Trip Reflection

I completed my ride along with Virginia Commonwealth University Police Department on April 9, 2016 from 7pm-1am. The officer I rode with was Officer Cooper. The beginning of my ride-along included watching Officer Cooper insert evidence more specifically shell casing. He walked me through how to insert the evidence in the database and also showed me the evidence locker. After concluding putting the evidence in the system we began the actual Ride-Along. In the beginning of the ride along we conducted high visibility of Monroe Park. We rode around the whole park and then parked the vehicle for about 15 minutes. The first call we received was a non-emergency call to help someone Jump their vehicle. After finishing that call Officer showed how

Recently it has occurred to me, that I am finally free from the shackles of fear and its hold on me, that this might be the end of the trail. Nonetheless, the sense that suffering is chasing me weighs down any notions of comfort or relief, frankly because my valley was once no different than the peak, just as safe and appealing. And so I moved in life, the trail never ended. The same pebbles remained unmoved, the same voices and sounds, everything was the same. Remarkably, the further I climbed, the more my perspective changed drastically, shifting my perception of moments and bonds that I developed with others into everlasting memories. Wounds seem to have healed. Gradually the valley below began resembling a gem with undeniable beauty contradicted

As we had done with the rest of the project, we split up the report. I finished my long before the due date. I set a date for all of us to get together and finish, and I even took off work because we could no longer procrastinate. However, Mia did not come because she was working, and Emma told us to have a good time, but she was going to be at church. Emma turn in her work an hour before the lab was due. It was difficult for me not to do Emma’s part, and I cannot see myself procrastinating until the last minute. However, the important part is that the lab was turned in on time with all our parts. Since the lab was the only part of the project that was graded, it was difficult that not all the member in my group shared my need to perfect our work. I realized that this was a group project, and that not everyone felt the same way about our grade, and I needed to be patient with the other members and expand my thinking and accept other forms of work

This reflective essay will be adopted from Rolfe, Freshwater and Jasper’s (2001) reflection model. This reflection is based on a case study that I have read and will be based on the intervention I have chosen to treat the patient. Mr. Castello was admitted to the ward for observation after a fight and sustaining a laceration to his right forehead from a beer bottle and extensive bruising and scratches to his left arm. Mr. Castello had a pre-existing chest infection, Type 1 Diabetes Mellitus (DM), and asthma. Assessing, cleaning and dressing his wounds is an integral part of his treatment, as his DM can lead to delayed wound healing and increased chance of infection (Salazar, Ennis, & Koh, 2016). This could be successfully achieved through

In every high school, there is one main project senior year that has a dramatic effect on your grade. It was my Senior Research Project and it counted for about 20% of my grade. This research project relies heavily on technology not only for the information, but the overall presentation. The final product was supposed to be around 10 pages of writing and a 20 page PowerPoint presentation. I also had a video to show the class and a lot of my notes were on the computer in which I would base my presentation topic points on. It is a pretty big event where the parents show up as well as multiple teachers and classmates. The night of the event, I sat through a couple of my friends’ presentations and afterward headed over to my assigned classroom

The memoir, Traveling Blind: Life Lessons from Unlikely Teachers, details the life of Laura Fogg. Although initially studying to become an Art Historian, Fogg radically changed career paths after witnessing an orientation and mobility instructor at the California School for the Blind. Although beginning as a curiosity, this interaction led to Fogg’s pursuance of a Masters in Orientation and Mobility at San Francisco State College, and eventually a thirty year career as a Orientation and Mobility Specialist in rural Mendocino. The memoir, Traveling Blind: Life Lessons from Unlikely Teachers, details Fogg’s experiences as a teacher of the visually impaired, and provides the reader a glimpse into the challenges and successes of her work. In each chapter, Fogg highlights a separate student who has someway or another changed her life. From the zany Shaynna, to the humorous Red, Fogg illustrates the uniqueness of each of her students. Although, Traveling Blind: Life Lessons from Unlikely Teachers, explores the lives of Fogg and her students, the memoir also serves as an illustration on the meaning of patience, loss and humanity.

For the last six weeks in both mental and acute setting, I have reflected on events that I had met in each week. Now, I am going to identify essential personal learning outcomes from those events and will include personal awareness of strengths and weaknesses. Among the different models of reflection, I will use the Gibbs model of reflection which entails six stages such as description, feelings, evaluation, analysis, conclusion, action plan.

Since it was drawing the end of the semester, I admit I had to inform my fellow group members that I would need a 24 hour extension to get things done in time. The other group members said that this was fine, but I would always be the first person to finish. It would take days for the other members of the group to get their work on time. I understand that this is a busy time for everyone, but I felt disappointed that they were not communicating with me until it was too late as to why nothing was being done. The day before presenting, we met up and made sure we all knew what was expected of us and talked about the project in general. Questions were answered, and it sounds like everything would be done later that night. However, while I think it will all be done by the time we present, I cannot be sure if the quality of the presentation will be as good as I personally would expect from a group of mine.

It was due in two days, but I hadn’t even started my portion of the outline. I couldn’t, not turn it in. The entire group’s grade was affected by this part of the project, both in AP U.S History and Pre-AP English. I couldn’t let them down. There was only one thing I could do. I gave up my free time on my birthday to complete my work. I worked from the moment I got home until 11 o’clock at night to ensure that I finished. Too bad my group members didn’t show the same amount of dedication. Most of my group members didn’t have their work done. It’s fair to say that I was pretty upset, but there was still work to be done and I couldn’t afford to waste time being resentful. I decided to take the initiative and help my group members finish their work and turn it in (this was pretty hard, they kept getting distracted). When the power point was finished and the presentation done, I could finally breath easy.

Many students dread team presentations and projects because it is hard to work together when everybody has different personalities, work ethics, and busy schedules. The team presentation in CMS306M (professional communications) is no different. However, we can learn some valuable and real world skills from this project. Furthermore, the lessons are embodied through my group’s (involving Taylar, Audrey, and myself) performance during the preparation, the performance during the presentation, and the overall experience with the team.

Explain how the development of your selected capability from Folio task 3 has help you to achieve your goals.

As we begin to wrap up this semester, I reflect on all the learning and achievements I have obtained thus far in the program. Throughout this semester, my communication and relational capacity has grown, driving me to break out of my comfort shell. At the beginning of this year I had wrote a letter to myself, outlining three goals that I wanted to achieve. The three goals were: work with a palliative client, become more assertive, and to integrate family care into my practice. I began the semester off in acute care, on the medical floor. During the second part of the semester, I was assigned to be in the first group of students to start the Trail Outreach Nursing. My new placement has created a new goal of increasing my communication

For the most part, we had decided to work on our own individual parts that we found interesting and related to the topic, so we knew what we would be talking about. Although the rare incident where someone was assigned a random portion of work if they were not present since it would be the only available piece. It seemed fair to have people pick the portions as first come first serve, or if they believe they we could benefit if one did a specific part. This was the case with myself, in which I believed I could do the presentation for the group, therefore, I was assigned the role to do the PowerPoint.

We all easily agreed on what we wanted to do. We helped each other out when we asked for it.

It’s my grade and I believe I got everything. Not bragging or complaining about it, I did everything for the team from the set up the events to do most of the powerpoint (later Samtrak and RollerKoaster kinda add their own characteristic to it.) I’m working by the clock, and since I compare my own busy (as a senior student) to other, so unless they are more busy than me (probably not since my 2 teammates were only freshman) then I can let it slide or else. This is a good chance for them to learn how to work by the clock, and brace themselves for things to come in following years of college (it’s harsh but it’s the most memorable time in your life after