Mid-Term Reflective Report

Before beginning my first class at Kaplan, I was unaware of what to expect from my online courses. Some nurse practitioner colleagues have suggested that “you will probably have a lot of writing to do”. With that in mind I was eager to begin the process, albeit knowing how busy my fulltime schedule was already. February 3rd came as I began the process of directly understanding my course requirements. Starting off with doing introductions and discussions, I was excited for future work. However, I have not relied heavily on the writing process since being an undergraduate and this became an area that needed to be developed.

As part of my M3 I will write a report to review and assess my communication and interpersonal skills during each interaction within my P5 and P6. I will discuss factors such as tone of voice and non-verbal communication. I will also highlight my strengths such as my ability to make a service user feel at ease and my weaknesses such as miscommunication due to misunderstandings.

While here, I have learned how to distribute packages for future construction, administrate RFIs, Submittals, and Potential Change Items. I have also learned how execute a punch list, along with above ceiling inspections with the architect. I spent a lot of time with our Safety superintendent and this has provided me with the knowledge to

Reflective Practice (RP) is a concept embedded nowadays in most of the educational and healthcare professional curriculums in UK, but it is much more developed and almost mandatory in nursing than in any other field (Hebert, Finlay 2008, GMC, NMC, Wilson 1996). This trend is based not only on learning theories, professional requirements and patient expectation but also for the numerous benefits that have been described such as enhancing the competence of self-directed lifelong learning, professional development and critical thinking among others. This beside of some drawbacks that have been highlighted (tsingos).

Throughout my high school experience english classes were presented with very strict guidelines. They provided us with rubrics and prompts, laying out exactly what they wanted us to turn in. Telling us what the essay had to be about, how the thesis had to direct connect and answer the question and how much context from the story we needed. There was not ever creative assignments and writing about personal experience, just reflecting on text from class.

My overall experience in Practicum 3 was a good and an enriching one. It was an eye opening experience on the general on goings of a secondary school in Quebec. Not only I learnt immensely about the high school culture but also about the challenging task of management of teenagers. I worked and learnt how to cooperate with my cooperating teacher, supply teachers, students and school staff. From the constructive feedback, observations and suggestions from my cooperating teacher and supply teachers, I adapted and tried to improve to give my best for good pedagogical practices. A particularly serious classroom management issue made my experience in high school quite challenging. With respect to all the practicums, I felt better prepared for Practicum III and yet, I had many questions pertaining the role of a teacher. I did question of what I was doing wrong or was I fit for teaching at all. The Discussion Forum available in one of our classes in the BEALS program was a significant resource for better understanding and guidance in such an issue. I have learnt my lessons that questioning is a good exercising

Strengths: My experiences in working with children have helped me improve my skills as an educator; I believe one of strengths would be using behaviour reinforcement. According to BF Skinner (2014, Page 64) behaviour reinforcement is used to discourage or promote desired behaviours, to which I have found effective. In my before and after school care workplace, I regularly use verbal and physical reinforcement for example, high-fiving, clapping, and having a prize box. I have discovered how well children respond to positive reinforcement and now rely upon it to guide positive behaviour. Positive reinforcement includes positive language, to which I believe to be another strength of mine. During my previous practicum, I chose to emphasise positive

Daphne is a full-time employee with Vitas Health Care for a long time. Her work begins on May 20, 2004. She applied for the position as a hospice aide. During discussions Daphne and I have had over the previous year; she communicated her involvement in her community church activities she aids a few organizations in her church one of which is taking care of the sick and elderly. In these favorable times, she presented Vitas benefits in a positive light for individuals who have the requirements for hospice services.

This upcoming semester at Wright State University will mark my sixth term as a student in the Raj Soin College of Business. Throughout the last three years I have been pursuing a dual degree in Human Resource Management and General Business Management, with an intended minor of Emergency Management. When I began my journey at Wright State I knew I wanted to learn how I could better help others, help others in areas in which I could not, yet I was unsure of how I was going to see that to fruition. Fortunately, through numerous workshops hosted by the School of Business, insightful opinions of seasoned professors, and the careful advice of advisors I found a niche, in Human Resources, that will allow me to guide others to reach their utmost potential.

A trend that surprised me was the students that are a lower academic level were more effective with tools. For example Lan a student, I have had for 3 years is a SPED student that wants to be a mechanic. I have a good relationship with Lan, however, during class, he was defiant, often refused to work, and was a distraction. Yet he mastered using the compass in two attempts. I ask him to help others use the tool to increase his confidence. This also allowed others to see him as a valuable member of our class. I have observed Lan engaged more since and telling others to “get to work”. He also began to join group work and help refocused other when off task, saying “come on let’s get to work". These are things he would not do before this unit.

From time segment 4:00 to 5:10 (video 1), I use Socratic questioning to promote deeper level thinking and understanding about standing waves in one medium. During this time segment, I asked a student to tell me what his data suggested. The student responded that his data suggested that the wave speeds should be equal. His response was accurate; however, I had him expand the answer by asking him to tell me why his wave speeds were supposed to be the same. The student thought about it and realized that the medium–a long spring–was always the same; this made his answer better, and he then understood that waves in the same medium propagate with the same speed regardless of frequency and wavelength changes. I took advantage of the situation and

After reading the article, I feel responsibly, action and asking questions are my strongest characteristics. In the beginning of my career I started working in large inner city emergency department in Detroit, Michigan. I quickly learned that I am responsible to patients for making sure that they receive that best care in order to achieve the best outcome. By not being accountable to take the necessary actions could lead to less than poor outcomes & satisfaction. I actively sought out the answers by asking questions and clarifying those things I did not understand. I also took charge in my own learning curve in order to be successful in my career. As a new graduate already stressed, working in the fast pace environment, those strong characteristics

My learning started over twenty years ago when I attended college at UWEC. There is so much about that time that I do not remember. However, one class that made an impression on me was introduction to psychology. This class was all lecture. We did not do any projects. It was in this class that I was introduced to Sigmund Freud. I have to say that his theories of human behavior and interactions are intriguing. Psychology, sociology, and oral and interpersonal communications taught me how to interact with people from a wide variety of backgrounds. In my profession as a nurse, trust is vital in order to obtain information to help patients. I work in OBGYN, many times these patients are having to discuss the most intimate aspects of their

Throughout the semester I’ve learned techniques and strategies to enhance my credibility as a writer. The syllabus for the class contained a list of six course competencies that the student was intended to learn to improve their writing. The preparation and organization taught in this course has helped me reach the goals of these six competencies. By creating an organized and efficient argument before I begin writing helps me achieve the goals deemed necessary in the syllabus. The course has taught me that for a paper to be successful you must make a strong argument with information built to back it.

A semester is about 3-4 months long. In that time, different topics were covered. Even though there were different materials covered, most of the assignments dealt with rhetorical knowledge. For example, in the summary and analysis assignment, I had to write a summary of a scholarly journal and then analyze using the rhetorical concepts. Throughout my years of writing, I never had to do such a long rhetorical analysis on an article. With this assignment, I struggled since I did not have much knowledge in analysis.