Health care is a fundamental element to sustaining the welfare of our society. The ability to become a student in the Grand Canyon University (GCU), Master of Science in Family Nurse Practitioner (FNP) program, takes me one step closer to being able to achieve my dream of playing a vital role in helping our society towards disease prevention. My experience in the acute care setting has reinforced my passion in disease prevention and health preservation. My short term goal is to be able to successfully complete the required course work. Secondly, I want to be able to acquire the necessary certifications to be able to practice as a FNP. The program at GCU will provide me with the knowledge, and skills I will need to effectively develop my role. The long term goal I have set for myself is to reach the Doctorate level degree at some point in my career. I would like to practice at an independent level and have my own practice in
It is the King Fahad Medical City commitment to ensure balance, independence, objectivity and scientific rigor in all Continues professional Development (CPD) activities. The desired outcome of this policy is to conduct CPD activities that are free of the appearance of or actual conflicts of interest and the introduction/demonstration of bias in favor or against a commercial product, service, or device in return for known or unknown personal and professional gain. The intent of this policy is to ensure that any potential conflict will be identified openly so that the activity participants may form their own judgments about the presentation with the full disclosure of facts. To comply with government bodies for programs accreditation
I believe I will be a great asset to any residency program and will contribute my vibrant energy and quality patient care through my enthusiasm, adherent values, optimism, unceasing work ethic, and my persistent desire to teach as well as to learn. My professional experiences thus far have molded me into a doctor who establishes a great rapport with staff as well as patients. I am sincerely devoted to the field of surgery and want to be challenged by the versatile, fast-paced environment that the United States has to offer so that I can continue to improve the quality of my patient care. By being accepted into this program, I will not only be a sufficient physician but also a tireless public servant. Above all else, I aspire to be a humble educator who wants to impart information and patients in a cogent, coherent, and clear manner. This program is the perfect fit for me to be able to improve myself as a doctor and individual.
With the continuous changes in healthcare, evaluation of students’ clinical knowledge and skills relies on the need for continuous evaluation. Evaluation is the process of using data to make judgements about students’ individual performance. Evaluation of clinical performance provides data from which educators use to judge the extent to which students have acquired specific learning outcomes (Billings & Halstead, 2016). With the use of best practice evaluation methods, clinical performance can be evaluated to ensure quality patient care. Educators face a challenging task when providing evaluation that is fair and reasonable. Tasked with evaluating students in the clinical setting, educators can evaluate how students integrate theory and apply it to real-life situations. Observations of performance in the clinical setting should focus on the outcomes to be met and competencies to be developed (Oermann & Gaberson, 2014). Developing a clinical evaluation tool to determine whether students can think critically, prioritize problems, and complete patient care procedures correctly is essential. There are a variety of evaluation methods to use in nursing education. Depending on the learning outcomes to be measured will determine which tool best evaluates the students’ performance. Clinical practice is an essential and highly significant component of nursing education. Education programs are obligated to respond to government requests for well-educated healthcare professionals.
The medical field is a career path that brings about many options and opportunities of great value. The noble idea of being a doctor tends to cloud the diligent studying and precise training that is actually required for this career. I have wanted to become a doctor since a very young age, and now that the opportunity is here for the taking, I have fully researched what it takes to succeed in this profession and various specialties of the practice. The road to a medical degree is one filled with thousands of notes, years of schooling, and many stressful nights, but the reward is one incomparable to any other. Saving people’s lives on a day-to-day basis has been one of my dreams for as long as I can remember, so the rigorous curriculum
I will develop competencies in these areas as I successfully take the pharmacological, assessment, and pathophysiology courses of the
This experience prepares the student for the realities of professional practice, acquiring the knowledge skills and attributes to become a safe, competent practitioner (Mcallister 2001, cited in Midgley 2006). Educational audits by the clinical lead universities monitor clinical learning environments for their appropriateness of learning provision, enabling the ward to facilitate change if necessary to ensure continuing suitability as a clinical placement (NMC 2008).
First phase is the foundation phase for first and second year medical students at which they begin their medical education for 18 months. This phase emphasizes basic clinical skills, basic science instruction, and active learning content in crosscutting scientific areas. This phase also focuses foundations of clinical medicine throughout the whole 18 months, molecular and cellular basis of disease for 7 weeks, invaders and defenders for 6 weeks, circulatory systems for 10 weeks, blood and cancer for 3 weeks, energetics and homeostasis for 6 weeks, mind, brain and behavior for 9 weeks, lifecycle and reproduction for 5 weeks, and consolidation and transition such as prep for USMLE step 1, research or scholarship completion, transition to clerkship and vacation for 12 weeks. Students at foundation phase will spend their Wednesdays learning and working on their clinical skills at a primary care clinic and clinical skills workshops. Once phase 1 is completed, students are ready to move on to phase 2, patient care, which will be the third year of their medical school. During this phase, there are required clerkships for a total of 48 weeks of clinical instruction, which is divided into 12 weeks for each. Finally, the final phase of the curriculum is the fourth year, explore and focus. During this phase, students will be doing 4 weeks of advanced inpatient care (sub-internship), 4 weeks of advanced care of the
This paper explores the scenario of a client and looks at the presenting problem from an ecological and strengths perspective. It will also explore advanced clinical skills, intervention strategies and ethical dilemmas encountered. Methods for evaluating progress will be discussed within the social context of the case. Termination and follow-up approaches, and any ethical dilemmas will be included. Any problems with oppressed populations will also be discussed. Finally, the limits of the chosen model and limits of the practitioner, evolution of client and practitioner identities, any ethical or social justice issues for the agency, and an evaluation of the practitioner’s effectiveness will conclude the paper.
-Simulation allows individuals to “learn, practice, and repeat procedures as often as necessary in order to correct mistakes, fine-tune their sills and optimize clinical outcomes” (Patow, 2005). This results in improved skills without harm to the real patients and improved self-confidence in clinical practice.
Rheumatoid Arthritis has been subject of numerous studies and researches in the look for a better understanding of how it effects the individuals diagnosed with it. There is a higher incident of females diagnosed with RA than male as well as a relationship with genetic and environmental factors involved. Around one percent of the world population is affected by RA; therefore, diverse studies have been performed to understand how the lives of the diagnosed patients can be impacted by the disease. For example, how RA affects the mobility, safety and activities of daily living in general as well as the development of interventions to better approach RA. On
Indeed, "new and validated knowledge that forms the basis j Y for evidence-based practice (EBP) most commonly is discovered in academic settings. But findings need to be translated into a protocol or guideline that can be used to guide practice," according to Conner, (2014, p.40). Evidence-based projects have lead to many improved clinical practice changes at the bedside and healthcare in general; and they are highly promoted and supported by different healthcare organizations.
A conflict with any medication that the individual has or is previously taking. Ingredients that forms the medication are also examined vs. the ingredients of recent drugs to find out if they would clash with one another or if they would hamper the influence of the medication. Medications are also examined to see if there is duplicate therapy, which takes places when the individual is taking another medication in the same exact class and the medication could result in the individual having an overdose. Furthermore, allergy records are examined to see if the individual has food and drug allergies that could possibly be provoked by the new medication. The individual’s diagnosis is examined to make out if the individuals has a medical condition
Standing (2011), defines clinical decision-making as a complex process that involves observation, gathering information, critical thinking, evaluating evidence, applying necessary knowledge, reflection and problem-solving skills. Every day nurses make important clinical decisions and these decisions have important implications for patient outcomes and deserve serious consideration. Therefore, it is important for nurses to have a better insight of the decision-making process, be able to deliver holistic care and meet essential and complex physical and mental health needs of the patient.