Student Centered Philosophy And Education - 920 Words

Student-centered philosophies are less strict, less concerned with the past and â€Å"exercising the mind,† and more focused on individual student’s needs, modern relevance, and preparing students for a changing future. Students and teachers work together to determine what should be learned and how to learn it best. School is not seen as an institution that controls and directs scholars, or works to preserve and spread the essential culture. Rather, it is an institution that works with scholars to improve society or help scholars realize their individuality. Social Reconstructionism is one form of a student centered philosophy and most closely align with my beliefs about education. Social reconstructionism encourages schools, teachers, and students to focus their studies and energies on easing unescapable social injustices and, rebuild society into a new and more unbiased social orders. I believe schools should prepare students for examining and solving the social problems that we will face outside of the classroom. Education should allow students to recognize injustices in society, and schools should promote projects to help social inequalities. Moreover, schools should promote positive group relationships by teaching about different ethnic and racial groups. Students should be taught how to be politically literate, and learn how to improve the quality of life for everyone. Teaching should mean more than simply addressing the â€Å"Great Books†, which are filled with biases andShow MoreRelatedMy Philosophy Of Education It Is Student Centered1660 Words   |  7 PagesMy philosophy of education it is student centered, where teachers are facilitators contributing to optimize student’s potential. Educators should be equipped to serve, prepare, and help students to build a promising future full of opportunities. My vision as an educator is to optimize hum an potential. As an educator, I believe that students have the potential to learn, to apply in real life experiences what they have learned, and to serve equitably a diverse world. All students should have the accessRead MoreDraft Of Personal Philosophy Statement1268 Words   |  6 Pages7-2 Final Project Milestone Three: Draft of Personal Philosophy Statement In the field of higher education, I will welcome with open arms, accept, affirm, and celebrate all students by creating an environment that is equal and inclusive for all people regardless of their race, gender, sexual orientation, ethnicity, cultural background, religion, family structure, economic status, learning ability, linguistic ability, and/or learning style. I will create an environment that includes positive, challengingRead More My Student-centered Teaching Philosophy Essay690 Words   |  3 PagesMy Student-centered Teaching Philosophy What makes a good teacher? There are many factors that determined the answers to this question. The most dominant factor is the teaching philosophy. It plays a significant role in the teaching career because it determines what the teacher will teach and how he/she will teach. Personally, my teaching philosophy will be student-centered with the combination of three related theories, and emphasis on each student’s individual needs, and teachingRead MoreThe Teacher Centered Philosophies Of Education1098 Words   |  5 Pagesand science, writing and also reading. Teacher-centered philosophies of education require that children are educated using certain methods put into action by their teacher, as opposed to student-centered philosophies. Teaching methods are formed according to the needs and learning styles of individual students. Teacher-centered philosophies force the student to adjust to the teacher; with student-centered philosophies, the teacher adjusts to the s tudent. An essentialist curriculum is structured toRead MoreChapter 8- Philosophy Of Education Essay724 Words   |  3 PagesZittleman, K.R. (2013). Teachers, Schools, and Society. (10th ed.). Boston: McGraw Hill. Chapter 8- Philosophy of Education pp. 250-257 The author mentions four elements of philosophies in education that may center on teachers and centered on students. Teacher- Centered Philosophies are mostly emphasizes the importance of transferring knowledge, information, and skills. One teacher-centered philosophy is Essentialism. Essentialism teaching the back to basic approach, which centers ‘building knowledgeRead MoreSoren Kierkegaard And The Existentialist Philosophy1116 Words   |  5 Pages 2. The Existentialist philosophy, started by Soren Kierkegaard, focuses on self-directed education, finding answers within yourself. Students are not graded because all standards come from themselves. This philosophy emphasizes freedom of choice and mind, and that authentic creative thinking leads to true learning experiences (Cohen). The teacher helps students find their passions and understand who they are. Existentialism has never become prevalent in schools because it is difficult to apply inRead More Philosophy of Education Essays689 Words   |  3 PagesPhilosophy of Education No society has ever survived without some system of education. Education is, perhaps, the most important of all social systems because it enables all the others by training individuals for their social roles. Still, it is a system which is far too complicated to perfect or even define. What is the â€Å"best† way to teach? What knowledge is it necessary for an â€Å"educated† person to attain? Should an education for one be the same as for another? In such an individual-centeredRead MoreI Am A Professional Teacher Essay959 Words   |  4 Pagesteacher, it takes skill to train young minds. Education is extremely important to go through. Teachers have many different philosophies to choose from when teaching in a classroom. Out of the five philosophies, I ranked the highest in Essentialism and Progressivism. Both of these philosophies are taught entirely different from each other. Essentialism is teacher-centered learning and expresses the teaching by the core curriculum. Progressivism is student-centered learning and expresses the teaching by doingRead MoreThe Philosophy Of Education And Education1175 Words   |  5 Pageswhat/how students are educated. This set of beliefs is called a philosophy of education. â€Å"A philosophy of education represents answers to questions about the purpose of schooling, a teacher s role, and what should be taught and by what methods† (Philosophy of Education). Educational philosophies differ among all individuals in education. With individual educators, some choose a teacher-centered philosophy and others choose a student-centered philosophy. It appears that both realms of philosophy playRead MoreThe Philosophy Of Education And Education Essay1545 Words   |  7 PagesThe philosophy of education is not a topic that can be fully taught and understood by reading and studying a textbook, or a few textbooks for that matter. I believe that the philosophy of education is somewhat subjective, rather than objectiv e, and that there exists numerous answers to what is the â€Å"philosophy of education†. I feel that one’s answers can not be expressed with a single word nor a sentence; and that one has to â€Å"experience† rather than just read to find the answer. Yes, a huge part of

A Critique Of Sensory Overload - 1498 Words

A Critique of Sensory Overload: A Concept Analysis â€Å"Sensory Overload: A Concept Analysis† is a review article analyzing sensory overload using Walker and Avant’s concept analysis method. Defining the concept depends on what contributing factors are involved. The authors examine the factors that affect sensory overload such as: mental conditions, environmental factors, and stress load. Several examples were reviewed, and analyzed to attempt to develop a theory. The purpose of this critique is to examine an undefined concept that has been analyzed and to determine if the concept is valid. Exploring strategies for theory development involves critiquing others work, and drawing from that an educated conclusion to one’s own beliefs and†¦show more content†¦Method, Analysis, and Evaluation The concept that was chosen for analysis is one of emerging healthcare concern. People have far more activities, and busier lives which contributes to stress. Stress with added sensory stimulation can lead to overload. A person is at an even higher risk if there is a psychiatric diagnosis attached. As more people are developing sensory overload or overstimulation, there is a greater interest of the public. The authors explained how sensory overload occurs, and gives specific examples of how it can occur. The article continues to explain why the concept needs to be analyzed. â€Å"After reviewing the international literature there seems to be no uniform conceptual clarity on the term â€Å"sensory overload† in the context of psychiatric nursing† (Scheydt, Staub, Frauenfelder, Nielsen, Behrens Needham, 2017). Defining the definition in order to obtain accurate diagnosis, makes this topic a need of greatest interest. â€Å"Clarification is necessary to ensure a u niform understanding of the term and to avoid false-positive appraisals in practice† (Scheydt et al., 2017). The second step included determining the aim or purpose of the concept. The article is clearly labeled â€Å"Aims† to help identify this step. The authors identify the purpose of the analysis is to clarify the meaning of the concept to establish a theoretical foundation. According to Scheydt et al. (2017) the elucidation of antecedents,Show MoreRelatedPace of Life1658 Words   |  7 PagesArticle: The Pace of Life in 31 Countries By Robert V. Levine and Ara Norenzayan Erin Reilly (student) AU ID 2449152 Pscy 290 Journal Article Critique 2 Shelley Sikora (tutor) The Pace of Life in 31 Countries 1. Research Question or Problem: Yes. The question is clearly stated. The purpose of the study was to, using Hoch’s (1976) theory as a starting point in designing their problem, research variations in the pace of life in different cities andRead MorePace of Life1669 Words   |  7 PagesArticle: The Pace of Life in 31 Countries By Robert V. Levine and Ara Norenzayan Erin Reilly (student) AU ID 2449152 Pscy 290 Journal Article Critique 2 Shelley Sikora (tutor) The Pace of Life in 31 Countries 1. Research Question or Problem: Yes. The question is clearly stated. The purpose of the study was to, using Hoch’s (1976) theory as a starting point in designing their problem, research variations in the pace of life in differentRead MoreThe Human Immunodeficiency Virus ( Hiv )2962 Words   |  12 Pagesscale to score stress factors specifically related to stress associated with HIV/AIDS care (reference). The initial scale was made up of 29 items and responses were given on a 5-point Likert scale. The items for this scale were taken from the role overload scale and the role captivity scale by Pearlin et. al., as well as the stress factor scale by Van Dyk (reference). The researchers completed a factor analysis on the items drawn from the scales, including a screen plot, which indicated that sevenRead More Loss of Identity in the Techno-Culture Essay2537 Words   |  11 PagesHowever, in elaborating this argument, I propose that the techno- sublime encounter is predicated on a very different rela tion to the sublime, than that developed by Immanuel Kant in his Observations on the Feeling of the Beautiful and Sublime and the Critique of Judgement. In the particular encounter, which I have termed the techno-sublime, there is no longer a concern with the re-assertion of self in the face of the sublime event. Rather I argue that in this encounter there is a collapse in boundariesRead MoreConsider Some Key Theories and Concepts of Learning and Assessment3241 Words   |  13 Pagesvocational further education sector. I will explore the application of theories to health and social vocational topics and how this assists in developing key attributes for learners on these programmes. I will identify assessment methods and provide a critique of the validity of these in different educational programmes. Definitions of learning vary drastically. This is primarily due to the differing conceptions of what learning actually is. Saljo (1979) identified five categories of learning. It is suggestedRead MoreStress And Its Effects On The Mind, Body, And Environment8594 Words   |  35 Pagesand being vigilant and aware of their surroundings (Modernization and Reform Act of 2012, 2012). Program Outcome #2 The student will be able to identify and apply appropriate statistical analysis, to include techniques in data collection, review, critique, interpretation and inference in the aviation and aerospace industry. 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Boredom, Negative curiosity Park (2007, p. 22) acknowledges that boredom has been regarded as a potential drive for inspiringRead MoreEssay on Understanding Change15189 Words   |  61 Pagesindividual level 1.5.2 Intervention strategies at the group level 1.5.3 Intervention strategies at the organizational level 1.6 Creativity and Volition: a Critical Theory of Change 1.6.1 Conflict, flux, and change 1.6.2 People are active agents 1.6.3 The critique of the spectator view of knowledge 1.7 Summary Study questions Exercises Further reading References 4 6 6 7 8 13 16 18 20 22 24 24 25 28 28 29 30 33 35 35 36 36 4 UNDERSTANDING CHANGE 1.1 Introduction This chapter lays the frameworkRead MoreMonologue: Reading and Students6486 Words   |  26 Pagesmonologue that make it effective LESSON OBJECTIVES: CORE CONTENT: WR-M-1.3 WR-H-1.3 RD-M-x.0.9 RD-H 1.0.10 Literary Writing Literary Writing Reflect on and evaluate what is read Evaluate the influence of literary elements within a passage RD-H 1.0.14 Critique the author’s word choice, style, content and use of literary elements VOCABULARY: RESOURCES AND MATERIALS: Student models found on web-based version of CCG and/or other appropriate texts; ORQ and appropriate text for each student TEACHING STRATEGIESRead MoreOrganisational Theory230255 Words   |  922 Pagespostmodernism anything new? 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Evidence Based Practice in Nursing Clinical Expertise

Question: Discuss about theEvidence Based Practice in Nursingfor Clinical Expertise. Answer: Introduction Evidence-based practice is a dynamic process that entails deliberate integration of a nurses cumulative clinical expertise, the best and current available scientific evidence and patients preferences and values in providing the highest possible quality care (Felice 2014). To ensure the success of this practice, the nurses mandated in its execution should acquire the requisite competency and skills. This is in line with the Nursing and Midwifery Board of Australia (NMBA) that has propounded stringent professional and competency for registering nurses (Australia, 2015). In contemporary health care practice, nurses have the mandate of using evidence based practice (EBP) however, it is expected that they are not in the frontline during its implementation because of many substantiated reasons. In this regard, nurses have a right to defend themselves as far as underutilization of EBP is concerned (Seers, Crichton, Martin, Coulson, Carroll, 2008). This paper explores this position, that nu rses are not able to fully implement EBP even though it is the most effective approach in care of patients. Furthermore, it will discuss some ways in which EBP improves patient outcome, how it is applied and some barriers towards its uptake. The widespread utilization of evidence-based practice in nursing care has had a positive impact on the outcome of the patients and their families according to a randomized controlled trial done in Southern Melbourne by Dr. Melnynk and group (Melnynk Fineout, 2015). One of the core aspect championed by this practice is a collaborative approach to care. In this approach, a forum whereby different professionals with different expertise work in close collaboration to ensure optimal care of the patient is created. Each professional in this team comes on board with a different approach to tackling a given menace. The net result of this collaboration is the better patient outcome. Also, this partnership ensures that there is no duplication of services. Apart from seeing that the institutions meager resources are properly utilized, it also relieves the patient and family from unnecessary additional costs (Melnynk Fineout, 2015). Evidence based practice has been proved to be underutilized by the profession of nursing (Glasziou, 2015) as Paul Glasziou puts it after conducting a randomized controlled trial in 2015 on 200 nurses in a period of three years. Their use of EBP in patient care was substandard throughout the study (Glasziou, 2015). The evidence-based practice embraces the integration of the best and presents available scientific evidence in the planning and during the discharge of care. This aspect of the practice attempts to ensure that the entire healthcare is standardized and that all discharged care has a scientific backup.This will hinder nurses from executing illogical nursing interventions with unknown and unpredictable results. When this aspect is critically upheld in the clinical area, patient s safety will be protected thus an improvement in the outcomes of care (Watt Snowdon, 2013). Another promising aspect of this practice is that, during the entire process of planning and giving care, patients preferences, values, attitudes, and beliefs are taken into consideration. It is a patient and family-centered process. The nurse and the patient work collaboratively during the coming up of the plan of care to ensure that it is relevant to the patient and his/her family. This aspect also ensures that the care is discharged in the culturally safe environment. Consequently, this will go a long way in creating a trusting and understanding environment where patients will express themselves freely. All these will culminate in proper nursing assessment thus improving patients outcome (Stevens, 2014) The evidence-based practice comes into practicability when the nurse encounters a patient. The critical thinking skill is paramount in the utilization of this practice. This engagement generates questions about the entire or some parts of the treatment and culminates in the nurse coming up with the clinical problem, for instance, a nurse who has just met a patient with a wound, may identify the clinical problem to be the management of a wound. After identifying the case or clinical problem, the nurse then develops a well-structured clinical question out of the case e.g. how to manage a chronic wound (Kim Mallory,2014) Afterward, the nurse critically selects the proper resources and tools and thoroughly conducts research to tackle the pre-determined clinical question(s).This is a time-consuming stage whereby the nurse is required to be accustomed to a wide range of current published literature. For this to materialize, the institutions should endeavor to see that relevant resources are at the disposal of the staff to engineer learning and for easy search (Sansee, Johnson Welch, 2014). In addition, proper working environments should be created for nurses. This includes adequate staffing to ensure that there is manageable workload. This will offer nurses sufficient time to conduct research for their clinical questions thus furthering their professional development (Fink, Thompson Bones, 2013). Before putting the gathered evidence into clinical practice, the nurse keenly, scrutinizes the evidence to determine its proximity to the truth and whether it can have a positive impact if applied in the clinical practice. This entails cultivating interprofessional and consultative avenues. In addition, this also involves being flexible and ready to accept, and value inputs from other professionals who, in one way or another are involved in the management of the patient. The appraisal of the evidence is paramount as it promotes quality of care and ensures that patient safety is enhanced (Pravikoff Pierce, 2016). After appraising the evidence and determining its usefulness in the clinical practice, the nurse returns to his/her patient for implementation. Here the nurse exercises flexibility by listening and taking into account the patient s preferences. The nurse and the patient work collaboratively in the development of the plan of care. Afterward, the nurse integrates his /her acquired expertise in practice, patient values and beliefs and the scientifically proven evidence in managing the patients condition. In addition to this aspect, all interventions and evidences should be clearly documented for accountability (Emerson, 2015). The last phase of this process is the evaluation of the effectiveness of care discharged or if the clinical question was answered. It is the nurses responsibility to see that the pre-determined goals are achieved. If the goals are not achieved and since this is a continuous process, the process starts over again but with a different approach. This phase of the practice also entails sharing the finding with others through writing. (Steven, 2014) Although nurses in Australia have demonstrated a positive attitude towards the implementation of evidence-based practice, still numerous roadblocks are curtailing its smooth implementation. These hindrances are partly related to institutional structure and individual nurse factors. A systematic review on the impediments of nursing implementation of EBP done by PubMed Central (PMC) found that the nurses involved did not practice EBP for at least five days in a week. It concluded that many of them do not have preliminary knowledge and skills. A blame was put on the system of education (Dizon, 2009). Despite the endeavors of NMBA to ensure that all health institutions have enough nurses, still some have not met the required threshold (Australia, 2015). Daily, numerous literatures are discharged from different sources. Consequently, nurses need a lot of time daily to keep updated with present evidence. Unfortunately, due to this inadequacy of workforce, the nurses stay engrossed in their work for long hours, and this denies them a chance to stay abreast with the current evidence. Moreover, some health facilities in the country, especially in remote areas,are not endowed with the requisite facilities that are crucial for the implementation of this practice. Such incentives include a well-equipped library and internet connectivity. Furthermore, some institutions policies do not mandate nurses to alter the patients care procedure (Felice, 2014). As aforementioned, sound education background, skills, professional and competency standards are crucial in the implementation and success of this core practice. Lack of these key aspects can pose as a barrier to its growth according to Vivian Coates finding on EBP utilization on diabetic patients (Schultz, Harmsen, Spronk, 2010). Nurses did not understand the evidence behind administration of glucose when a diabetic has hypoglycemia. Failure of some nurses to comprehend and interpret statistical terms and the language used in research has been the core impediment in fishing out the valuable evidence glued in many kinds of literature. Moreover, wanting IT skills and searching expertise among nurses has deeply curtailed the sourcing of appropriate information to enhance better patient care. Furthermore, most nurses lack proper communication skills and this has hindered the mushrooming of the evidenced based practice. Coates concluded that more than 50% of the nurses did not document patient information in the standard way thus covering less details about diabetes. This is due to the inability of some nurses to clearly deliver the acquired evidence to patients (Emersion, 2015). Consequently, for the sake of making this practice a success, Bergstrom strongly advocates that only thoroughly trained and people who have sound knowledge of the EBP principles to be involved in its championing and implementation (Bergstrom, 2008). This is based on a randomized controlled trial carried out in California which found that nursing trainers have less research knowledge (Bergstrom, 2008). Unfamiliarity with the principles of the evidence-based practice may result in its impartial utilization. Also, this practice requires that the nurse sorts and critiques the literature to acquire the best evidence that will result in high-quality service. Lack of training may lead to using inappropriate evidence in clinical practice that will jeopardize the patients safety and health (Emersion, 2015). In conclusion, evidence-based practice is a life changing practice if properly executed. The Australian Health Practitioner Regulating Agency, The NMBA, and government should collaborate to see that all barriers to its success area averted. This includes proper training of nurses while incorporating its principles early in their career. Various randomized controlled trials and systematic reviews have presented evidence about the challenges that nurses have in EBP implementation. References Australia. (2015). Nursing in Australia. Canberra: A.G.P. Bergstrom, N. (2008). The gap between discovery and practice implementation in evidence-based practice. International Journal Of Evidence-Based Healthcare, 6(2), 135-136. https://pt.wkhealth.com/pt/re/lwwgateway/landingpage.htm;jsessionid=YHnGvTPrRvbBTNY9Y5pFSLJNXQyt2xngSFM6ThYHTGjW9QJWnMgv!-1552860756!181195628!8091!-1?sid=WKPTLP:landingpagean=01258363-200806000-00001 Dizon, J. (2009). A systematic review of the effectiveness of evidence based practice (EBP) educational programs in enhancing knowledge, skills, attitudes and behaviour of allied health practitioners. International Journal Of Evidence-Based Healthcare, 7(3), 207. https://pt.wkhealth.com/pt/re/lwwgateway/landingpage.htm;jsessionid=YHnpwhLWJ2F2hRk1xr6hmzqs2ymTt5nqy4bGL8y25PbxDkRpCl3Y!-1552860756!181195628!8091!-1?sid=WKPTLP:landingpagean=01258363-200909000-00019 Emerson, T. S. (2014). Barriers to Evidence practice. Albany, state university of New York Felice,W.(2014). Evidence Based Practice.Elsevier,Sydney Fink, R., Thompson, C. J., Bonnes, D. (2005). Overcoming barriers and promoting the use of Research in evidence-based practice. Journal of Nursing Administration, 35 (3), 121129. Glasziou, P. (2015). The paths from research to improved health outcomes. Evidence-Based Nursing, 8(2), 36-38. https://ebn.bmj.com/content/8/2/36 Kim, M. J., Mallory, C. (2014). Statistics for evidence-based practice in nursing. Burlington, MA: Jones Bartlett Learning Melnyk, B. M., Fineout, E. (2015). Evidence-based practice in nursing healthcare.SouthMelbourne, OxfordUniversityPress. Pooler, A. (2014). An Introduction to Evidence-based Practice in Nursing Healthcare: New York, Pantheon. Pravikoff .T Pierce, S.T. (2016). Readiness of Australia nurses for evidence-based Practice. Australian Journal of Nursing, 105 (9), 4051. Sansnee, J, Johnson, M., Welch, A. (2014). Research methods in nursing and midwifery: Pathways to evidence-based practice:Phildephia,Elsevier Schultz, M., Harmsen, R., Spronk, P. (2010). Clinical review: Strict or loose glycemic control in critically ill patients - implementing best available evidence from randomized controlled trials. Critical Care, 14(3), 223. https://ccforum.biomedcentral.com/articles/10.1186/cc8966 Seers, K., Crichton, N., Martin, J., Coulson, K., Carroll, D. (2008). A randomised controlled trial to assess the effectiveness of a single session of nurse administered massage for short term relief of chronic non-malignant pain. BMC Nurs, 7(1). https://bmcnurs.biomedcentral.com/articles/10.1186/1472-6955-7-10 Steven,K. Low,V .(2015).An instrument to means in means Evidence Based Practise readiness in student clinical population,Auckland,Woolong press Stevens K.R.(2014).Delivering on the Promises of Evidence Basesd Practise:Nursing Management,Philadephia:Lippincott,WilliamsWilkins Watts, Snowdon, T. (2013). General and I practice nursing in Australia. Royal Australian College of General Practitioners and Royal College of Nursing, Australia: Canberra, Australia