Watership Down Essay Research Paper Watership Down free essay sample

Watership Down Essay, Research Paper Watership Down was written by Richard Adams, who was born May 9, 1920, in Berkshire, England. He won two awards for this novel. He is still populating. Fictional characters Hazel became the leader of the coneies once they left their original Warren. He was a really smart and slippery coney who won the regard and trust of the other coneies by his bravery and many great workss. He ever handled jobs calmly so others would besides stay composure. Whenever a program was needed, Hazel would ever come up with one. Fiver, the younger brother of Hazel, was alone because of his little size and ability to anticipate danger. He saved the coneies from decease by warning some coneies of the danger. Bigwig, a great combat and brave coney, was indispensable for the success of the travelling coneies. He loved to contend and ever did his best to protect the others. We will write a custom essay sample on Watership Down Essay Research Paper Watership Down or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page He was besides the bird Kehaar? s best friend and bask disbursement clip with him. Blackberry was the most intelligent coney in the group. For illustration, he made a boat to traverse a river although the others had neer even seen or understood the drifting construct. Blackberry ever helped Hazel to believe of thoughts when jobs arose. Dandelion, another smart coney, was known for his velocity and for his great narrative relation of El-ahrairah, the coney common people hero. He could ever state narratives which distracted and eased the coneies from jobs. Pipkin, a good friend of Fiver, was little like Fiver but acted as if he was every bit large as Bigwig. He ever did what he was told and neer complained. Plot One twenty-four hours Fiver, feeling danger, convinced his brother Hazel that they must go forth their Warren. Hazel tried to warn the Chief Rabbit of the danger, but he did non listen. Hazel gathered a group and went along the creek until they reached another Warren of coneies. These coneies were really unusual and acted otherwise from other coneies. Hazel and his group decided to go forth after Bigwig got caught in a wire. The adult male would feed the coneies so they would go large and healthy ; so the adult male would kill them. After many yearss of travel, Hazel and Thursday vitamin E others came to Watership Down, which was an first-class topographic point for a Warren. The dirt was perfect, and enemies could be spotted from many stat mis off. Here they dug a tunnels where the coneies were happy. Hazel made friends with animate beings such as mice and even a bird named Kehaar. Hazel so realized that the Warrens needed does to last. He used Kehaar to happen some does. They made a foray on a farm and brought back two does. Then three of four coneies left to see a large Warren to inquire for more does. However, the party came back tired and injured because the Warrens Efrafa did non hold to give up the does ; the group had to get away. Hazel decided that about all of the coneies must travel and steal some does. The coneies came up with a great program where Bigwig would inquire General Woundwort, the leader, if he could be in the military. Bigwig was accepted and led 10 does onto a boat in the river. Efrafa tried to halt Bigwig, but they failed. After some clip at Watership Down, the Efrafa military and Woundwort came to take back the does from Watership Down. Hazel idea of a alone program to make full all the holes with soil. All crowded into one room with Bigwig guarding the one entryway. Hazel and two others went to entice the Canis familiaris from the farm to the Warren to kill the enemy. The program worked, and Woundwort had disappeared. The remainder of the enemy left while some stayed to populate at Watership Down. Efrafa and Watership Down made peace and decided to get down another Warren with some coneies from each of the two Warrens. At last, after Hazel saw the Warrens prosper with new babes and happy coneies, he left his organic structure to run with extraordinary strength and velocity over the Fieldss. Setting This book takes topographic point in New Hampshire in May through the winter. The narrative begins in the Saddleford Warren and ends in Watership Down. Distinguishing Features: : : : : : : : : Richard Adams? composing keeps the reader? s attending and involvement. He makes the coneies appear and act like worlds. He often uses some phrases and words in Lapine, an carnal linguistic communication. His descriptions of nature are really elaborate and easy to conceive of.

Sample the Method of Interview

Sample the Method of InterviewThe sample the method of interview is in person essay. It allows you to give a chance for the company or the job seeker to see who you are and what your qualifications are. This also helps in the screening process and prepares you for your interview.When you are looking at jobs and the employment prospects, it helps to let the interviewer to see how you interact with others and how you interact with the company's values. And it helps in the screening process by telling the employer if you will be an ideal fit for the job.It is similar to an exam paper, you might have to take in college. You are supposed to give the employer a sample which you hope will be the real exam paper.If you get to be selected for the interview, you would give a resume which the employer is supposed to read in order to evaluate your resume. This resume must match up your skills and qualities and it should contain your talents. This is a sample, the method of interview and the resu me you would give to the company.For the resume to look professional, there should be some information written on it. You may write that you would like to work and be part of the culture and to share a common history. You should mention where you have studied and where you went to school. You should mention what you have done in your career.In the process of interviewing, you should make sure you are on time and not late. Sometimes employers are stingy with their interview time, so make sure you do not disappoint them. The interview should not go on too long but you can elaborate as much as you want to.The real interviewer would ask questions about your past and present. This is a sample of the method of interview and you should always remember that the interview will be a chance for you to show the employer the true you.

Queen of the Amazons Essay Example

Queen of the Amazons Paper Lydia and Wickhams marriage is an illustration of a regretful marriage. Their marriage was dependent on appearance, exceptional looks, and childish life. Once these values can no longer be viewed by one another, the once passionate connection will gradually disappear. In the novel, Lydia and Wickhams marriage slowly breaks down; Lydia ends up being a typical guest at her sisters home when her husband was gone to enjoy himself in London or Bath. Through their association, Jane Austen indicates that quick marriage dependent upon meaningless reasons rapidly fails and leads to sadness. Midsummer Nights Dream is a play by William Shakespeare about four specific stories that change throughout the play. Passionate love shows up on numerous occasions in A Midsummer Nights Dream. Hermia and Lysander show young, foolish fondness, while Helenas cherish is that of desperation. Demetrius love is inconsistent. Theseus earns his affection, Hippolyta, as a trophy of war. Titania and Oberon, married for advances, dispense pain and slyness on one another normally. While there is no living relationship of love that suits all the couples together. The marriage between Theseus and Hippolyta is used by Shakespeare to show compelled affection: I wooed thee with my sword. Hippolyta, having been the Queen of the Amazons, has been prevailed over by Theseus and is in this way under commitment to marry him, consequently indicating compelled affection. She is devoted to Theseus, who in return treats her well. We will write a custom essay sample on Queen of the Amazons specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Queen of the Amazons specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Queen of the Amazons specifically for you FOR ONLY $16.38 $13.9/page Hire Writer When Theseus declared wooed it implies that Theseus is truthfully in love with Hippolyta and does wish to treat her properly. Hermia and Lysander are the lovers where nothing goes their way. Their affection is so solid that nothing would get in the way of their love. Hermia is confronted with a determination to marry Demetrius, the man she doesnt have feelings for. The father of Hermia is the one setting up the marriage. Their affection is so strong that they will let nothing stop them, so they run together into the woods. This sincerely is an indication of correct affection. Helena talks deeply describes, Love looks not with the eyes, but with the mind and therefore is winged cupid is painted blind This implies that when you love someone, it doesnt matter what they look like but what is on the inside. Since Cupid is painted blind he doesnt love with his eyes but with his mind as he loves whats on the inside. One of the sorts of love that is not quite love but a large number of individuals oversight it as love is lust. This isnt being attracted with the person but loving one of their qualities. This is demonstrated with the association among Demetrius and Hermia. Demetrius just needs Hermia for the interest and not for who she is. An additional sort of adoration that might be exhibited is an unrequited love. This might be communicated by Helena and Demetrius. Helena adores Demetrius with every last trace of her heart but he doesnt want anything to do with her since there is no interest. Its a restricted sort of affection. Helena says, We should be wooed and were not made to woo. This means that she is attempting to tempt Demetrius, not him trying to tempt her.

Seven Samurai essays

Seven Samurai essays In 1954 Akira Kurosawa released his film, Seven Samurai to the public. Almost half a decade later I have the privilege to also view this great film. This was the first Japanese film that I have ever given the time of day to actual view in its entirety. From the beginning to the end I was totally involved with the characters. And awesome characters they were with each and everyone of them showing their own personality and opinion throughout the plot. The story is placed in 16th Century Japan. There is a village of farmers who are going to be under yet another attack by a large group of Bandits. Convinced not to go through it all again the villagers send a couple of farmers into town in search of four Samurai that would fight for their lives. The topper is the fact that the farmers can only pay with three meals of rice to the brave warriors. After winning over the heart of one wise and very smart Samurai, they easily recruit five more great Samurai and one wannabe. They all travel back to the village where they have to act right away to setup for the defense. They setup walls, dig waterways, and train the local farmers to fight for their ground. Just when they start to get restless of waiting the Bandits arrive and are taken down little by little. After three days and nights of fighting it all comes to an end with the Farmers victorious. Only three Samurais survive in the end and a great lesson is learned. Thats the ba sic flow of the movie. There is many side stories on the side such as a goofy Samurai, funny old farmers, a love story that must be hidden, and much more. Now in the technical aspect of the film. In my opinion the film was pretty much flawless. The editing was done wonderfully with fades, soft cut, quick cuts, and wipes to give effect. One scene in the movie where I believe the editing was awesome was in the beginning of the movie when the farmers have arrived into town to find Samur ...

Evaluate emerging trends in organizational behavior related to Essay

Evaluate emerging trends in organizational behavior related to high-performance workplaces and stress management techniques - Essay Example An organizational culture refers to a system of shared actions, values and beliefs that is present among the members of an organization. For example the corporate culture of Apple computers values the importance of innovation and creativity. Stress can be defined as tension from extraordinary demands, constraints, or opportunities (Schermerhorn, et al., 2003). There different stressors that cause stress in the workplace. Some of those stressors include task demands, ethical dilemmas, physical setting, and interpersonal problems. There are different techniques managers are using to deal with stress in the workplace. An emerging technique that is helping a lot of workers deal with stress is wellness programs. A wellness program involves maintaining a balance between physical and mental health. Providing the employees of a company with a gymnasium is an example of a wellness initiative that can help reduce stress in the workplace. People can reduce their stress by practicing relaxation techniques, meditation, or yoga. A simple way managers can help reduce stress in the workplace is by having several short breaks during a workday. References Schermerhorn, J., Hunt, J., Osborn, R. (2003). Organizational Behavior (8th ed.). New York: John Wiley & Sons.

Public Awareness on COPD Research Paper Example | Topics and Well Written Essays - 1750 words

Public Awareness on COPD - Research Paper Example The paper will further suggest new awareness programs that should be put in place for effective public awareness of the disease. Chronic obstructive pulmonary disease is a collection of illnesses characterized by impediment of airflow that can be linked with breathing-related symptoms for instance expectoration, unceasing cough, panting and exertional dyspnea. It is supposedly the fourth principal cause of death in the United States and can occur with or without considerable physical destruction or signs. Conversely, the disease is frequently a silent and unrecognized disorder, mostly in its premature stages (Mannino et al, 2002). Sutherland and Cherniack (2004) also assert that COPD is a condition of continuous airflow limitation caused by lung parenchyma and persistent irritation of the airways. An increased decline in the forced expiratory volume from the standard rate in grown-ups over 30 years of age of nearly 30 ml per year to almost 60 ml per year is the prime physiological abnormality in this is disease. The disease course starts with an asymptomatic stage in which lung function worsens without associated signs. When the Forced Expiratory Volume (FEV) has dropped to around 50 percent of the predicted standard value, the subsequent symptomatic stage occurs but it can vary. Since extensive deterioration in airflow has already taken place by the time most patients present with symptoms, it is sound to conclude that the extent of airflow limitation is only one of many factors that determine the onset of symptoms. An extra physiological abnormality that is usually seen in patients with moderate to severe chronic obstructive pulmonary disease is hyperinflation, which arises at rest and deteriorates with exercise. It is marked mainly by an increase in the functional residual capacity, placing the respiratory muscles at a mechanical disadvantage, thus raising the work of breathing and lowering exercise tolerance. Other physiological abnormalities

Mentoring and Enabling Learning in the Practice Setting

Mentoring and Enabling Learning in the Practice Setting Introduction The focus of this assignment is on the delivery of mentoring and assessment within nursing practice. The author is a mental health nurse working within a home treatment team in East London. The identified learning need is that of administration of a depot injection, a common element of the nursing role with patients with mental illness. The target audience is a student mental health nurse. The team is a multidisciplinary one with students from different professions all placed within the team for specified learning experiences and time periods. Mentors are usually assigned a student for the duration of their clinical placement. They meet with the student at the beginning of the placement to agree learning outcomes and plan learning needs, and then work with the student for a minimum of 40% of their clinical placement (NMC), and then complete their assessment documentation towards the end of the placement. This usually involves passing the student for competence in identified clinical skills. Part Two – The Role of the Mentor The role of the mentor within the nursing context is complex, because it involves teaching, facilitation, support, guidance, assessment and feedback[1]. Assessment of a student nurse during their training is in relation to key clinical competencies, as defined by the NMC Standards of Proficiency for Pre-Registration Nursing Education[2]. These competencies are then translated into clinical assessment areas as defined by the students University, and assessed against their definitions. The NMC are clear about the expectations of the nursing role in clinical practice, in relation to competence and responsibility â€Å"the nursing role involves a capacity not only to participate actively in care provision but also to accept responsibility for the effective and efficient management of that care† [3]. Therefore, mentoring involves not only teaching discrete clinical skills but the more complex issues of demonstrating the management of care for individual clients according to their n eeds. Mentoring involves the consolidation of theoretical and practical learning acquired during the students academic experience within the University teaching and learning setting, and applying that knowledge to practice[4]. Therefore, it is important that mentors not only act in a way that is appropriate to their professional role and the expectations of their employer, but are also aware that theirs is the standard against which students will measure their own conduct and competence. The role of the mentor is to teach within the clinical setting, therefore, all formal teaching which takes place is clinically oriented and clearly relates to the performance of the professional role[5]. Research by Lloyd-Jones et al[6] seems to indicate that not only do students get the best out of their clinical placements through the student-mentor relationship, but that the quality of their learning and development is linked to the amount of time that they spend with their mentors. Therefore, mentors need to understand that their role involves a commitment to working with their named student and supporting their learning through this close working relationship[7][8]. The role of the mentor also involves assessing the student, against competency standards defined by the NMC and by the students educational institution. The NMC now requires that some mentors are sign-off mentors, which means that they sign-off the student as competent at the end of their training, and share equal responsibility with the awarding institution for that students competence to perform their professional role. In midwifery, all mentors must be sign off mentors. Regardless of this, it is a significant responsibility for any mentor to assess a student and confirm they are competent in key areas of clinical practice, and therefore mentors are educated and supported to understand the teaching and learning processes involved, especially in identifying how to assess competence. Some research shows that assessment can be carried out in a tripartite agreement between student, mentor and a member of the academic staff of the university (usually the students personal tutor)[9]. Thi s kind of close working relationship has many benefits, for the mentor, the student and the academic institution, and in relation to the assessment role of the mentor, provides valuable support[10]. This also shows that another role of the mentor is that of close liaison with academic staff in relation to student progress and assessment, student conduct and behaviour. While not all institutions have this three way set up per se, many use this kind of arrangement to address student problems in achieving the required levels of assessment. Despite there being examples of good practice such as this, however, the demands of the mentorship role mean that there is still a deficit between the theory and practice of mentoring, which needs more attention[11]. The challenges of mentorship from my perspective reflect these issues in the literature. The demands of meeting identified student needs are partly met by the training and support for mentors, but the realities of providing client-centred care whilst supporting student learning mean that the teaching and learning opportunities are not always maxmised. Developing a good relationship with students is also usually easily addressed, but there are times when it is not possible to develop a good relationship with some students and I have been aware in the past that this impacts on the quality of the learning experience. Another issue is managing students who are not achieving their designated competencies, and this process, while supported by the academic staff, is very stressful for all involved. It seems to me that the mentor role is not valued by the employer either, and in a busy workload, the required time for mentors to spend with students to provide the right kind of feedback is not factored in. However, I am also aware that this is an evolving area, and that practice is changing in line with the published standards for the preparation of mentors. Ultimately, as a mentor I have a strong commitment to ensuring the standards of the profession are maintained, and being a mentor allows me to make a valuable contribution to practice and to the profession in this way. Part Three – The Assessment Plan The author set out to assess the students ability to carry out a depot injection, and so set up a teaching plan and assessment plan accordingly (see Appendix). Carrying out this assessment plan involved reviewing the theories of education and learning which are most relevant to the type of assessment, some of which will be discussed here. This author is aware of the theories which underpin nurse education and learning, and will address some of these here, believing that these theories still help explain how student nurses come to develop the abilities, knowledge, skills and capabilities which allow them to fulfil the requirements of the nurses role. Therefore, the teaching plan and the assessment plan build on this theoretical knowledge in order to maximise the students opportunities to learn and become competent in the chosen skills[12]. Behaviourist theories suggest that learning takes place through stimulus response learning, and through operant conditioning, through which student s behaviours are changed through observing, and through reactions to their own behaviours[13]. In order to build on this, the nurse demonstrates the procedure and the kinds of behaviours that are associated with the procedure, including communications behaviours. This would need to be reinforced by discussion of these behaviours, and it is argued that basing learning only on behavioural principles is not adequate to meet the challenges of nursing learning. Cognitive theories are those which also underpin the authors approach to teaching and assessment. Within cognitivism, which is orientated towards scientific and positivist principles, the mind of the learner is equated with theories about computing and how computers work, and knowledge is viewed in terms of symbolic mental constructs, or schema; learning can be said to have taken place when there is a change in the learners internal cognitive schema. Therefore, learning is said to have taken place when the individuals behaviour ha s changed following acquisition of cognitive learning[14]. Within cognitive theories, learning is based around the acquisition of factual information, and while there is no requirement for learning to have been processed on a deeper level, it does mean that the relevant knowledge has been assimilated by the learner [15]. Both of these theories, however, underpin much of the assessment process, because the mentor is looking for behaviour change, based on the students demonstration of behaviours, both physical and more interactive, and also looking for the student to be able to demonstrate the acquired knowledge and facts associated with the skill[16][17]. However, having carried out the assessment plan, the author also learned that it is hard to assess students on their attitude and behaviour with clients. The mechanics of a procedure can be easily observed and evaluated, but the effect of being observed and assessed may affect the way the student nurse interacts with the client. The client is another factor which may affect this process as well, because the client/student relationship, particularly within a mental health setting, may not be well developed, and may be more difficult to establish. However, it is this authors experience that the mentors approach, manner and preparation of the client and student can ameliorate this kind of difficulty considerably. Part Four – The Teaching Plan The teaching plan (see Appendix B) is based on two different theories. The first are the constructivist theories of learning, which suggest that people learn in an active way, and through this process, construct for themselves subjective forms of reality, within which the pre-existing knowledge and reality assimilates any new learning[18]. The second theoretical basis for the learning plan is that of humanism, a theory which supports a more nursing-oriented approach to learning, focusing on self-development and on the individual becoming what they are capable of becoming through the learning process[19][20]. There is, however, some argument that all of the theories discussed so far are eminently applicable to nursing education, because the process is cognitive and behavioural, and combines the acquisition of facts with the competent performance of key nursing skills. Knowledge underpins practice, and helps to develop clinical reasoning, but experience helps students to reconfigure th eir internal schema and their deeper understanding of the world, albeit subjectively. The most important learning theory here which relates to nursing education and, in particular, to the learning which takes place in clinical practice, under the guidance of the clinica mentor, is Bandura fs Social Learning Theory[21], because it seems to be the theory which best describes how adults learn within this context[22]. Banduras social learning theory, suggests that people essentially learn from observing and imitating each other in social situations, and that through this learning process, people model themselves on others, and learn from them not only how to behave, but also acquire attitudes, and an awareness of the probable consequences of the observed behaviours[23]. What this theory offers in particular to understanding how learning takes place in the clinical nursing context is a model which incorporates other influences on learning, including cognitive processes, the ways in which behaviours are modelled on role models, the effect of the learners personality, and the effect of the learning environment [24]. This theory is helps mentors to understand the complexities of nursing competence and its development, which requires the combination of cognitive elements, some of which may be learned in a formal classroom setting, with the modelling of behaviours of student nurses on the mentors who ac t as their role models[25]. While it is clear that the clinical learning experiences of student nurses are key to development of a good knowledge base[26] and proper professional competence[27][28],[29], the quality of mentorship must be considered, because through social learning theory, students come to model themselves on what they are seeing practice[30],[31]. This can present its own challenges, particularly when the students are not being supervised or taught by their primary mentor but by a buddy mentor[32] [33]. There are those who argue that this is necessary, to expose students to different role models and behaviours, so that students can then develop their own critical thinking and judgement[34][35], through observing different forms of clinical reasoning[36]. The assessment processes built in to the mentoring relationship are a very important feature of learning and development, because student nurses must learn from any errors and omissions, and this continues on into their professional practice once qualified[37]. Learning to manage ones own learning and development, identify ways to learn from errors or difficult situations, within the practice setting, reflects the principles of social learning theory[38]. However, the author is also aware of the need for students to develop a realistic understanding of practice, and how the errors and challenges which can arise during their clinical work may be related to them not having the knowledge and skills needed to meet the needs of the clients[39], and thus learning is about identified how to develop to meet those needs nursing l[40]. Ulitmately, becoming a nurse means the ability to meet the standards of the profession, through knowledge,[41] skills, clinical reasoning, critical thinking and application of experiential and theoretical evidence to practice[42], which is quite demanding for all those involved in the training of students. Ultimately, student nurses are socialised into their profession as well as being trained how to perform their role, [43], and while this in itself may not always be an ideal, because the organisational culture may not always be positive[44], it is important for students to learn all aspects of the profession[45][46]. Although there is always the possibility that nurses may learn good as well as bad behaviours, [47], a good mentor would support such students to develop the critical awareness and reflective skill to be able to identify the positive models and reject the negative models as part of their learning journey[48]. Part Five Personal Development and Learning as a Mentor The process of learning to become a mentor has opened new vistas of experience and knowledge for me, as a nurse, as a mentor, and as a person. While it is challenging to hold up a mirror to oneself and appraise what kind of role model you are presenting to the students you are working with, this is a positive experience because it allows you to identify your own strengths, and celebrate them, whilst also identifying your weaknesses, and take steps to address these. In particular, for me it has demonstrated that while my practice is good, my understanding of some issues is not based on the latest evidence available, and working with students who ask about the evidence base for practice really motivates me to seek out that evidence. I have also become aware of my own tendency to make value judgements, labelling students good or bad, and I have examined the qualities which lead to these as well as overcoming this unconscious stereotyping. ~I learned that I wanted to empower students to take charge of their own learning[49], but learning how to do this was a longer process for my own development. Learning about learning is also a process of self-discovery which is then applied to mentorship practice. Understanding assessment principles and learning theories has changed the way that I teach students and really given me insight into how assessment can best be carried out. It has also helped me to understand the terminology used within the clinical assessment documents. The need to develop better working relationships with the academic staff has also emerged as a feature to be applied to my future practice. Overall, this experience has shown me that mentorship, which can be onerous and demanding in the current clinical situation, is also an investment, in the future of the profession and in the future wellbeing of clients. It can enhance my own capabilities, and provide me with more opportunities to reflect and to reconsider my professional personal and competence. Ultimately, I aim to be a good mentor, but in order to do this, I must be a competent nurse. Therefore, the process has been a form of reciprocal learning. References 212337 Andrews, G.J., Brodie, D.A., Andrews, J.P. et al (2006) Professional roles and communications in clinical placements: a qualitative study of nursing students’ perceptions and some models for practice. International Journal of Nursing Studies 43 (7) 861-874. Andrews, M. and Wallis, M. (1999) Mentorship in nursing: a literature review. Journal of Advanced Nursing 29 (1) 201-207. Bandura, A. (1977) Social Learning Theory New York: General Learning Press. Bankert, E.G. and Kozel, V.V. (2005) Transforming pedagogy in nursing education: a caring learning environment for adult students. Nursing Education Perspectives 26 (4) 227-229. Bauer, J. and Mulder, R.H. (2007) Modelling learning from errors in daily work. Learning in Health and Social Care 6 (2) 121-133. Brammer, J. (2006) A phenomenographic study of registered nurses f understanding of their role in student learning – An Australian perspective. International Journal of Nursing Studies 43 (8) 963-973. Chambers, D. (2007) Is the modern NHS fit for nursing students? British Journal of Nursing 16 (2) 74 75 Chenoweth, L. (1998) Facilitating the process of critical thinking for nursing. Nurse Education Today. 18(4):281-9 Collins, M. (1991). Adult education as vocation. London: Routledge. Cope, P., Cuthbertson, P. and Stoddard, B. (2000) Situated learning in the practice placement Journal of Advanced Nursing 31 (4) 850-856. DeCarvalho, R. (1991) The humanistic paradigm in education. The Humanistic Psychologist.19 (1) 88-104. Doughty, R., Harris, T., and McClean, M. (2007) Tripartite assessment of learners during practice placements in midwifery pre-registration programmes. Education + Training Evans, R.J. and Donnelly, G.W. (2006) A Model to Describe the Relationship Between Knowledge, Skill, and Judgment in Nursing Practice Nursing Forum 41 (4) , 150–157 Freeth, D. and Fry, H. (2005) Nursing students’ and tutors’ perceptions of learning and teaching in a clinical skills centre. Nurse Education today 25 272-282. Gonczi, A. (1993). Competence and competencies: A global perspective. Paper presented at the First National Conference on Competencies in Nursing Adelaide: Australian Nursing Federation (SA Branc Gray, M.A.,and Smith, L.N. (2000) The qualities of an effective mentor from the student nurses perspective: findings from a longitudinal qualitative study Journal of Advanced Nursing 32 (6) ,1542–1549. Hawks, J.H. (1992) Empowerment in nursing education: concept analysis and application to philosophy, learning and instruction. Journal of Advanced Nursing 17 (5) 609-618. Hutchings, A., Williamson, G.R., and Humphreys, A. (2005) Supporting learners in clinical practice: capacity issues. Journal of Clinical Nursing 14 (8) 945–955. Jones, M.L., Walters, S. and Akehurst, R. (2001) The implications of contact with the mentor for preregistration nursing and midwifery students Journal of Advanced Nursing 35 (2) , 151–160 Knight, P. (1995) Assessment for Learning in Higher Education London: Kogan Page Learning Theories Knowledge Base (2008) www.learning-theories.com Accessed 23-8-08. Letcher, D.C. and Yancey, N.R. (2004) Witnessing Change with Aspiring Nurses: A Human Becoming Teaching-Learning Process in Nursing Education Nursing Science Quarterly 17 (1) 36-41 . Lloyd-Jones, M., Walters, S. and Akehurst, R. (2001) The implications of contact with the mentor for preregistration nursing and midwifery students. Journal of Advanced Nursing 35 (2) 1510160. Mattila, L-R. and Eriksson, e. (2007) Nursing students learning to utilize nursing research in clinical practice. Nurse Education Today 27 568-576. McMillan, D.E., Bell, S., Benson, E.E. et al (2007) From anxiety to enthusiasm: facilitating graduate nursing students’ knowledge development in science and theory. Journal of Nurse Education 46 (2) 88-91. Mooney, M. (2007) Professional socialization: the key to survival as a newly qualified nurse. International Journal of Nursing Practice 13 75-80. Myall, M., Levett-Jones, T., Lathlean, J. (2008) Mentorship in contemporary practice: the experiences of nursing students and practice mentors. Journal of Clinical Nursing 17 (14) 1834-1842. Neary, M. (2000) Responsive assessment of clinical competence. Nursing Standard 15 (10) 35-40. Nehring, V. (1990) Nursing clinical teacher effectiveness inventory: a replication study of the characteristics of  ebest f and  eworst f clinical teachers as perceived by nursing faculty and students. Journal of Advanced Nursing 15 (8) 934-40. Nixon, M., Morgan, L., Forsyth, J. and Ellis, D. (1996). A comparative study of teacher directed and self directed methods of teaching clinical skills to undergraduate nursing students. International Journal of Nursing Practice. 2(2) 88-93 NMC (2004) Standards of Proficiency for Pre-Registration Nursing Education Available from:www.nmc.org.uk Accessed 23-8-08. Nolan, C.A. (1998) Learning on clinical placement: the experience of six Australian student nurses. Nurse Education Today 18(8) 622-9 NMC (2004) Standards of Proficiency for Pre-Registration Nursing Education Available from:www.nmc.org.uk Accessed 23-8-08. Phillips, R.M., Davies, W.B., and Neary, M. (2008) The practitioner-teacher: a study in the introduction of mentors in the preregistration nurse education programme in Wales: part 2. Journal of Advanced Nursing 23 (6) 1080-1088. Shin, K.R. (1998) Critical thinking ability and clinical decision-making skills among senior nursing students in associate and baccalaureate programmes in Korea. Journal of Advanced Nursing 27 (2) 414-418. Stuart, C.C. (2003) Assessment, Supervision and Support in Clinical Practice London: Churchill Livingstone. Tucker, K., Wakefield, A., Boggis, C. et al (2003) Learning together: clinical skills teaching for medical and nursing students. Medical Education 37 (7) 630-637 Welsh, I. and Lyons, C.M. (2001) Evidence-based care and the case for intuition and tacit knowledge in clinical assessment and decision making in mental health nursing practice: an empirical contribution to the debate. Journal of Psychiatric and Mental Health Nursing 8 (4) , 299–305. Appendix A Assessment Plan Competence to be assessed: administration of depot injection Plan Check student knowledge and simulated technique prior to administration Prepare student and client for procedure. Observe student and assess stated assessment points. Provide feedback to student. Assessment Points Student has checked prescription is correct Student has checked prescription against client identity and care plan. Student has discussed procedure correctly and appropriately with client. Student has ensured client confidentiality and privacy during procedure. Student has discussed effects/side effects with client Student draws up correct dose, checks drug properly with qualified staff, and prepares to administer injection in correct site. Student performs injection with correct technique Student communicates with the client appropriately Student records procedure in appropriate records, correctly. Student ensures client is comfortable post-procedure. Student can discuss properties of medication, side effects, route, dose and any contra-indications Student can discuss holistic care of the client. Appendix B 11 Footnotes [1]Andrews, M. and Wallis, M. (1999) [2] Nursing and Midwifery Council (2004) p 8. [3] Nursing and Midwifery Council (ibid) p 8. [4] Mattila, L-R. and Eriksson, E. (2007) p 569. [5] Phillips, R.M., Davies, W.B., and Neary, M. (2008) p 1080 [6] Lloyd-Jones, M., Walters, S. and Akehurst, R. (2001) p151. [7]Bankert, E.G. and Kozel, V.V. (2005) [8] Lloyd-Jones (Ibid) p 160. [9] Doughty, R., Harris, T., and McClean, M. (2007) [10]Doughty et al (ibid) [11] Myall, M., Levett-Jones, T., Lathlean, J. (2008) [12]Knight, P. (1995) [13] Learning Theories Knowledgebase (2008) [14] Learning Theories Knowledge base (ibid). [15] Learning Theories Knowledgebase (ibid)