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Nursing Care Of An Elderly Adult is a project in which you are responsible for the care of an elderly person
In order to encourage professional progress, it is critical for nurses to reflect on their experiences and new information.
Analyze the rising difficulty of caring for the elderly.
Examine nursing care models tailored to the needs of the elderly.
Create care plans tailored to the needs of the senior citizen.
Determine local, state, and national resources that assist older individuals in making safe and effective care transitions.
When caring for the elderly, incorporate professional ageism ideals, attitudes, and expectations.
Explain why it is critical to advocate for older people in their care management.
Ability to Transfer:
Information literacy is defined as the ability to discover information in a thoughtful manner, comprehend how information is produced and valued, and use that information to create new knowledge and ethically participate in learning communities.
Instructions: In a 1-2 page paper, reflect on your professional development as a nurse and respond to the following:
Explain how you met each of the course’s requirements.
Give at least one example of new knowledge you’ve obtained in relation to each competency, along with an explanation of how this new knowledge will affect your nursing practice.
What does it mean to write reflectively?
Reflective writing is the act of writing down your feelings, ideas, perceptions, and interactions in response to a given event or scenario. Reflective writing can help you learn from situations in order to increase your nursing knowledge and skill set by fostering critical thinking and reasoning.
What are some of the advantages of writing reflectively?
There are numerous advantages to reflective writing:
Allows you to learn more deeply and for longer periods of time.
Allows you and your instructor to have a dialogue.
It aids in the acquisition of concepts rather than facts.
Self-reflection can aid in the identification of preconceived attitudes and feelings, as well as a deeper knowledge of various cultures, values, and behaviors.
What kinds of reflective writing exist?
In general, three types of reflective writing exist:
Highly personal: In this style of reflective writing, the nurse takes the time to reflect on a practice experience without using research or academic sources. It’s all up to you and how you feel about a scenario.
Mid-ground: The nurse can use mid-ground reflective writing to reflect on personal experiences in the context of the course, including as readings, research, and lecture materials.
Academically sound: When you write highly academic reflective writing, you are reflecting on the readings, research, and course materials without making any personal connections.
What is the best way for me to write in a reflective manner?
You can begin the writing process once you’ve determined what form of reflective writing you’ll be completing. While there are many different frameworks for reflective writing, here is one that can help you get started:
Select an event and write a chronological account of what transpired. So, what went wrong? What role did they play? What city was it held in? What was your purpose in being present? What role did you have in the production? Who else was involved?
This is the moment to assess and analyze the actions and steps that were made during the event. So, how did it go? What went horribly wrong? What specific steps did you take? Have the necessary interventions been implemented?
Evaluation/Implications: Explain how you were affected by this occurrence. What happened, and how did it turn out? What did the experience teach you? What would you change if you could do it all over again?
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
The background and/or significance are missing. No search history information is provided.
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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