Educational Philosophy Essay - 1077 Words

Educational Philosophy I have known my entire life that I would one day be a teacher. I have always been a leader. I have always felt as if I should be the boss, the one in control. Just ask my parents. Then once I got the opportunity to counsel summer camps and be the volunteer assistant coach for a basketball team. I knew my hear and my dedication was with children. So I am pursuing an education profession. I will be a teacher. To educate is to teach or to instruct. I believe that definition is a bit vague. I will attempt to expand upon that. I believe that to educate means to enrich or to further enrich the minds of all ages on subjects pertinent to growth. Also, to teach is to give†¦show more content†¦Sometimes a set curriculum can’t even be followed in an included classroom. The teacher has to work around the needs and knowledge of her students. At the same time, the teacher cannot lose sight of her focus or curriculum. I believe the overall purpose of a public education is to prepare children for a career and gradually build up their confidence to fulfill life’s expectations. Education is important for this very reason; it should be a stepping stone. Every step taken leads further toward a better life and a successful career. As a teacher, I hope to accomplish many things. First and foremost, I hope to show my students the importance of an education. I will show my students the benefits from a successful education and the repercussions of a lackadaisical one. I hope to gain my students trust and their faith. I hope the children can see me as a confidant. I hope to instill a desire to learn inside the hearts of my students. Let them be my guide in certain areas. As the years progress, I hope to personally accomplish a feeling of satisfaction I want to be able to look back and have no regrets in my career decision. I hope my students also walk away with a feeling of satisfaction, gratitude, and respect. I hop one day a student can tell me that I am their favorite teacher. I hope the students walk away with the knowledge that they need to continue their growth. The methods ofShow MoreRelated Educational Philosophy1383 Words   |  6 PagesEducational Philosophy Writing my educational philosophy has required me to do an extensive amount of personal research that has taken me on some wonderful, inward journeys over the past few months. Voyages through my cognitive and behavioral personas from the beginning of my educational endeavor back in 1992 up until the present day. I have been digging diligently through my archives pulling out old papers I composed regarding my initial views toward education. I have reflectedRead MoreEducational Philosophies650 Words   |  3 PagesEducational Philosophies Elizabeth Howell Liberty University What is the philosophy of education? It is a set of ideas and beliefs that guides teachers’ actions and provides a framework for thinking about educational issues. (Kauchak and Eggen, 197) Teachers use philosophy everyday in their classrooms. From the time the first student enters their room until the last student walks out, philosophy is affecting the way the teacher runs his/her classroom and how they interact with their studentsRead MoreComponents Of An Educational Philosophy1038 Words   |  5 Pagesperson’s philosophy is defined as, â€Å"A theory or attitude held by a person that acts as a guiding principle for behavior.† If a person’s philosophy shapes his or her actions, then it is vital for any professional to have a good philosophy in their profession, so their actions follow suit. Therefore, it is important for an educator to have a solid philosophy of education so that his or her teaching is effective and right before God. Six importan t components of an educational philosophy are metaphysicsRead More Educational Philosophies Essay1574 Words   |  7 PagesEducational Philosophies Many different ideas of the correct educational philosophy exist. Highly acclaimed psychologists and educators developed these varying philosophies. Each of these philosophies have their strengths and weaknesses and have their positives and negatives in different situations. It is our job as educators to sift through this list of philosophies to find our own style and philosophy. We must research the pros and cons of each philosophy and pick and choose which sectionsRead More Educational Goals and Philosophy Essay945 Words   |  4 PagesEducational Goals and Philosophy Making a career choice can often be a tormenting decision, and many people choose a profession or line of work that may not satisfy their creative abilities, but only pays the bills. I have known, specifically since the first day I spent in kindergarten class, that my purpose is to teach, and for that knowledge I am especially fortunate. The philosophies that I support have been part of my educational beliefs and standards for the majority orRead More My Educational Philosophy Essay972 Words   |  4 Pages My Educational Philosophy Plato/Socrates and Rousseau have become major philosophical approaches. All these opinions are different compared to mine. Some are the same and some are different. I do agree with some of the philosophers’ points, but some I disagree with. My philosophical view relates to some of the philosophers views. First, Socrates (469-399 B.C.) view is on asking students repeatedly questions to make them rethink what they believe. He wanted to help others find the truths thatRead More Statement of Educational Philosophy Essay1103 Words   |  5 PagesStatement of Educational Philosophy A person’s philosophy of education is important because it affects the way that their classroom will be run. To be a good teacher, a person should genuinely like the students and want to make a difference in their lives, giving them the confidence to succeed. There are many things that go into developing an educational philosophy: The nature of the students, the nature of knowledge, the purpose of education, the method of education, and the curriculum. Read MoreEssay on My Educational Philosophy474 Words   |  2 PagesMy Educational Philosophy To describe my educational philosophy, I needed to combine two philosophers into one making it my own. I plan to explain my philosophical view by discussing the purpose of public education in society. I felt that essentialism, popularized by William Bagley, and progressivism, led by John Dewey, best described my attitudes and views towards education. I feel the overall purpose of education is to teach students traditional academic subjects such as mathRead MorePersonal Education Philosophy : Personal Philosophy Of Educational Philosophy932 Words   |  4 PagesEducational Philosophy Remember: everyone in the classroom has a story that leads to misbehavior or defiance. 9 times out of 10, the story behind the misbehavior won’t make you angry. It will break your heart. - Annette Breaux My educational philosophy stems from the belief that all people are capable of learning and growing and that education is a powerful tool in helping students achieve both their personal and professional goals. I am also a firm believer in trauma-informed schools and educationRead MoreEducational Philosophy of John Dewey Essay702 Words   |  3 PagesThe Educational Philosophy of John Dewey John Dewey is known as leader of the progressive movement in the history of the American education system and his book, Democracy and Education: an introduction to the philosophy of education, could be used as a textbook to teach the foundations of the movement. Discrediting all previous educational and philosophic approaches as intellectually incomplete or inaccurate, Dewey first presents a new perspective on the nature of knowledge, education, society

The Fundamental Elements Of Nursing - 952 Words

Fundamental Elements of Nursing Many nurses have different philosophies in nursing. One factor may be their life experiences that create different outlooks on their philosophy. There is no right or wrong answer in each philosophy, as long as it is with compassion to help patients. The philosophy discussed will be based on the current progression of one’s own philosophy. The fundamental elements of nursing include: environment, patient and patient potential, family and family potential, relationships between society and health, health and wellness, and reason for existence of nursing. The environment of patient care can be in a variety of settings, such as: hospital, extended care faculties’, patients’ homes, and physician offices. One’s environment does not change how the care is ultimately delivered to the patient, but the environment can play a role in how the care is provided due to equipment that can be accessed at each setting. Another type of environment is the internal environment. â€Å"The internal environment is all forces of interaction influences internal to or contained solely within the boundaries of the defined client system; this is the source of intrapersonal stressors† (Kearney-Nunnery, 2012). The internal environment needs to be assessed and reviewed while caring for each patient to help the patient wi th their care and outcomes. The effects of one’s internal environment can change based on each individuals situations and can be ever changing, therefore, thisShow MoreRelatedThe Need For Classification Of Nursing Data1559 Words   |  7 PagesThe Need for Classification of Nursing Data in EHRs In the healthcare industry, nursing is underrepresented in the development of healthcare policies. Current nursing practice depends on the use of standardized nursing terminology and documentation to accurately communicate and identify nursing diagnoses, nursing care provided, and interventions that were performed within healthcare disciplines process (Mennella Caple, 2016). The essential solution to making nursing more visible is having necessaryRead MoreChemistry : Fluid And Electrolyte Imbalance990 Words   |  4 PagesFluid and Electrolyte imbalance Purpose: To provide nursing students with a solid foundation of understanding the basic concepts of fluids and electrolytes, acids and bases, pH, buffering mechanisms and will be able to weave their knowledge in identifying fluid electrolyte imbalances in clinical settings. Goals: The nursing student will be able to verbalize the acid base regulation in the body, the mechanisms of acid base imbalances and correlate the finding in pathological situations. Objectives:Read MoreCritical Incident Context : An Effective Application Of Knowledge1283 Words   |  6 Pagessuccessful. The patient returned to their baseline behaviour and emotional state, with no further acute indents. Introduction As a nursing student, I’m continually working towards fulfilment of the College and Association of Registered Nurses of Alberta (CARNA) entry level competencies. This incident stuck out to me as a valuable learning experience because it demonstrated how nursing care is non-linear, with the potentiality that a patient’s status may rapidly change. Furthermore, it reinforced the importanceRead MoreCarpers Four Ways of Knowing and Scholarliness in Nursing Essay1601 Words   |  7 Pagesof Nursing Theories Danielle Berg, Hailey Hunter, Anh Nguyen, Michael Seeley amp; Christopher Wilson Maryville University Nursing Theory 600 Dr. Deitra Watson September 06, 2013 Carper Four Ways of Knowing and Different Types of Nursing Theories It is essential in nursing to continue learning and applying knowledge to the everyday practice. In doing so, it is important to understand how to organize, test, and apply knowledge to nursing. Barbara Carper identified four fundamental patternsRead MoreRecordkeeping in Nursing1361 Words   |  6 PagesRecord-keeping and documentation are a hugely important part of nursing practice that unfortunately is often overlooked. Good record-keeping is in fact an essential element of being a good nurse. This assignment will discuss the importance of record-keeping in the healthcare setting. 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I haveRead MoreAn Exploration of a Needs Orientated Approach to Care Planning1744 Words   |  7 Pagescare planning The purpose of this assignment is to explore a needs orientated approach to care planning, through the use of a problem solving approach to care, and a nursing model. It aims to show an understanding of what both a problem solving approach to care, and a nursing model are; and to establish how various key elements of both are implemented in practice. The following citation by the Department of Health (DH) (2009) identifies what is intended by the process of care planning; Read MoreJean Watson s Theory Of Caring On Nursing1285 Words   |  6 PagesJean Watson’s Theory Of Caring On Nursing Introduction Nursing is an age-old profession and while it has advanced over the years, many aspects have stayed the same. There are many great and influential nurses who have changed the face of nursing over the years. Contributions to change and better the way nurses practice have helped today’s nurses advance to an unmatched skill level. The purpose of this paper is to discuss the meaning and development of nursing regarding Jean Watson’s theory ofRead MoreNursing Philosophy Paper1105 Words   |  5 PagesPhilosophy Paper Seminar January 13, 2011 In this paper I will explore the elements of nursing theory and how I believe they are all tied together. I believe that a man’s health will be directly affected by his environment and his nursing care. The four elements of Nursing Theory are man, environment, health and nursing; the most important of these is man. I believe that man is a complex being, and like the fingerprint, no two are alike. Although some can be placed intoRead MoreContemporary Nursing Theories1685 Words   |  7 PagesContemporary Nursing Theories NUR513/Theoretical Foundation of Practice June 4, 2012 Lisa Ousley Contemporary Nursing Theories Introduction Nursing is a profession that employs the use of the combination of physical science, social science, nursing theory, and technology in the provision of care to others (Sigma Theta Tau International). Nursing theories serve as the groundwork for the practice of the profession. It guides every nurse on how to do things effectively and competently. This

Nurse Practitioner Free Essays

Running Head: Childhood Obesity Early Intervention and Prevention Program Nurse Practitioner-Coordinated Childhood Obesity Early Intervention and Prevention Program Elsie M. Stines, MS, CRNP, Saranne Perman, MD and Sangita Sudharshan, MD University of Kentucky College of Medicine Elsie Stines, MS, CRNP 220 Arch Street, 14th Floor Baltimore, MD 21201 410-706-5224 410-706-0500(fax) estines@umaryland. edu Abstract Childhood obesity has reached epidemic proportions, and the problem is disproportionately represented in low income, minority settings. We will write a custom essay sample on Nurse Practitioner or any similar topic only for you Order Now In an attempt to intervene, an elementary school-based prevention program designed to educate children and their caregivers in healthy and active lifestyles was developed by a community-based coalition. The coalition was anchored by faculty, staff and students of a medical school. The design, launch, and operations of this program as a model which may be useful to other communities are described. What do optimal car performance and optimal adult weight have in common? They both require early intervention in the form of preventive care. For cars, preventive care begins at 5,000 miles at the service station. And for adult weight, preventive care begins in childhood in the home, the school and the community. In line with this concept, the University of Kentucky College of Medicine (UKCOM) created a model after school program promoting healthy and active lifestyles by organizing a coalition of academic and community partners. This program was created to assist children who are at the highest risk of becoming obese better understand healthy eating habits and active lifestyle choices while having fun. Such a program could be replicated in the many high- risk communities throughout the nation. Preventing childhood obesity is challenging, yet, possible! The United States is experiencing an obesity epidemic, but what is most alarming is the number of children who are obese. The prevalence of childhood obesity has nearly tripled over the past two decades. 1 Currently, almost one third of children and adolescents are either overweight or obese. 2 Overweight adolescents have a 70 percent chance of becoming overweight or obese adults. This increases to 80 percent if one or more parent is overweight or obese. ,4 According to the Center for Disease Control(CDC), overweight is defined as a BMI at or above the 85th percentile and lower than the 95th percentile, and obesity is defined as a BMI at or above the 95th percentile for children of the same age and sex. Classification of overweight and obesity for children and adolescents are age and gender specific because children’s body com position differ both for age and gender. BMI is one way to screen children and adolescents for both overweight and obesity; however it is not a direct measure of body fatness. Factors contributing to childhood obesity are generally caused by a lack of physical activity, unhealthy eating patterns, or a combination of the two. 4 Recent studies have shown that genetics can also play a role in determining a child’s weight, but the increasing numbers are not related to genetics alone. 6 Unfortunately, children who are obese are at risk for developing conditions in childhood which used to be found mainly in adults. For example, the onset of hypertension, fatty liver, non-alcoholic steatohepatitis, obstructive sleep apnea, high cholesterol, and type 2 diabetes are now increasingly common in children. ,7 The most immediate consequence of being overweight, as perceived by children themselves, can be social discrimination which may result in poor self-esteem and lead to depression. 4 W hat populations of children are at higher risk of becoming obese? Studies have shown that low-income and minority children are disproportionately affected by obesity- primarily African-Americans, Hispanics and Native Americans. Contributing to this disparity is the fact that low-income, minority children often live in communities with poor access to safe areas which limits their ability to play outside. Compounding this circumstance is the reality that families who live in low-income neighborhoods also have limited access to grocery stores that carry fresh produce. 8 This paper describes the organization and structure of a school-based obesity prevention program in a predominantly low-income, minority predominant elementary school. Preliminary outcomes have been reported elsewhere, suggesting a decrease in the average rate of weight gain by the affected population. 9 Evaluation of the program is ongoing. Program Description: Site Selection UKCOM selected an elementary school site setting for several reasons. First, an after-school program would be easy for students to attend since they were already at the site. In addition, the school setting had in-kind resources, such as gyms, playgrounds and fitness equipment that were age appropriate. Furthermore, there was the potential to enhance the existing school health and nutrition education curriculum. Lastly, there was the potential to influence attitudes and behaviors of teachers by encouraging use of non-food rewards. The elementary school that UKCOM chose exhibited all of the national risk factors for obesity: low-income families (57% of annual household income less than $10,000 and 93% of the children at the school were on free and reduced lunch); minority population (80% of the children African American or Hispanic); and located in a neighborhood that is both unsafe for outdoor physical activity and without access to full service grocery stores with fresh fruits and vegetables. Fifty-three percent of the children had a BMI above the 85th percentile and 30% were overweight (national average is 16%). Building a Coalition: Community Partners Building a broad coalition of community partners was key to the program’s success. It allowed for sharing costs, increasing the resources available, and diversifying the available assets. In the school, there were several key partners who played important roles in developing and shaping the program to meet the children’s circumstances and needs. UKCOM initially organized a planning meeting with the school’s administrators and teachers to ensure their genuine investment in the program. The principal allowed college personnel to speak with the teachers during a faculty meeting which facilitated high teacher attendance. During this meeting, administrators and teachers were able to provide suggestions and insight into potential barriers to the program. For instance, teachers recommended that the name of the after school program should not be related to obesity because of the social ramifications. As a result of their feedback, the program was named â€Å"Jumpin’ Jaguars†, which leveraged the school mascot. The teachers also indicated that students were often rewarded with candy for good behavior and achievement. After discussion, the teachers recommended that popular non-food rewards, such as stickers, bouncy balls, pencils and erasers be purchased as reward replacements. Additionally, during the initial meeting with school personnel, it was decided that 40 students would be the maximum number this program could serve because of facility size and appropriate supervision ratios. Two supervisors were provided by the school. They were the school’s social worker and the gym teacher. Both professionals agreed to organize activities for the children. Ancillary partners were identified through UK Colleges of Agriculture, Medicine, Nursing, Education and Public Health. All five UK Colleges recruited student volunteers who provided motivation and supervision of the student participants. All volunteers underwent a background check as a precaution. Many of the college students were also utilized as mentors to the children in the program. Since research shows children who are obese tend to have low self-esteem as well as depression, UKCOM psychiatry residents were included as partners who offered lessons to student participants on the topics of positive behaviors, good choices, as well as positive self-image. To have an effective and successful program, partnering not only with the school was vital but involving the community was essential. Several community partners thought to be supportive of the program were identified. Involving a community health center was important in the planning process since for expertise in health and fitness. The YMCA of Central Kentucky was contacted, and they agreed to partner with UKCOM in this initiative. They agreed to have the children come after school to their facility twice a month for swimming lessons, aerobics and dance lessons such as hip hop, jazzercise and Zumba. In addition, the YMCA(Y) agreed to provide the children and their families with discounted memberships and also invited the families to special events, such as family nights. Program participants were also offered discounted memberships for the YMCA’s summer program. Another community organization that was contacted was a local bank. They agreed to provide scholarship savings bonds to the children who attended the program 80 percent or more of the sessions. These savings bonds were to be used for future college education, and could not be cashed until the child was 18 years of age. It was decided that the student participants would need a snack after the program. Local grocers and pantries were contacted to solicit their partnerships. A food bank, the farmer’s local market, and a large retail store agreed to provide each student in the program with a backpack full of healthy snacks to take home each week. A final partner, the county health department agreed to assign the school nurse to obtain BMI’s on all the children in the school to identify student eligibility for the program and collect baseline data. The health department also agreed to collect BMI’s of the student participants mid-year and at the end of the school year so we would be able to monitor each student’s progress. Family Unit Involvement: Involving the parents and caregivers of the children was essential for success if children were to sustain a home healthy and active lifestyles learned in school. The health department also requested their nutrition staff to educate and teach the families and caregivers how to cook healthy meals on a limited budget. There were 6 cooking sessions. Parents attending at least 5 of the 6 lessons would receive a gift such as a set of pots and pans or a set of baking dishes. Families were also educated to obtain WIC vouchers at the Farmer’s Market to purchase fresh fruits and vegetables. In addition, the PTA was actively involved in promoting the program. As an added incentive, siblings of participants were also permitted to join in the after school features of the program. By inviting sibling involvement, the the program did not appear to target only obese children. The program was implemented when the community partnerships were established and families were on-board to participate. Physical and Nutrition Education: â€Å"The Jumpin’ Jaguar Program† Physical Education: Once the students who qualified for the program (BMI85th %) were identified, they were invited to a kickoff event to register for the program. The goal of the kickoff event was to get parents and students excited and registered for the program. This was done by promoting to the families that there would be door prizes, free university logo t-shirts, attendance of university athletes and cheerleaders, and free healthy food. The first 40 students to sign up for the program were selected. Additionally, during the kickoff event, the YMCA (Y) provided a free one-year membership for the children and the families; however they needed to attend the Y at least 5 times per month to qualify. The children met twice a week for 90 minutes after school. Tuesdays and Thursdays were selected in order to avoid school holidays. The children were divided into groups of 5 with a total of 8 groups. The gym teacher and the school social worker provided direct oversight of the program (these were paid positions). One to two UK student volunteers were assigned to each group. The students attended the Y twice a month and either participated in some type of physical activity in the gym or went swimming. The Y assessed each student’s level for swimming, and divided them into ability groups. Nutrition Education: Another important program component was nutrition education. Nutrition education was taught to the students by the UK Nursing student volunteers. The children also took a field trip to the Farmer’s Market to learn about different fruits and vegetables. Likewise, the manager from the Farmer’s Market also came to the school and taught the children about how fruits and vegetables were grown and let the students sample different items. The â€Å"We Can† workshop series was a six-week session in the fall consisting of one, three hour class per week. The series focused on cooking healthy meals on a limited budget and importance of healthy lifestyles that needed to occur not only at school but in the home. Each class provided parents with a meal and the skills to prepare the meal at home. The parents who attended would make the meal during the 3 hours session and take it home. Education on using WIC vouchers at the Farmers Market was also discussed. UK students volunteered to provide childcare during the class. Providing childcare, food, and gifts incentivized families to attend. Monitoring the Program Several indicators were used to measure the project’s impact on obesity. BMI over the school year and overall school attendance was monitored. Student attendance was an important indicator because our banking partner agreed to provide college savings bonds to students who participated 80% of the time. UKCOM sponsored a mid-year meeting with all the community partners to discuss status of the program-what is working and not working. Partners brainstormed together on improvement strategies. Bi-monthly meetings with the afterschool staff were held to discuss their concerns and ideas for example, volunteers not fully participating; students misbehaving and deciding if discipline problems by participants warranted removal from the program. At the end of the year an assessment meeting was held to discuss the overall experience for the students and for those who conducted the program. A meeting in the summer was planned again with community partners to discuss interest for the following year and potential changes. Cost The total annual cost of the program was approximately$16,000 which paid for non-food rewards, the kick-off event, and transportation to and from the YMCA, after-school staffing, t-shirts, swim suits, savings bonds, physical education equipment, and aerobic instructors. All other work represented in-kind contributions. This paper has described one low-cost model for emphasizing exercise and activity in a setting where children are at risk for obesity. It emphasizes the development of a broad-based coalition of education, governmental, non-profit and business organizations to champion healthy lifestyles in elementary school children. Coordination and oversight of the program was provided by an academic health center-based nurse practitioner. Models similar to this can be replicated in urban and rural communities. Acknowledgements Multiple people and organizations contributed to the development of the Jumpin’ Jaguar Program. They include elementary school students and families, administrators, teachers and staff. We would like to especially thank Julane Hamon, University of Kentucky College of Medicine, teacher Jackie Branham, and counselor Crystal Johnson, Executive Director of High Street YMCA, David Elsen, Dr. Malinda Rowe, Lexington Fayette County Health Department and Dr. Rice Leach, Lexington Fayette County Health Department. Other instrumental partners in the after-school program include: High Street YMCA, Fayette County Pulbic School System; Community Trust Bank; Farmers Market; UK Colleges of Medicine, Agriculture, Education, Nursing and Public Health. References . Ogden, C. , Carroll, M. , Curtin, L. , Lamb, M. , Flegal, K. (2010). Prevalence of High Body Mass Index in US Children and Adolescents, 2007-2008. JAMA 303, 242-249. 2. U. S. Department of Health and Human Services. The Surgeon General’s Vision for a Healthy and Fit Nation prevent and decrease overweight and obesity. Rockville, MD: U. S. Department of Health and Human Services, Office of the Surgeon General, 2010. 3. Kalb, C. Culture of Corpulence American innovations in food, transportation, and technology are threatening to supersize us all. Newsweek. March 14, 2010. 4. Dehghan M. , Akhtar-Danesh N. , Merchant, AT. (2005). Childhood obesity, prevalence and prevention. Nutr J. 4: 24 Review. 5. U. S. Department of Health and Human Services. The Surgeon General’s Call to action to prevent and decrease overweight and obesity (2001). Retrieved from http://www. surgeongeneral. gov/topics/obesity/calltoaction/fact_adolescents. htm 6. Center for Disease Control and Prevention. Defining Childhood Overweight and Obesity (2009). Retrieved from http://www. cdc. gov/obesity/chil dhood/defining. html 7. Barlow SE. Expert committee recommendations regarding the prevention, assessment, and treatment of child and adolescent overweight and obesity [summary report]. Pediatrics. 2007; 120 (suppl 4): S164-192 8. Sharma, A. , Grummer-Strawn, L. , Dalenius, K. , Galuska, D. , Anandappa, M. , Borland, E. , Mackintosh, H. , Smith, R. (2009). Obesity Prevalence among Low-income, Preschool-aged Children-United States, 1998-2008. Morbidity Mortality Weekly Report 58, 769-773. 9. Perman, J. , Young, T. , Stines, E. , Hamon, J. , Turner, L. , Rowe, M. (2008). A Community-Driven Obesity Prevention and Intervention In An Elementary School. KMA 106, 104-108. How to cite Nurse Practitioner, Papers Nurse Practitioner Free Essays Yaidelyn Alonso SLS1125: Matos 4/20/12 Nurses: â€Å"Caring Today For A Healthier Tomorrow† Growing up in a house hold of medical personnel, such as my mother and my aunt and other close relatives has really inspired me to become a Nurse Practitioner, but most of all my inspiration has come due to the death of my father. I want to help patients who may have false hope, who may think that there’s nothing anyone can do, I want to give patients hope, and I will devote my life to make a difference in the medical field. Although it won’t be easy, I know there will be obstacles I have to overcome, I think anything is possible if you persevere and if you commit yourself to do something that you love. We will write a custom essay sample on Nurse Practitioner or any similar topic only for you Order Now At the end of the day you made at least one person’s life more enjoyable and filled them with hope, that’s what I’ll be thinking every night before I lay my head on my pillow. A Nurse Practitioner is a registered nurse with advanced training in diagnosing and treating illnesses. Nurse Practitioners prescribe medication which usually RN’s cannot do, as well as treat illnesses, and administer physical exams. The difference between an NP and a physician is that they focus on prevention, wellness and education. To be more specific Nurse Practitioners may specialize in either Neonatal Care with new born and baby’s or Geriatric Health, Adult Health, Oncology, Family Health and Psychiatric/Mental Health. Personally I love trauma centers and the Emergency Room, I’m quick on my feet and I do not like standing around, I like a job that challenges me and keeps me occupied. As a Nurse Practitioner you can sub-specialize in different areas and lately I’ve been very interested in Oncology. To be very brief my father passed away due to cancer in his liver, I want to help and provide my utmost help to those with cancer like his, I want to make someone’s day a little brighter no matter how sick they really feel. I don’t just want to be a healthcare personnel I want to be the difference in someone’s life, I want patients to have faith in me because I won’t fail to care to there every need. In order to become an NP there’s certain qualifications you need to abide by and of course you first must finish you AA and your bachelors in Registered Nursing. As a current student in Miami Dade College I’ve researched and spoke with counselors that have guided me into the classes I must take to even get into the nursing program. Such as the basics chemistry and human growth and development, as well as Anatomy 1 and Anatomy 2, it’s not just taking the classes but about passing them with extraordinary grades and graduate with your AA and a really good GPA. After graduating with my AA I plan to transfer to FIU and further my studies, they have a great Nursing program, as soon as I graduate with my bachelors degree I will continue to get my masters and broaden my knowledge in my studies. To be a nurse practitioner, you need to have a graduate degree, such as a Master of Science in Nursing (MSN) or Doctor of Nursing Practice (DNP). The current minimum education needed to work as a Nurse Practitioner is a MSN degree, which takes 3-4 years to complete, depending on your specialty. Many colleges and universities prefer you have a Bachelor of Science in Nursing (BSN) for entry into this graduate program, while other schools allow a bachelor’s degree in another field if you are a registered nurse. In further detail In order to become an oncology nurse specialist, I will need to learn specific cancer care skills through coursework, clinical practice or continuing education. After gaining enough knowledge and on-the-job experience, I then can take an exam to become an Oncology Certified Nurse. To become an oncology nurse practitioner, I will also need to complete a  Master of Science in Nursing (MSN) degree, typically obtained through a 2-year program of graduate study. As an oncology nurse practitioner, I will need at least 500 hours of supervised clinical practice in oncology to be eligible to take the certification examination to become an Advanced Oncology Certified Nurse Practitioner (AOCNP). Certification is required in many states such as Florida. As with all  nursing careers, the demand for oncology nurses practitioner is expected to increase significantly over the next ten years. This is especially true because the vast majority of cancers are diagnosed in people over 55, making oncology nurses critically necessary! The median expected salary for a typical  Nurse Practitioner  in the  United States  is  $90,531. Nursing is an art: and if it is to be made an art, It requires an exclusive devotion as hard a preparation, as any painter’s or sculptor’s work; for what is the having to do with dead canvas or dead marble, compared with having to do with the living body, the temple of God’s spirit? It is one of the Fine Arts: I had almost said, the finest of Fine Arts. – Florence Nightingale How to cite Nurse Practitioner, Essay examples

Clara Barton Essay Research Paper Clara Barton free essay sample

Clara Barton Essay, Research Paper Clara Barton Laminitis of the American Red Cross By: Susan Sloate 1. Timeline: See affiliated 2. The event from the timeline that I believe changed Clara Barton s life would be in 1833, when Clara s brother, David, fell of the roof while he and some friends were building a barn. Since he was really sick and Clara was non the type of individual to sit back and ticker, we volunteered to nurse him back to wellness. I think this event changed her life wholly because it was her foremost existent nursing experience. Clara had ever been a sort and caring individual, who loved to be able to assist others who were weak and sick, and being a nurse would let her to work in a field that she was great in. When she was older, she attended to hurt soldiers after many conflicts, and she was one of the first adult females to go to to soldiers in the battlegrounds, instead than in field infirmaries stat mis off. She became known as the Angel of the Battlefield in newspapers and despatchs. Clara Barton subsequently went on to establish the American Red Cross and she shortly became the president of it. Even after vacating from presidential term in 1904, twenty-two old ages subsequently, she was still remembered for her great achievements. ( Page Numberss: 1, 15, 17, 67, 104, and 115 ) 3. Clara Barton was decidedly a reformist. Three major activities that marked her as a reformist would be when she was a instructor and taught unruly kids to act and esteem their seniors, going the Angel of the Battlefields, and when she founded the Red Cross. A twelvemonth after Clara Barton had finished her ain schooling, she applied for a certification to learn at the school she was taught at, In North Oxford, Massachusetts. Clara had heard chitchat around town about four older male childs who attended the school. This chitchat was a great concern for her because they had made life suffering for all of their past instructors. To derive the boys trust, she used her kindness and her involvement in athleticss. At the terminal of the school term, Clara was praised for her fantastic work in District Number 9. They thought her school was the best tally and best disciplined in the community. Town governments regarded Clara as an first-class individual to work with troubled categories that had subject jobs. A few hebdomads after the Battle of Bull Run and Chantilly had occurred ; another conflict began along Antietam Creek. Almost 40 thousand work forces died, and many were wounded. It was one of the Civil Wars bloodiest and most atrocious conflicts. Clara Barton helped all of the wounded by traveling in front of the ground forces train with supplies. She brought patchs, medical specialties, apparels, nutrient, and H2O to give to the soldiers. All of the hurt soldiers were really thankful for all of her aid through such horrid times. As she slept, word for her heroic efforts and dedication sp read throughout the universe. From that twenty-four hours frontward, she was known as the Angel of the Battlefield in newspapers and despatchs. In August of 1881, the first Red Cross was built in Dansville. An one-year due for each member was 25 cents, and it was good deserving it. The Red Cross helped many towns with catastrophes such as hurricanes, inundations, and twisters ; nevertheless, they were non good recognized for their difficult attempts. At the age of 60, Clara Barton was named the first president of the American Red Cross. After assisting many states and communities with catastrophes, Clara resigned the presidential term at the age of eighty-two, in May of 1904. Even after Clara Barton died, she is still remembered for being a reformist. 4. During Clara Barton s life-time, the people seemed to populate a good life style. Older siblings taught younger kids how to read and compose, while the female parent taught the girls how to maintain house and cook. The male parents taught military tactics and schemes. For avocations, they rode Equus caballuss, played fell and seek, and ice-skated. Womans wore long, full frocks. Cornmeal was a popular nutrient. Peoples lived reasonably good lives and they relied on household to learn them and maintain them busy. ( Page Numberss: 10, 11, 15, 22, and 65 ) 5. A historically of import individual mentioned in Clara Barton s life was a friend of her male parent s, Alexander DeWitt, a Massachusetts Congressman. DeWitt introduced Clara Barton to Charles Mason, who was the commissioner of patents. After a piece, Clara persuaded him to engage her as a impermanent clerk in the Patent Office. Clara was now situated among work forces in a competitory ambiance for the first clip since the beginning of her professional life, which was what she wanted. By working with work forces in a competitory manner it made her experience good about herself, which helped her acquire over her depression for a piece at least. ( Page figure: 43 ) 6. In the beginning of the book when Clara Barton was really immature, she was highly diffident around any aliens such as other kids in the community and her instructors. The lone people that she was truly unfastened with were her household. Clara neer opened her oral cavity to support something she did or to inquire for aid for herself. She merely spoke for and wanted to assist other people. Clara neer wanted anything to profit her if it wasn T in involvement of the hurt soldiers every bit good. She was forced to travel from topographic point to topographic point in order to assist the hurt soldiers at a clump of different conflicts all over the universe. She earned high wage at the Patent Office. Towards the terminal of the book, she began to acquire aggravated easy if things didn t go her manner. She started standing up for her ain thoughts and beliefs ( such as the American Red Cross ) because she wanted everyone to recognize that even though she was a adult female, she had first -class thoughts every bit good as the work forces did. 320