MSN Nurse Interview Essay Example for Free

MSN Nurse Interview Essay Introduction A face-to-face interview was performed of a Masters prepared nurse, Mrs. H., to seek new knowledge about a role desired from the interviewer. Taking information from a practicing Masters prepared nurse will help the interviewer develop an understanding of opportunities, career advancement and the practice of someone in the Master in Science of Nursing (MSN) role. Review of the educational preparation, personal experience, and accomplishments of a Masters prepared nurse will be discussed. Mrs. H, describes her journey from Associates Degree in Nursing through obtaining her Master’s degree in education, and her post masters certificate as a Clinical Nurse Specialist. The interview will develop an understanding of the MSN in practice. Interview Selection The interview chosen was the role of the Clinical Nurse Specialist (CNS) in Critical Care. The interviewer’s knowledge of this role is very limited. However, this role is viewed as an educator for a specific unit. The person interviewed holds a MSN in education and a post graduate certificate as a CNS. This interview was conducted due to not only the MSN in education, but excitement of the CNS post graduate certificate. These positions are held by respected members of the nursing profession and hold endless possibilities. Career Overview The interviewed, Mrs. H., has held a variety of jobs/careers in her life. Upon high school graduation, Mrs. H. obtained a job in retail as a sales associate. Through hard work and dedication, Mrs. H. worked her way up to management in retail. However, Mrs. H. quickly discovered that retail held long hours and no room for growth without an education. Upon self reflection, Mrs. H. made a decision to go to school and make a career  change. Her decision was she wanted to help people and make a difference. Mrs. H. obtained her Associates Degree in Nursing (ADN) in 1997. During this time, she continued to work part-time in retail on evenings and weekends to earn money. Upon completion of her ADN, she got a job at the local hospital on the medical-surgical unit. She quickly discovered her love of nursing and wanted to do more. Thus Mrs. H. continued to work in nursing and went back to school and obtained her Bachelor’s Degree in Nursing (BSN) in 2002. Upon completion of her BSN, she transferred within the hospital to a Surgical ICU unit where she worked for a couple of years before deciding to pursue her Master’s Degree in Nursing (MSN). However, prior to pursuing her MSN, Mrs. H. was required to take the GRE and get a good score to qualify for her MSN program. She spent months studying for her GRE. Eventually, when Mrs. H. felt she was ready, she sat for the GRE and was pleased to discover she received the number on the GRE she needed to get into her MSN program. While continuing to work as much as possible, Mrs. H. went back to school and obtained her MSN in education in 2008. She recalls school, papers, maintaining a family life and balancing work being very difficult, but states it makes the reward of graduating even better. Her MSN has opened up many doors and opportunities for her, as her career responsibilities continue to grow. Mrs. H. became a leader on her unit and held the title of supervisor/educator for the Surgical ICU. The desire to continue to learn and grow and make a difference in healthcare continued to weigh on Mrs. H’s mind, thus she obtained her Post Masters CNS in Critical Care board certification in 2013. Present Position Mrs. H. has a variety of experiences as a nurse. Presently, Mrs. H. is in charge of all patient, staff and student education on one of the critical care units. Furthermore, Mrs. H. helps change, write and build policies for her institution. In addition, she participates in several hospital wide committees aimed at patient safety, performance improvement and nursing engagement. Mrs. H. describes her position as one that has changed from supporting nursing practice and interpreting information, to one that conducts research and develops pathways for care. She states she uses nursing theory,  evidenced based practice (EBP), and critical thinking skills to change nursing care provided throughout the hospital. In addition to her full time role at the hospital, Mrs. H. teaches BSN classes at a local university. Mrs. H. admits all of this would not be possible without her education, commitment and determination in life. Her career opportunities â€Å"fell into her lap† as she describes it. However, Mrs. H. will also humbly admit that through her leadership skills and her educational background, she proved herself to be worthy of her opportunities. On more than one occasion, Mrs. H. stated to never give up. When asked what exactly was meant by that, Mrs. H. stated to remember that no one is ever too old to continue their education. Furthermore, Mrs. H. encourages nurses to be the best they can be. Follow our hearts and don’t be afraid to speak out on patients behalf. Many words Mrs. H. said were interesting, but most importantly always seek to be the best at whatever it is in life. Conclusion Inspiring others and leading change are attributes of effective leaders that are crucial in preparing nursing students for professional practice (Adelman-Mullally, 2013, p. 30). Another important aspect of leadership is challenging the system to bring about desired change. Both healthcare and nursing education are experiencing change that creates unpredictability. Leaders recognize these challenges and have the confidence and courage to propose new ideas. (Adelman-Mullally, 2013, p. 32). The profession of nursing and the advancement of healthcare are directly related to effective leaders in nursing who hold higher levels of nursing education, pursue excellence in nursing practice, and motivate others to perform to a higher standard. All of this is in line with Grand Canyon Universities mission of providing role models through education in order to be effective communicators, critical thinkers and responsible leaders (GCU, p. 1). References Adelman-Mullally, T. (2013). The Clinical Nurse Educator as Leader. Nurse Education Practice. 13(1):29-34. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/22854312 Grand Canyon University (GCU). Mission and Vision at Grand Canyon University. Retrieved from www.gcu.ed

Visions of America Essay example -- Landscaping Painting Art Papers

Visions of America The importance of American landscape painting in the nineteenth century extended far beyond the borders of the art world. The nineteenth century in America was a paradoxical time in which great nationalism and â€Å"enormous self-confidence and optimism† merged with growing disunity (Wilmerding 54), and the glow of â€Å"progress† was inextricably tied to the destruction of the majestic landscape that was a source of American identity and pride. Landscape painters at this time were faced with the difficult task of reconciling these conflicting aspects of American culture and identity. Their paintings blend physical descriptions of the American land with cultural descriptions of the American national identity. American landscape painting was founded primarily by European artists like Thomas Birch, Francis Guy, William Groombridge and Joshua Shaw, who came to America to escape the â€Å"background of political turbulence† in Europe that was the result of the Napoleonic Wars (Wilmerding 40). The most famous and influential of this first group of painters was Thomas Cole. Although Cole’s influences included European artists like Turner, Poussin, Claude, and Salvator Rosa, he came to create a style of landscape painting that, despite its indebtedness to artists like these, was distinctly America in flavor. It was he who â€Å"particularly came to articulate a national consciousness through his paintings, which we now recognize as the beginning of America’s first major landscape style† (Wilmerding 40). With Cole, landscape painting took on a stature in America like that which history painting traditionally possessed in Europe. He was able to â€Å"transfer the heroic aims of history painters to the landscape category, where at ... ...g of the Nineteenth Century: Realism, Idealism and the American Experience. New York: Praeger Press, 1969. Novak, Barbara. Nature and Culture: American Landscape and Painting 1825-1875. New York: Oxford University Press, 1980. Novak, Barbara, ed. â€Å"On Divers Themes from Nature: A Selection of Texts.† The Natural Paradise: Painting in America 1800-1959. Ed. Kynaston McShine. New York: The Museum of Modern Art, 1976. 59-105. Rosenblum, Robert. â€Å"The Primal American Scene.† The Natural Paradise: Painting in America 1800-1959. Ed. Kynaston McShine. New York: The Museum of Modern Art, 1976. 13-37. Wilmerding, John. â€Å"Fire and Ice in American Art: Polarities from Luminism to Abstract Expressionism.† The Natural Paradise: Painting in America 1800-1959. Ed. Kynaston McShine. New York: The Museum of Modern Art, 1976. 38-56.

Ethical Considerations for Testing, Retesting, and Make-up Examinations Essay

In most structure in the social system, the concept of giving a second or another chance is widely dominant as applied in lined with different perspective and aim. Most people resort to this approach as their mean of developing their own approach for a better result and more benefit on their part. As an actual example, in the business world, some professional resort to rescheduling of their meetings and presentation because they are not well-prepared or they wish to do something for the betterment of the said meeting. This is mainly ethical and permissible if applied appropriately without resulting to another loss or on the other party. This adjustment is delegated and approved first by both parties involved before applied in the time table. On other fields and industry, retesting also becomes a common system which is applied as inclined to the best interest and result for the involved party. Some companies or organizations appropriately adjust their time table and even repeat some of their procedure as influenced by the realization of better results. Indeed, there are many scenarios in the actual world wherein the approach of adjusting the time schedule is applicable and ethically appropriate based on the nature of the involved event. However, a certain conflict of ethical perspective occurs in the practice of this approach in the learning structure particularly in the educational system. It is common in the curricular system to schedule examinations and testing exercises to determine the learning development of the student and to evaluate their performance on the academic level. However, most student deal with these exercises as mere basis of the institution’s grading system which will influence their future academic performance and their personal capacity. Thus, to achieve better result for their testing exercises, some students resort to using or even abusing the schedule adjustment system for the purpose of gaining better results and advantage for their personal interest. The adjustment of time schedule for examination or retesting is commonly based on the ideal nature of the involved scenario wherein the student might have or will likely missed the duly acknowledged period because of some plausible reasons. This include being physical incapacitated due to sickness or injury, family problems or certain situation wherein the presence of the student is direly needed by his or her family, and others unexpected circumstances which are considered valid excuses to exempt the said student from the said predetermined schedule. However, utilizing false excuses or invalid reasoning to be excuse from the scheduled period because he or she is unprepared, negligent and other unethical circumstance are indeed a form of abuse of this system. This is mainly unethical due to the fact that it creates a certain bias and inequality in the social perspective wherein the student population must take the examination on the schedule dates wherein they are likely risking their interest while other become excused and given extended period to prepare for better result. This approach is indeed unfair in the entire field as the excused student/s will gain more advantage in terms of allotted time for preparation compare to the entire student population. On this ethical conflict, two sides must be critical viewed and considered namely the side of the student population and the side of the isolated student/s excused for rescheduling. For the former, they are given a fixed schedule with an allotted period for them to prepare and for the said exercise. On the said period, they must take the test whether best prepared or not thus, likely risking their interest of getting good marks. The latter on the other hand have also given the same allotted period the same as others however, rescheduling their testing date later will give them more advantage for preparation. Considering this linear view only will already reflect a bias interest on the situation however, an ethical answer will also determine the logicality of the predicament. Thus, it is important in this situation to consider two things in deciding the approach towards addressing the problem namely critically consider the reason behind rescheduling and equal view towards the interest of the entire population. The reason behind each circumstance duly determines its validity and the ethical background of the circumstance. This factor is also important in determining whether the task of rescheduling is indeed logical and ethical depending on the involved nature and elements of the scenario. The facilitator or teacher involved must critically analyze the reason and evidences involved whether they are valid as basis to exempt the particular student for the testing schedule. Thus, to negate the bias nature involved in the said scenario, a plausible and ethically valid reason must given to support the exemption and the allotment of extension for the involved student. Through which, the interest of all involved parties will be equally given and addressed in the involved situation resulting to a fair and just implementation of teacher’s authority over his or her students and the ethical adherence to the primary rules and regulation of the academic institution.

The Fall of Macbeth in William Shakespeares Play Essay

The Fall of Macbeth in William Shakespeares Play In the play Macbeth, the audience may notice that there are three main contributors to the fall of, Great Macbeth, to the dead butcherer. These three are, the three witches, Lady Macbeth and Macbeth. Although they all have their vital roles to play, it is Macbeth who the audience would more easily see is the main contributor. Although Macbeth is the main contributor the witches and Lady Macbeth both play a significant part in this play. To start with the audience can see that the witches are very important as they are the first people on stage during this play. Straight away the audience can immediately clearly see that the witches are evil†¦show more content†¦They constantly use very descriptive language, this can be seen in this quotation, â€Å"Round about the cauldron go;/In the poisoned entrails throw.† The language used here is o dead beings and it is descriptive through words such as â€Å"entrails† and â€Å"poisoned†. The audience can clearly see that the witches are participating in some kind of spell. The audience may also see that the queen of the witches – Hacate, lures Macbeth into a false sense of security through equivocation in the form of ambiguous prophecies. This later leads to the death of Macbeth as he realizes he has been deceived by the witches. The three prophecies Hecate gives to Macbeth are; â€Å"Beware the Thane of Fife. Dismiss me†, the second â€Å"The power of man for none of woman born/shall harm Macbeth† and the third, â€Å"Macbeth shall never vanquished be, until/Great Birnam wood to Dunstance hill/shall come against him.† It is not until near the end of the play that the last two prophecies come into the play. When they do and Macbeth realizes there double meaning it is too late as he is already trapped. Although the witches are evil and they do trick Macbeth it is inevitable that Macbeth would have fell. The other main character who the audience would clearly notice helping and encouraging Macbeth is Lady Macbeth. The audience may see that she is eager to help Macbeth toShow MoreRelatedMacbeth Themes899 Words   |  4 Pages â€Å"What are the major themes in Macbeth† By Connor Maguire William Shakespeare’s Macbeth a play complete with many themes and viewpoints. The themes are exhibited by the main characters of the play, notably antagonist Macbeth. Themes seen in the play include ambition, where is is portrayed as both dangerous and unnatural. However, it does exist in both good and evil forms in the play. Another theme seen is whether Macbeths actions in the play are a result of fate, or free will. Although outsideRead MoreTaking a Look at Shakespeares Imagery Essay1012 Words   |  5 PagesShakespeare’s writings have touched many lives, both in the Elizabethan era and in today’s modern society. He has so many famous writings and plays that there are too many to talk about. 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