rename this document by clicking Save As. Change the file name so it reads Your Last Name Professional Paper Worksheet.docx. For example, if your last name is Smith, type “Smith Professional Paper Worksheet.docx”. Save the document as a .docx file in Microsoft Word 2010 or later. Type your name and date at the top of this template. Type your answers directly on the template. Follow all instructions on this Template and the Guidelines document (including the Rubric). Save frequently to prevent loss of your work. Submit to the Dropbox by the end of Week 3, Sunday at 11:59 p.m. MT. Post questions about this assignment to the Q & A Forum so your classmates can read the advice, too. You may also e-mail questions to your instructor. Item Instructions Type your answers below Approved Paper Topic (from Week 1 Assignment): Clearly state the Nurse of the Future Nursing Core Competency topic that was approved as your topic in Week 1 Assignment. Professionalism Page numbers in Hood textbook on your topic: Clearly state page numbers in Hood textbook that correspond to the selected topic. Chapter 1: pp. 6-13 Reference for Journal Article: Create a reference for the article selected using correct APA format including: authors, year, article title, journal name, volume number, issue number, page numbers, italics, parentheses, punctuation, line spacing, and hanging indent. Hood, L. J. (2014). Leddy & Pepper's conceptual bases of professional nursing (8th ed.). Philadelphia, PA: Lippincott Williams & Wilkins 2010, August). Nurse of the Future Nurse Core Competencies. Massachusetts/Rhode Island League for Nursing, (), 1-8. This is the reference for the Hood textbook. You were to select a journal article and reference it here. Please review the instructions for this assignment. Quotation with Citation: Type a quotation (10–25 words) from selected article using correct APA citation including quotation marks, authors’ names, year, page numbers, and parentheses. Do not use words or ideas the authors cited from another source. “People enter into the nursing profession from desire to care for people in need. Competence and confidence are also a nurse’s main attributes” [Leddy & Pepper's, 2014, page 6] Quote was to be used from the selected journal article based on your chosen topic. Please review the assignments for week 3. 14 Paraphrased Area and Citation: State location in article of area to be paraphrased (paragraph and page number). Type appropriately paraphrased version using correct APA citation including authors’ names, year, and parentheses. Do not use words or ideas that the authors cited from another source. [Leddy & Pepper's conceptual bases ...

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Example Portfolio Letter – Student #3 Dear Portfolio Reviewers, I would begin with something along the lines of “writing and I have always had a troubled relationship” or “I’ve never been much of a writer,” but, unless this is the first portfolio letter you’re reading, you’ve probably seen that opening more times than you can count. In any case, describing my relationship with writing as troubled would be oversimplifying the issue. Let’s start by going back to assignment 1, where I reflected on the variability of my writing proficiency depending on the type of writing. In the context of open-ended creative writing, I can honestly say that I love writing. I love being able to tell a story and entertain people. Unfortunately, I’ve yet to find that beauty in less open-ended writings. That’s not to say I hate non-creative writing, just that I don’t love it. For example, last summer I wrote a paper about a small research study I’d performed with little trouble. The result wasn’t a piece of art, but it was accurate, honest, and easy to follow. In reflecting on that paper at the beginning of the quarter, I couldn’t figure out why I’d done so well on it. Over the course of the quarter, however, I’ve come to realize the connection between that structured academic paper and freeform creative writing assignments: organization. Neither type of paper required much planning. Most of the creative writing papers I’ve written are narratives, which typically progress chronologically. Thus, as long as each of my ideas connected to the next, I was able to write a well-organized story. Similarly, the academic paper I wrote had a very well defined structure. Our professor gave us an outline of all the sections our papers should contain, so I followed his guidelines and the result was a well-organized paper. After making that connection, I realized that my main problem with most papers is developing a structure, and have focused on that throughout the quarter. I chose to include assignment 2 because I feel that it demonstrates my organizational progress, particularly when juxtaposed with assignment 4. The second assignment had a relatively open ended prompt, but because I chose a handbook for my genre I was able to develop a clear structure using headings and subheadings. This approach allowed me to organize my thoughts and communicate them to my reader. My second reason for including assignment 2 was its difficult topic. I decided to write about the issue of bad teaching, targeting high school teachers as my audience. While I have many ideas regarding what makes a teacher good or bad, addressing teachers directly posed the challenge of giving advice without causing offense. For example, upon first considering bad teaching I thought of a particularly bad high school experience and planned to include it in my paper. However, after the first draft I realized that it would be better to keep my paper positive (no one wants to r ...

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