id
stringlengths 40
265
| text
stringlengths 209
2.18M
| source
stringclasses 1
value | added
stringdate 2025-03-22 05:08:50
2025-03-22 06:09:39
| created
stringclasses 651
values | metadata
dict |
|---|---|---|---|---|---|
https://ecampusontario.pressbooks.pub/jessicalearningjourney/chapter/course-2-reflection/
|
Use this space to share a reflection on your experience in this course.
License
To the extent possible under law, Trent University has waived all copyright and related or neighboring rights to Jessica T Learning Journey, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:31.340811
|
11-20-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/jessicalearningjourney/chapter/course-2-reflection/",
"book_url": "https://ecampusontario.pressbooks.pub/jessicalearningjourney/front-matter/getting-started/",
"title": "Jessica T Learning Journey",
"author": "Trent University",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/jessicalearningjourney/chapter/course-3-assignment-1-add-assignment-title/
|
This is the first chapter in the “course three” part of the text.
Add an assignment from course one that you want to share in this book.
This is the first chapter in the “course three” part of the text.
Add an assignment from course one that you want to share in this book.
|
pressbooks
|
2025-03-22T05:09:31.349294
|
11-20-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/jessicalearningjourney/chapter/course-3-assignment-1-add-assignment-title/",
"book_url": "https://ecampusontario.pressbooks.pub/jessicalearningjourney/front-matter/getting-started/",
"title": "Jessica T Learning Journey",
"author": "Trent University",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/jessicalearningjourney/chapter/add-more-course-3-assignments/
|
Add a new chapter here any time you need to add a new assignment or reflection to this course.
License
To the extent possible under law, Trent University has waived all copyright and related or neighboring rights to Jessica T Learning Journey, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:31.358037
|
11-20-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/jessicalearningjourney/chapter/add-more-course-3-assignments/",
"book_url": "https://ecampusontario.pressbooks.pub/jessicalearningjourney/front-matter/getting-started/",
"title": "Jessica T Learning Journey",
"author": "Trent University",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/jessicalearningjourney/chapter/course-3-reflection/
|
Use this space to share a reflection on your experience in this course.
License
To the extent possible under law, Trent University has waived all copyright and related or neighboring rights to Jessica T Learning Journey, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:31.366742
|
11-20-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/jessicalearningjourney/chapter/course-3-reflection/",
"book_url": "https://ecampusontario.pressbooks.pub/jessicalearningjourney/front-matter/getting-started/",
"title": "Jessica T Learning Journey",
"author": "Trent University",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/jialongwang56789/chapter/beliefs/
|
Beliefs
For me, nursing is more than just a profession—it is a calling to serve, give back, heal, and care for those in need.I am committed to providing the highest quality of care through a patient-centered, holistic, and collaborative approach to nursing. My focus is on addressing the individual needs of each patient, considering their overall well-being in terms of physical, mental, and social wellness. This involves working collaboratively with patients and for patients, informing and educating them appropriately and thoroughly, and ensuring they are included as the primary decision-makers in their care. I take pride in contributing to patients’ satisfactory healthcare experiences by providing excellent care and continuously improving my knowledge and skills through lifelong learning. I advocate for my patients to ensure their voices are heard and their decisions are respected within the circle of care.
|
pressbooks
|
2025-03-22T05:09:31.373938
|
11-21-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/jialongwang56789/chapter/beliefs/",
"book_url": "https://ecampusontario.pressbooks.pub/jialongwang56789/chapter/beliefs/",
"title": "Jialong's Learning Journey",
"author": "jialongwang",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/jialongwang56789/chapter/values/
|
Values
- Accountability:
- I believe accountability is a fundamental value in nursing. For me, being accountable means taking responsibility for my actions and learning from my mistakes. This is vital for my growth as a nurse because every action I take directly affects my patients. My goal is to acknowledge my mistakes as soon as I recognize them and report them to my supervisors. By doing so, I can correct errors quickly and ensure my patients continue to receive the high-quality care they deserve.
- Integrity
- Integrity is at the core of how I practice nursing. To me, it means being honest and making ethical decisions in all aspects of my work. Acting with integrity helps me build trust with my patients and provide care that meets the highest ethical standards. I strive to uphold my workplace’s standards of care and always support my patients’ recovery. I know that when I act with honesty and strong moral principles, my patients feel more comfortable and confident in the care I provide, which ultimately improves their experience and outcomes.
- Diversity
- I value diversity because I believe it plays a significant role in improving patient outcomes. I respect different cultural backgrounds and work to meet the unique needs of every patient, including those who face language barriers or are unfamiliar with the Canadian healthcare system. Embracing diversity helps me stay open-minded and treat patients with respect, regardless of their identity or beliefs. By valuing diversity, I can provide care that meets ethical standards, ensures patient comfort, and promotes recovery. I also appreciate the importance of working in a diverse team and treating all colleagues with respect, knowing that different perspectives enrich the care we provide.
- Empathy
- Empathy is an essential value in my nursing practice. I strive to understand my patients’ situations from their perspectives, which helps me better identify their feelings and needs. This allows me to develop effective treatment plans and address their concerns with compassion. By using empathy, I can educate my patients about their treatment options in a way that resonates with them, helping to alleviate their fears and make them feel at ease during their care journey.
|
pressbooks
|
2025-03-22T05:09:31.382307
|
11-21-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/jialongwang56789/chapter/values/",
"book_url": "https://ecampusontario.pressbooks.pub/jialongwang56789/chapter/beliefs/",
"title": "Jialong's Learning Journey",
"author": "jialongwang",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/jialongwang56789/chapter/goals/
|
Goals
Goal 1: By the end of the winter term, I will confidently and accurately assess residents in long-term care facilities by measuring their blood pressure, practicing at least 10 times per week, and seeking feedback to ensure proper technique and reliability.
- Specific: By the end of the winter term, I want to confidently and accurately measure blood pressure for residents in long-term care facilities, using appropriate techniques and equipment.
- Measurable: I will achieve this by practicing blood pressure measurement at least 10 times per week, reviewing proper procedures, and receiving feedback from supervisors or peers.
- Achievable: I will build on the training I’ve received, access available resources such as practice opportunities with mannequins or peers, and seek guidance from experienced staff.
- Relevant: This goal aligns with my career path and the skills required to provide quality care in long-term care facilities, making it essential for my professional development.
- Time-Based: I will achieve this by the end of the winter term (specific date), allowing approximately 3-4 months to practice and refine my skills.
Goal 2: By the end of the winter term, I will secure a part-time PSW job in the surrounding region of Peterborough by submitting at least five applications weekly, preparing for interviews, and ensuring all certifications and my resume are up to date.
- Specific: I want to secure a part-time Personal Support Worker (PSW) position in the surrounding region of Peterborough.
- Measurable: I will submit applications to at least five long-term care facilities, agencies, or healthcare providers each week and attend interviews when scheduled.
- Achievable: I will enhance my qualifications by updating my resume, obtaining necessary certifications (e.g., CPR/First Aid), and networking with professionals in the healthcare field.
- Relevant: This goal is directly aligned with my career aspirations and will help me gain valuable hands-on experience in providing care, which is essential for my long-term success in healthcare.
- Time-Based: I aim to achieve this by the end of the winter term (specific date), giving me approximately 3-4 months to prepare, apply, and secure a position.
|
pressbooks
|
2025-03-22T05:09:31.391128
|
11-21-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/jialongwang56789/chapter/goals/",
"book_url": "https://ecampusontario.pressbooks.pub/jialongwang56789/chapter/beliefs/",
"title": "Jialong's Learning Journey",
"author": "jialongwang",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/jialongwang56789/chapter/reflection/
|
Reflection
My journey from math/statistics to nursing has been transformative, driven by reflection and shaped by the challenges of the pandemic.
In 2019, I started as a first-year math student at the University of Waterloo. I excelled in math and computer science during high school, where many peers struggled, which fueled my confidence. At the time, I didn’t think much about career prospects, but I did consider switching to computer science because my mom and society were enthusiastic about tech, but my decisions were driven more by external validation than genuine interest.
The pandemic hit in March 2020, and everything unraveled. With in-person classes canceled and passing grades guaranteed, I lost all motivation. I binged all 70+ episodes of “Game of Thrones” in three days, realizing how much I relied on the in-person environment for discipline. The next term, I took a term off, spending my time playing video games and experimenting with cooking. The motivation is just very low.
When university moved online until 2022, I struggled academically. Before the pandemic, I maintained an 85% average, but my grades plummeted. During the pandemic, my health deteriorated significantly. I reached a record high of 300 pounds, which left me constantly fatigued and unable to focus on my studies. On top of this, I faced severe social isolation, compounding the challenges I was already experiencing. (Elish et al.). I failed critical courses, couldn’t qualify for co-op, and ended up in statistics despite failing the mandatory second-year course because no better options are available. Some relatives suggested transferring schools, but I was so overwhelmed that I felt stuck. Looking back, I believe I needed to drop out of school and reassess my path rather than push through. Sticking with something, hoping it will improve, didn’t work for me. However, nobody in the family including myself could make that difficult call.
After graduating, I felt numb and unprepared to compete with peers who had co-op experience or more practical degrees. While I could blame the pandemic, the deeper issue was my initial motivation and how the education system encourages persistence over reflection. I believe universities should help students identify when they’re on the wrong path, rather than sugarcoating the experience to keep them enrolled.
Now, transitioning to nursing, I’ve found a field that aligns with my values and purpose. It’s a fresh start, informed by hard lessons and a newfound self-awareness. I’m motivated by a desire to contribute meaningfully and connect with others in ways I never experienced in my previous academic journey.
Returning to school after a year has not been easy. I’ve experienced significant stress and often struggle with severe procrastination, delaying tasks until their deadlines because I want to avoid the overwhelming pressure. This stress sometimes leads to racing thoughts and difficulty concentrating (Booth). Additionally, I occasionally experience imposter syndrome. Many students in compressed nursing programs have backgrounds in health sciences, biology, or related fields, especially some of them are RPNs that have years of nursing experience, while I come from a math and statistics background. This difference sometimes makes me feel insecure and hesitant to interact with my classmates, fearing they might judge or underestimate me (Kovach).
In conclusion, my journey from math and statistics to nursing has been one of profound transformation and self-discovery. The challenges I faced during the pandemic—academic struggles, deteriorating health, and social isolation—forced me to confront my motivations and reassess my goals. While my initial path was shaped by external validation and societal expectations, I’ve come to understand the importance of aligning my choices with my values and passions. Transitioning to nursing has been both challenging and rewarding, as I navigate feelings of stress, procrastination, and imposter syndrome. However, these experiences have deepened my resilience and commitment to meaningful work. Today, I am motivated not by external rewards but by the desire to make a tangible difference in the lives of others, fully embracing this new chapter with a renewed sense of purpose.
|
pressbooks
|
2025-03-22T05:09:31.400768
|
11-21-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/jialongwang56789/chapter/reflection/",
"book_url": "https://ecampusontario.pressbooks.pub/jialongwang56789/chapter/beliefs/",
"title": "Jialong's Learning Journey",
"author": "jialongwang",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/jialongwang56789/chapter/artefacts/
|
Artifacts
Being admitted to Trent’s compressed nursing program holds significant meaning for me. Before this, I struggled to secure job interviews, which left me feeling uncertain about my future. This acceptance represents a chance to enter a field with excellent career prospects, bringing me a renewed sense of hope and purpose.
Completing the immunization and communicable disease form required significant time, effort, and expense—around $100 to gather everything needed. On top of that, I lost my dorm key during a trip home to see my family doctor specifically for this form, costing me an additional $300 for a replacement. In total, I visited my family doctor about eight times and coordinated over a dozen appointments with public health, pharmacies, certified translators, and the NARS team at Trent to ensure the form met all the requirements. I am so glad that I only need to do it in the 1st year.
I love working with the equipment in the lab—it’s so much more engaging than writing lab manuals. Honestly, who wouldn’t prefer hands-on experimentation? It’s such a cool experience!
|
pressbooks
|
2025-03-22T05:09:31.409259
|
11-21-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/jialongwang56789/chapter/artefacts/",
"book_url": "https://ecampusontario.pressbooks.pub/jialongwang56789/chapter/beliefs/",
"title": "Jialong's Learning Journey",
"author": "jialongwang",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/jialongwang56789/chapter/reference/
|
Reference
- Booth, Stephanie. “Why Do I Waste so Much Time?” WebMD, 14 Sept. 2023, www.webmd.com/add-adhd/why-do-i-waste-time.
- Elish, Paul, et al. “Longitudinal Weight Status and Academic Achievement in Elementary Schoolchildren in the United States.” International Journal of Obesity, vol. 47, no. 7, 1 July 2023, pp. 644–650, www.nature.com/articles/s41366-023-01309-1#:~:text=Potential%20mechanisms%20by%20which%20higher, https://doi.org/10.1038/s41366-023-01309-1.
-
Kovach, Robert. “Why Imposter Syndrome Is More than Just a Lack of Confidence.” Psychology Today, 2024, www.psychologytoday.com/intl/blog/the-psychology-of-work/202401/why-imposter-syndrome-is-more-than-just-a-lack-of-confidence. Accessed 21 Nov. 2024.
|
pressbooks
|
2025-03-22T05:09:31.416809
|
11-21-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/jialongwang56789/chapter/reference/",
"book_url": "https://ecampusontario.pressbooks.pub/jialongwang56789/chapter/beliefs/",
"title": "Jialong's Learning Journey",
"author": "jialongwang",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/joselynsadventureattrentu/chapter/chapter-1/
|
Nursing Philosophy
I believe adopting a holistic and compassionate approach to care should be my primary focus as I progress in my nursing practice. Nursing encompasses not only physical ailments but also addresses various aspects, including the spiritual, psychological, and emotional needs of patients. I aim to create an environment where my patients heal and flourish knowing they are valued and respected. With this understanding, I am better equipped to provide quality care that honors the whole person.
Overall, I believe incorporating accountability, compassion, integrity, and human dignity into my nursing practice will significantly enhance the quality of patient care I provide. As a student nurse, I am committed to expanding my knowledge and embodying these values in order to deliver competent, compassionate care to my patients.
|
pressbooks
|
2025-03-22T05:09:31.424305
|
11-21-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/joselynsadventureattrentu/chapter/chapter-1/",
"book_url": "https://ecampusontario.pressbooks.pub/joselynsadventureattrentu/chapter/chapter-1/",
"title": "Joselyn at Trent University",
"author": "joselynnansereko",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/joselynsadventureattrentu/chapter/course-reflection/
|
My beliefs.
COMPASSION
I strongly believe that everyone deserves to feel safe and cared for, especially in vulnerable situations. As I embark on my journey to become a nurse, my goal is to provide compassionate care because I know it plays a vital role in building strong therapeutic relationships with my patients. I strive to express my compassion through my words and body language, creating a trusting environment where patients feel comfortable opening up and sharing their feelings. This trust allows them to communicate their needs more openly, which enables me to advocate for them effectively. Additionally, I recognize that compassionate care extends to their families as well, and I am committed to offering the necessary support to them during these challenging times. Caring for others is not just a duty for me; it’s my passion, and I aim to make a positive impact in the lives of those I serve.
ACCOUNTABILITY
To me, being accountable means acknowledging my actions and taking full responsibility for the care I provide to my patients. It’s about learning from my mistakes and keeping open communication with the charge nurse in case of any issues or concerns. I also believe that accountability not only enhances patient care but also fosters personal and professional development. I can make it a priority to stay competent through continuous education, following established policies and procedures, and working within my scope of practice to ensure that my patients receive safe and effective care.
INTEGRITY
Integrity in nursing according to me means upholding the highest standards of honesty, responsibility, and fairness in all my actions. It involves taking accountability for my decisions and behaviors and consistently striving to meet professional and ethical standards. I believe being transparent in my communication, maintaining patient confidentiality, and respecting the trust placed in me by both patients and colleagues is essential.
Integrity also means being committed to continuous self-reflection, learning, and ensuring that my practice aligns with ethical principles. By doing so, I can provide care that not only meets clinical standards but also fosters trust and respect within the therapeutic relationships I build with patients and the healthcare team.
HUMAN DIGNITY
I believe that human dignity is a core value in nursing that shapes my approach to every patient interaction. It’s about recognizing and respecting each individual as more than just a patient or a client —they are people with unique experiences, values, and emotions. Upholding patient dignity is fundamental to providing compassionate care, as it fosters trust and supports the development of strong, respectful nurse-patient relationships.
In my practice, I strive to treat every patient with the utmost respect, regardless of their situation, and to ensure they feel valued throughout their healthcare journey. This includes providing clear, comprehensive information about their care, respecting their viewpoints and decisions, and maintaining their physical privacy during examinations or procedures. It also involves offering emotional support, addressing any fears or concerns, and providing comfort during vulnerable moments. By prioritizing dignity, I can help create an environment where patients feel safe, respected, and empowered in their healthcare decisions.
|
pressbooks
|
2025-03-22T05:09:31.434433
|
11-21-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/joselynsadventureattrentu/chapter/course-reflection/",
"book_url": "https://ecampusontario.pressbooks.pub/joselynsadventureattrentu/chapter/chapter-1/",
"title": "Joselyn at Trent University",
"author": "joselynnansereko",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/joselynsadventureattrentu/chapter/course-reflection/#chapter-28-section-1
|
My beliefs.
COMPASSION
I strongly believe that everyone deserves to feel safe and cared for, especially in vulnerable situations. As I embark on my journey to become a nurse, my goal is to provide compassionate care because I know it plays a vital role in building strong therapeutic relationships with my patients. I strive to express my compassion through my words and body language, creating a trusting environment where patients feel comfortable opening up and sharing their feelings. This trust allows them to communicate their needs more openly, which enables me to advocate for them effectively. Additionally, I recognize that compassionate care extends to their families as well, and I am committed to offering the necessary support to them during these challenging times. Caring for others is not just a duty for me; it’s my passion, and I aim to make a positive impact in the lives of those I serve.
ACCOUNTABILITY
To me, being accountable means acknowledging my actions and taking full responsibility for the care I provide to my patients. It’s about learning from my mistakes and keeping open communication with the charge nurse in case of any issues or concerns. I also believe that accountability not only enhances patient care but also fosters personal and professional development. I can make it a priority to stay competent through continuous education, following established policies and procedures, and working within my scope of practice to ensure that my patients receive safe and effective care.
INTEGRITY
Integrity in nursing according to me means upholding the highest standards of honesty, responsibility, and fairness in all my actions. It involves taking accountability for my decisions and behaviors and consistently striving to meet professional and ethical standards. I believe being transparent in my communication, maintaining patient confidentiality, and respecting the trust placed in me by both patients and colleagues is essential.
Integrity also means being committed to continuous self-reflection, learning, and ensuring that my practice aligns with ethical principles. By doing so, I can provide care that not only meets clinical standards but also fosters trust and respect within the therapeutic relationships I build with patients and the healthcare team.
HUMAN DIGNITY
I believe that human dignity is a core value in nursing that shapes my approach to every patient interaction. It’s about recognizing and respecting each individual as more than just a patient or a client —they are people with unique experiences, values, and emotions. Upholding patient dignity is fundamental to providing compassionate care, as it fosters trust and supports the development of strong, respectful nurse-patient relationships.
In my practice, I strive to treat every patient with the utmost respect, regardless of their situation, and to ensure they feel valued throughout their healthcare journey. This includes providing clear, comprehensive information about their care, respecting their viewpoints and decisions, and maintaining their physical privacy during examinations or procedures. It also involves offering emotional support, addressing any fears or concerns, and providing comfort during vulnerable moments. By prioritizing dignity, I can help create an environment where patients feel safe, respected, and empowered in their healthcare decisions.
|
pressbooks
|
2025-03-22T05:09:31.443998
|
11-21-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/joselynsadventureattrentu/chapter/course-reflection/#chapter-28-section-1",
"book_url": "https://ecampusontario.pressbooks.pub/joselynsadventureattrentu/chapter/chapter-1/",
"title": "Joselyn at Trent University",
"author": "joselynnansereko",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/joselynsadventureattrentu/chapter/course-reflection/#chapter-28-section-2
|
My beliefs.
COMPASSION
I strongly believe that everyone deserves to feel safe and cared for, especially in vulnerable situations. As I embark on my journey to become a nurse, my goal is to provide compassionate care because I know it plays a vital role in building strong therapeutic relationships with my patients. I strive to express my compassion through my words and body language, creating a trusting environment where patients feel comfortable opening up and sharing their feelings. This trust allows them to communicate their needs more openly, which enables me to advocate for them effectively. Additionally, I recognize that compassionate care extends to their families as well, and I am committed to offering the necessary support to them during these challenging times. Caring for others is not just a duty for me; it’s my passion, and I aim to make a positive impact in the lives of those I serve.
ACCOUNTABILITY
To me, being accountable means acknowledging my actions and taking full responsibility for the care I provide to my patients. It’s about learning from my mistakes and keeping open communication with the charge nurse in case of any issues or concerns. I also believe that accountability not only enhances patient care but also fosters personal and professional development. I can make it a priority to stay competent through continuous education, following established policies and procedures, and working within my scope of practice to ensure that my patients receive safe and effective care.
INTEGRITY
Integrity in nursing according to me means upholding the highest standards of honesty, responsibility, and fairness in all my actions. It involves taking accountability for my decisions and behaviors and consistently striving to meet professional and ethical standards. I believe being transparent in my communication, maintaining patient confidentiality, and respecting the trust placed in me by both patients and colleagues is essential.
Integrity also means being committed to continuous self-reflection, learning, and ensuring that my practice aligns with ethical principles. By doing so, I can provide care that not only meets clinical standards but also fosters trust and respect within the therapeutic relationships I build with patients and the healthcare team.
HUMAN DIGNITY
I believe that human dignity is a core value in nursing that shapes my approach to every patient interaction. It’s about recognizing and respecting each individual as more than just a patient or a client —they are people with unique experiences, values, and emotions. Upholding patient dignity is fundamental to providing compassionate care, as it fosters trust and supports the development of strong, respectful nurse-patient relationships.
In my practice, I strive to treat every patient with the utmost respect, regardless of their situation, and to ensure they feel valued throughout their healthcare journey. This includes providing clear, comprehensive information about their care, respecting their viewpoints and decisions, and maintaining their physical privacy during examinations or procedures. It also involves offering emotional support, addressing any fears or concerns, and providing comfort during vulnerable moments. By prioritizing dignity, I can help create an environment where patients feel safe, respected, and empowered in their healthcare decisions.
|
pressbooks
|
2025-03-22T05:09:31.453388
|
11-21-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/joselynsadventureattrentu/chapter/course-reflection/#chapter-28-section-2",
"book_url": "https://ecampusontario.pressbooks.pub/joselynsadventureattrentu/chapter/chapter-1/",
"title": "Joselyn at Trent University",
"author": "joselynnansereko",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/joselynsadventureattrentu/chapter/course-reflection/#chapter-28-section-3
|
My beliefs.
COMPASSION
I strongly believe that everyone deserves to feel safe and cared for, especially in vulnerable situations. As I embark on my journey to become a nurse, my goal is to provide compassionate care because I know it plays a vital role in building strong therapeutic relationships with my patients. I strive to express my compassion through my words and body language, creating a trusting environment where patients feel comfortable opening up and sharing their feelings. This trust allows them to communicate their needs more openly, which enables me to advocate for them effectively. Additionally, I recognize that compassionate care extends to their families as well, and I am committed to offering the necessary support to them during these challenging times. Caring for others is not just a duty for me; it’s my passion, and I aim to make a positive impact in the lives of those I serve.
ACCOUNTABILITY
To me, being accountable means acknowledging my actions and taking full responsibility for the care I provide to my patients. It’s about learning from my mistakes and keeping open communication with the charge nurse in case of any issues or concerns. I also believe that accountability not only enhances patient care but also fosters personal and professional development. I can make it a priority to stay competent through continuous education, following established policies and procedures, and working within my scope of practice to ensure that my patients receive safe and effective care.
INTEGRITY
Integrity in nursing according to me means upholding the highest standards of honesty, responsibility, and fairness in all my actions. It involves taking accountability for my decisions and behaviors and consistently striving to meet professional and ethical standards. I believe being transparent in my communication, maintaining patient confidentiality, and respecting the trust placed in me by both patients and colleagues is essential.
Integrity also means being committed to continuous self-reflection, learning, and ensuring that my practice aligns with ethical principles. By doing so, I can provide care that not only meets clinical standards but also fosters trust and respect within the therapeutic relationships I build with patients and the healthcare team.
HUMAN DIGNITY
I believe that human dignity is a core value in nursing that shapes my approach to every patient interaction. It’s about recognizing and respecting each individual as more than just a patient or a client —they are people with unique experiences, values, and emotions. Upholding patient dignity is fundamental to providing compassionate care, as it fosters trust and supports the development of strong, respectful nurse-patient relationships.
In my practice, I strive to treat every patient with the utmost respect, regardless of their situation, and to ensure they feel valued throughout their healthcare journey. This includes providing clear, comprehensive information about their care, respecting their viewpoints and decisions, and maintaining their physical privacy during examinations or procedures. It also involves offering emotional support, addressing any fears or concerns, and providing comfort during vulnerable moments. By prioritizing dignity, I can help create an environment where patients feel safe, respected, and empowered in their healthcare decisions.
|
pressbooks
|
2025-03-22T05:09:31.462891
|
11-21-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/joselynsadventureattrentu/chapter/course-reflection/#chapter-28-section-3",
"book_url": "https://ecampusontario.pressbooks.pub/joselynsadventureattrentu/chapter/chapter-1/",
"title": "Joselyn at Trent University",
"author": "joselynnansereko",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/joselynsadventureattrentu/chapter/course-reflection/#chapter-28-section-4
|
My beliefs.
COMPASSION
I strongly believe that everyone deserves to feel safe and cared for, especially in vulnerable situations. As I embark on my journey to become a nurse, my goal is to provide compassionate care because I know it plays a vital role in building strong therapeutic relationships with my patients. I strive to express my compassion through my words and body language, creating a trusting environment where patients feel comfortable opening up and sharing their feelings. This trust allows them to communicate their needs more openly, which enables me to advocate for them effectively. Additionally, I recognize that compassionate care extends to their families as well, and I am committed to offering the necessary support to them during these challenging times. Caring for others is not just a duty for me; it’s my passion, and I aim to make a positive impact in the lives of those I serve.
ACCOUNTABILITY
To me, being accountable means acknowledging my actions and taking full responsibility for the care I provide to my patients. It’s about learning from my mistakes and keeping open communication with the charge nurse in case of any issues or concerns. I also believe that accountability not only enhances patient care but also fosters personal and professional development. I can make it a priority to stay competent through continuous education, following established policies and procedures, and working within my scope of practice to ensure that my patients receive safe and effective care.
INTEGRITY
Integrity in nursing according to me means upholding the highest standards of honesty, responsibility, and fairness in all my actions. It involves taking accountability for my decisions and behaviors and consistently striving to meet professional and ethical standards. I believe being transparent in my communication, maintaining patient confidentiality, and respecting the trust placed in me by both patients and colleagues is essential.
Integrity also means being committed to continuous self-reflection, learning, and ensuring that my practice aligns with ethical principles. By doing so, I can provide care that not only meets clinical standards but also fosters trust and respect within the therapeutic relationships I build with patients and the healthcare team.
HUMAN DIGNITY
I believe that human dignity is a core value in nursing that shapes my approach to every patient interaction. It’s about recognizing and respecting each individual as more than just a patient or a client —they are people with unique experiences, values, and emotions. Upholding patient dignity is fundamental to providing compassionate care, as it fosters trust and supports the development of strong, respectful nurse-patient relationships.
In my practice, I strive to treat every patient with the utmost respect, regardless of their situation, and to ensure they feel valued throughout their healthcare journey. This includes providing clear, comprehensive information about their care, respecting their viewpoints and decisions, and maintaining their physical privacy during examinations or procedures. It also involves offering emotional support, addressing any fears or concerns, and providing comfort during vulnerable moments. By prioritizing dignity, I can help create an environment where patients feel safe, respected, and empowered in their healthcare decisions.
|
pressbooks
|
2025-03-22T05:09:31.472365
|
11-21-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/joselynsadventureattrentu/chapter/course-reflection/#chapter-28-section-4",
"book_url": "https://ecampusontario.pressbooks.pub/joselynsadventureattrentu/chapter/chapter-1/",
"title": "Joselyn at Trent University",
"author": "joselynnansereko",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/joselynsadventureattrentu/chapter/add-more-course-2-assignments/
|
Smart Goals
Goal 1 (Short Term)
By mid-February 2025, during my winter placement at a long-term care facility, I will clearly define and explain the roles and scope of practice for PSWs, RPNs, and RNs. I will achieve this by reviewing job descriptions, engaging in discussions with healthcare providers, and observing their roles in patient care. Additionally, I will reflect on my observations, seek feedback from my preceptor, and document my learning to ensure a clear understanding of each role by the deadline.
Goal 2 (Long Term)
I will maintain an average of 75% by the end of the semester in April 2025. To achieve this, I will study for 2-3 hours daily and complete weekly practice quizzes. After the midterms, I will reflect on my grades and adjust my study strategies as needed. If I fall short of my target, I will seek academic support, such as tutoring or academic skills workshops, to improve my performance.”
|
pressbooks
|
2025-03-22T05:09:31.480880
|
11-21-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/joselynsadventureattrentu/chapter/add-more-course-2-assignments/",
"book_url": "https://ecampusontario.pressbooks.pub/joselynsadventureattrentu/chapter/chapter-1/",
"title": "Joselyn at Trent University",
"author": "joselynnansereko",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/joselynsadventureattrentu/chapter/add-more-course-2-assignments/#chapter-33-section-1
|
Smart Goals
Goal 1 (Short Term)
By mid-February 2025, during my winter placement at a long-term care facility, I will clearly define and explain the roles and scope of practice for PSWs, RPNs, and RNs. I will achieve this by reviewing job descriptions, engaging in discussions with healthcare providers, and observing their roles in patient care. Additionally, I will reflect on my observations, seek feedback from my preceptor, and document my learning to ensure a clear understanding of each role by the deadline.
Goal 2 (Long Term)
I will maintain an average of 75% by the end of the semester in April 2025. To achieve this, I will study for 2-3 hours daily and complete weekly practice quizzes. After the midterms, I will reflect on my grades and adjust my study strategies as needed. If I fall short of my target, I will seek academic support, such as tutoring or academic skills workshops, to improve my performance.”
|
pressbooks
|
2025-03-22T05:09:31.489226
|
11-21-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/joselynsadventureattrentu/chapter/add-more-course-2-assignments/#chapter-33-section-1",
"book_url": "https://ecampusontario.pressbooks.pub/joselynsadventureattrentu/chapter/chapter-1/",
"title": "Joselyn at Trent University",
"author": "joselynnansereko",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/joselynsadventureattrentu/chapter/add-more-course-2-assignments/#chapter-33-section-2
|
Smart Goals
Goal 1 (Short Term)
By mid-February 2025, during my winter placement at a long-term care facility, I will clearly define and explain the roles and scope of practice for PSWs, RPNs, and RNs. I will achieve this by reviewing job descriptions, engaging in discussions with healthcare providers, and observing their roles in patient care. Additionally, I will reflect on my observations, seek feedback from my preceptor, and document my learning to ensure a clear understanding of each role by the deadline.
Goal 2 (Long Term)
I will maintain an average of 75% by the end of the semester in April 2025. To achieve this, I will study for 2-3 hours daily and complete weekly practice quizzes. After the midterms, I will reflect on my grades and adjust my study strategies as needed. If I fall short of my target, I will seek academic support, such as tutoring or academic skills workshops, to improve my performance.”
|
pressbooks
|
2025-03-22T05:09:31.497833
|
11-21-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/joselynsadventureattrentu/chapter/add-more-course-2-assignments/#chapter-33-section-2",
"book_url": "https://ecampusontario.pressbooks.pub/joselynsadventureattrentu/chapter/chapter-1/",
"title": "Joselyn at Trent University",
"author": "joselynnansereko",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/joselynsadventureattrentu/chapter/course-2-assignment-add-assignment-title/
|
Artifacts
Acceptance Letter to The Nursing Program.
My acceptance letter to the Bachelor of Science in Nursing Program symbolizes the next 28 months of my life, in which I will pursue competence and knowledge in the nursing field. It marked a new beginning of a transformative experience where I would gain the knowledge, skills, and practical experience necessary to navigate the complexities of nursing practice. I was overjoyed when I received this letter; it felt like a dream coming to life just for me!
My Previous education
My degree in Biomedical Lab Technology was important for my path into nursing. It helped me get accepted into the Bachelor of Science in Nursing (BSCN) program by providing a strong foundation. This advantage supported my entry into nursing school.
Additionally, the application of the knowledge I previously obtained will be invaluable to my nursing practice, particularly in areas such as patient assessment, diagnostic testing, and others. This knowledge will ultimately support patient care, as diagnostic information directly shapes nursing interventions. With my understanding of lab procedures, standard operating procedures, critical thinking, and medical terminology, I will be better positioned to contribute effectively to the interpretation of diagnostic results. Additionally, I will be able to explain results to patients, providing clarity on their conditions and advocating for them to their physicians when necessary.
Completion of the Academic Integrity Module
Completion of this module demonstrates my commitment to maintaining academic honesty by upholding integrity according to Trent University’s policies, values, and expectations throughout the program. As a result, I will obtain the credible knowledge required for clinical practice.
Additionally, nursing as a profession is built on a trust foundation. This means families, and patients rely on me to provide quality care. Therefore, academic integrity ensures honest learning, which will essentially enhance my performance even in practice.
Completing this module not only ensures my academic preparation but also helps me embrace the ethical framework that informs decision-making and actions throughout nursing practice. Ultimately, safeguarding patient care and well-being.
Erv Synergy Pass Letter
Passing the Non-Academic Requirements (NARs) after the Synergy Gateway evaluation confirms my clinical readiness. Several requirements must be met by each nursing student before the clinical placement, including CPR certification, N95 mask fit, and vaccinations, immunizations. These are evaluated and assessed to determine the student’s status. A “Pass” status for me is a positive step toward starting my clinical experience as a nursing student. These are key to my future practice as a Registered Nurse.
|
pressbooks
|
2025-03-22T05:09:31.512883
|
11-21-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/joselynsadventureattrentu/chapter/course-2-assignment-add-assignment-title/",
"book_url": "https://ecampusontario.pressbooks.pub/joselynsadventureattrentu/chapter/chapter-1/",
"title": "Joselyn at Trent University",
"author": "joselynnansereko",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/joselynsadventureattrentu/chapter/course-2-reflection/
|
Reflection
When I moved to Canada, I initially felt frustrated because my biomedical lab technology degree didn’t seem to open doors like I expected. This frustration led me to consider a second career in nursing which aligned more naturally with my passion for caring for others.
My background provided a solid foundation for entry into the compressed nursing program. I now see an opportunity to combine my previous clinical experience with the human aspect of care which aligns with my passion for nursing
Nursing school has been intense so far, given the volumes of information I am required to absorb daily. However, I have come to understand that this breadth of knowledge and skills will directly impact my ability to provide quality patient care.
One of the most important lessons I learned was the significance of cultural competency. Initially, I overlooked its importance but now I acknowledge that practicing as a nurse in Canada means interacting with individuals from diverse cultural backgrounds as is reflected in the Country’s existing population. Being knowledgeable about cultural competency will allow me to provide culturally safe and competent care to these populations (Almutairi et al., 2017).
The principles of care highlight the importance of the code of conduct that guides nursing practice by providing a framework for patient interactions and decision-making processes. This comprehensive education is preparing me for the realities of nursing practice.
Additionally, the Code of Ethics for Registered Nurses emphasizes the expectation that nurses balance compassionate care with professional boundaries. According to the CNO, Therapeutic Nurse-Client Relationship guidelines, this balance serves as a vital tool to help nurses navigate challenging situations and maintain integrity throughout their practice. Nurses are also required to obtain informed consent from the clients or substitute decision-makers when the clients are not able to do so this promotes autonomy and inclusivity of the clients during care and this promotes patient safety and an anxiety reduction hence promoting better outcomes of nursing interventions (College of Nurses of Ontario, 2023).
As I dive deeper into nursing studies, I feel increasingly overwhelmed by the growing awareness about my future responsibilities as a nurse as high expectations come with this profession. Nurses are known to be advocates, leaders’ clinicians, collaborators, communicators, caregivers educators among many other roles (Astle et al., 2024). This has prompted me to reflect on how I can stay healthy while effectively performing these duties.
I am beginning to recognize the significance of strong ethical foundations, clear communication, and proper self-care strategies in managing the challenges that come with nursing practice.
From the NURS 1000 course content (a nurse as an individual), A holistic approach to self-care has been emphasized focusing on Self-reflection and self-compassion. I have also learned about radical acceptance which means fully accepting reality as it is without judgment or resistance (DeCarlo et al., 2024). Embracing radical acceptance has reduced my stress and has aided in the promotion of my overall well-being and health. We also developed a virtual hope kit which is a self-care plan to help us individually cope with stressors that are yet to come.
Ultimately I am developing a thoughtful and reflective approach to my future role as a nurse understanding not only the technical aspects but also the human ethical and emotional components of care. This holistic understanding will enable me to create positive, impactful experiences for my patients while also taking care of myself in this demanding yet rewarding field.
|
pressbooks
|
2025-03-22T05:09:31.523495
|
11-21-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/joselynsadventureattrentu/chapter/course-2-reflection/",
"book_url": "https://ecampusontario.pressbooks.pub/joselynsadventureattrentu/chapter/chapter-1/",
"title": "Joselyn at Trent University",
"author": "joselynnansereko",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/joselynsadventureattrentu/chapter/course-3-assignment-1-add-assignment-title/
|
References
Almutairi, A. F., Adlan, A. A., & Nasim, M. (2017). Perceptions of the critical cultural competence of registered nurses in Canada. BMC Nursing, 16(1), 47. https://doi.org/10.1186/s12912-017-0242-2
Astle, B., Duggleby, W., Potter, P. A., Perry, A. G., Stockert, P. A., & Hall, A. M. (Eds.). (2024). Potter and Perry’s Canadian fundamentals of nursing (7th ed.). Elsevier.
College of Nurses of Ontario. (2023, June). The code of conduct: Professional standards for nurses. College of Nurses of Ontario. https://cno.org/Assets/CNO/Documents/Standard-and-Learning/Practice-Standards/49040_coc_effective_202306.pdf
DeCarlo, S., Tucker, M., Barton, B., Duarte, E., Carl, T., & Shane. (2024, September 11). Radical acceptance: Skills, worksheets, videos, exercises. Dialectical Behavior Therapy. https://dialecticalbehaviortherapy.com/distress-tolerance/radical-acceptance/
Gouvernement du Canada. (2024, August 6). PHAC Indigenous Cultural Competency Learning Road Map – Canada.ca. Government of Canada. https://www.canada.ca/en/public-health/services/publications/aboriginal-health/indigenous-cultural-competency-learning-road-map.html
|
pressbooks
|
2025-03-22T05:09:31.533332
|
11-21-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/joselynsadventureattrentu/chapter/course-3-assignment-1-add-assignment-title/",
"book_url": "https://ecampusontario.pressbooks.pub/joselynsadventureattrentu/chapter/chapter-1/",
"title": "Joselyn at Trent University",
"author": "joselynnansereko",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/joselynsadventureattrentu/chapter/add-more-course-3-assignments/
|
Add a new chapter here any time you need to add a new assignment or reflection to this course.
License
Joselyn at Trent University Copyright © by joselynnansereko is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:31.542036
|
11-21-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/joselynsadventureattrentu/chapter/add-more-course-3-assignments/",
"book_url": "https://ecampusontario.pressbooks.pub/joselynsadventureattrentu/chapter/chapter-1/",
"title": "Joselyn at Trent University",
"author": "joselynnansereko",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/joselynsadventureattrentu/chapter/course-3-reflection/
|
Primary Navigation
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Book Contents Navigation
Nursing Philosophy
My beliefs.
Smart Goals
Artifacts
Reflection
References
Add More Course 3 Assignments
Course 3 Reflection
Final Thoughts
Use this space to share a reflection on your experience in this course.
Previous/next navigation
Joselyn at Trent University Copyright © by joselynnansereko is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:31.558291
|
11-21-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/joselynsadventureattrentu/chapter/course-3-reflection/",
"book_url": "https://ecampusontario.pressbooks.pub/joselynsadventureattrentu/chapter/chapter-1/",
"title": "Joselyn at Trent University",
"author": "joselynnansereko",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/kaylaattrent/chapter/core-beliefs-values/
|
Primary Navigation
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Book Contents Navigation
Core Beliefs & Values
Goals
Reflection
Artifacts
References
This content is password protected. To view it please enter your password below:
Password:
Previous/next navigation
Kayla’s Nursing Portfolio Copyright © 2024 by michaelavanderlingen is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:31.574333
|
11-20-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/kaylaattrent/chapter/core-beliefs-values/",
"book_url": "https://ecampusontario.pressbooks.pub/kaylaattrent/chapter/core-beliefs-values/",
"title": "Kayla’s Nursing Portfolio",
"author": "michaelavanderlingen",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/kaylaattrent/chapter/goals/
|
Primary Navigation
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Book Contents Navigation
Core Beliefs & Values
Goals
Reflection
Artifacts
References
This content is password protected. To view it please enter your password below:
Password:
Previous/next navigation
Kayla’s Nursing Portfolio Copyright © 2024 by michaelavanderlingen is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:31.589884
|
11-20-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/kaylaattrent/chapter/goals/",
"book_url": "https://ecampusontario.pressbooks.pub/kaylaattrent/chapter/core-beliefs-values/",
"title": "Kayla’s Nursing Portfolio",
"author": "michaelavanderlingen",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/kaylaattrent/chapter/reflection/
|
Primary Navigation
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Book Contents Navigation
Core Beliefs & Values
Goals
Reflection
Artifacts
References
This content is password protected. To view it please enter your password below:
Password:
Previous/next navigation
Kayla’s Nursing Portfolio Copyright © 2024 by michaelavanderlingen is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:31.612212
|
11-20-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/kaylaattrent/chapter/reflection/",
"book_url": "https://ecampusontario.pressbooks.pub/kaylaattrent/chapter/core-beliefs-values/",
"title": "Kayla’s Nursing Portfolio",
"author": "michaelavanderlingen",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/kaylaattrent/chapter/artifacts/
|
Primary Navigation
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Book Contents Navigation
Core Beliefs & Values
Goals
Reflection
Artifacts
References
This content is password protected. To view it please enter your password below:
Password:
Previous/next navigation
Kayla’s Nursing Portfolio Copyright © 2024 by michaelavanderlingen is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:31.629843
|
11-20-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/kaylaattrent/chapter/artifacts/",
"book_url": "https://ecampusontario.pressbooks.pub/kaylaattrent/chapter/core-beliefs-values/",
"title": "Kayla’s Nursing Portfolio",
"author": "michaelavanderlingen",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/kaylaattrent/chapter/references/
|
References
Bogaers, R., Geuze, E., Greenberg, N., Leijten, F., Varis, P., van Weeghel, J., van de Mheen, D., Rozema, A., & Brouwers, E. (2022). Seeking treatment for mental illness and substance abuse: A cross-sectional study on attitudes, beliefs, and needs of military personnel with and without mental illness. Journal of Psychiatric Research, 147, 221–231. https://doi.org/10.1016/j.jpsychires.2022.01.028
CNO. (2023, June 5). Practice standard – code of conduct – effective June 5, 2023. College of Nurses of Ontario. https://cno.org/Assets/CNO/Documents/Standard-and-Learning/Practice-Standards/49040_coc_effective_202306.pdf
Jaggy, A.-K., Kalkusch, I., Bossi, C. B., Weiss, B., Sticca, F., & Perren, S. (2023). The impact of social pretend play on preschoolers’ social development: Results of an experimental study. Early Childhood Research Quarterly, 64, 13–25. https://doi.org/10.1016/j.ecresq.2023.01.012
Luthar, S. S., & Latendresse, S. J. (2005). Children of the affluent. Current Directions in Psychological Science, 14(1), 49–53. https://doi.org/10.1111/j.0963-7214.2005.00333.x
McCaffrey, G., & McConnell, S. (2015). Compassion: A critical review of peer‐reviewed nursing literature. Journal of Clinical Nursing, 24(19–20), 3006–3015. https://doi.org/10.1111/jocn.12924
|
pressbooks
|
2025-03-22T05:09:31.641151
|
11-20-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/kaylaattrent/chapter/references/",
"book_url": "https://ecampusontario.pressbooks.pub/kaylaattrent/chapter/core-beliefs-values/",
"title": "Kayla’s Nursing Portfolio",
"author": "michaelavanderlingen",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/kelseysnursingportfolio/chapter/chapter-1/
|
Nursing Philosophy
To me, nursing is both an art and a science that intertwines evidence-based clinical knowledge with the profound beauty and complexity of the human connection. I believe that the role of a nurse is to deliver safe, effective, and personalized patient care that includes attending to the physical, emotional, psychological, and spiritual needs of their patients. I believe that nurses should serve as an advocate for their patients and ensure that every patient feels safe, valued, and cared for.
|
pressbooks
|
2025-03-22T05:09:31.650372
|
11-21-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/kelseysnursingportfolio/chapter/chapter-1/",
"book_url": "https://ecampusontario.pressbooks.pub/kelseysnursingportfolio/front-matter/an-intro-to-my-journey/",
"title": "Kelsey's Nursing Portfolio",
"author": "Kelsey Dickson",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/kelseysnursingportfolio/chapter/chapter-1/#chapter-24-section-1
|
Nursing Philosophy
To me, nursing is both an art and a science that intertwines evidence-based clinical knowledge with the profound beauty and complexity of the human connection. I believe that the role of a nurse is to deliver safe, effective, and personalized patient care that includes attending to the physical, emotional, psychological, and spiritual needs of their patients. I believe that nurses should serve as an advocate for their patients and ensure that every patient feels safe, valued, and cared for.
|
pressbooks
|
2025-03-22T05:09:31.657758
|
11-21-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/kelseysnursingportfolio/chapter/chapter-1/#chapter-24-section-1",
"book_url": "https://ecampusontario.pressbooks.pub/kelseysnursingportfolio/front-matter/an-intro-to-my-journey/",
"title": "Kelsey's Nursing Portfolio",
"author": "Kelsey Dickson",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/kelseysnursingportfolio/chapter/add-more-assignments/
|
Belief Statement
I believe that nursing is a profound act of service that is dedicated to improving the lives of others. As a student nurse, I am committed to integrating my core values of compassion, respect, integrity, and advocacy into my future practice by delivering personalized, patient-centered care.
Personal Values
The following section includes four personal values that I believe are fundamental to my future nursing practice including compassion, respect, integrity, and advocacy.
Compassion
Compassion is a personal value that I believe is a fundamental element of nursing practice. Being compassionate as a nurse means deeply empathizing with the physical, emotional, and psychological pain of your patients and being motivated to take action to help alleviate their suffering. As a nurse, it is crucial to demonstrate genuine empathy in every interaction with patients and their families. Research has shown that compassionate care not only improves patient outcomes and increases satisfaction, but it also strengthens the trust between patients and healthcare providers. (Watts et al., 2023) I believe that demonstrating compassion into my future nursing practice will help build trust in my relationships with my patients and ensure that they feel safe, valued, and cared for.
Respect
Respect is a personal value that will guide all of my interactions with my patients, their families, and my colleagues in my future nursing practice. As a nurse, respecting your patients means recognizing and upholding their dignity, autonomy, and privacy in every situation. As outlined in the College of Nurses of Ontario Code of Conduct, by honoring their beliefs, values, and decisions, you can ensure that you are always acting with their best interest in mind. (College of Nurses of Ontario, 2023) Additionally, it is essential to maintain respectful relationships with fellow nurses and other members of the healthcare team. Respect within these professional relationships fosters clear and effective communication, which is imperative for delivering high-quality patient care.
Integrity
Integrity is a personal value that is crucial in building and maintaining trust with your patients, their families, and other members of the healthcare team. For a nurse, integrity means being honest, transparent, and accountable in all aspects of care including in your decision-making and communication with patients and families. Additionally, having integrity also extends to professional relationships with other members of the healthcare team. Demonstrating integrity in your interactions with other professionals can help promote the open communication and effective collaboration that is required for providing high-quality patient care. As a nurse, you are entrusted with the health and well-being of your patients which demands being held to the highest moral and ethical standards.
Advocacy
Advocacy is a personal value that holds significant meaning for me as I envision my future nursing practice. To me, being an advocate means standing up for patients, ensuring their voices are heard, and empowering them to have their needs respected. Advocacy is especially important when supporting patients from vulnerable populations who often face barriers when navigating the complexities of the healthcare system. As a nurse, advocating for patients means truly listening to your patients, understanding their unique challenges, and actively working to ensure they receive the care and support they deserve. Being able to empower patients and be a voice for those who cannot speak for themselves is one of the personal values that drew me to pursue a career in nursing and will be imperative in my future practice.
|
pressbooks
|
2025-03-22T05:09:31.669190
|
11-21-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/kelseysnursingportfolio/chapter/add-more-assignments/",
"book_url": "https://ecampusontario.pressbooks.pub/kelseysnursingportfolio/front-matter/an-intro-to-my-journey/",
"title": "Kelsey's Nursing Portfolio",
"author": "Kelsey Dickson",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/kelseysnursingportfolio/chapter/add-more-assignments/#chapter-26-section-1
|
Belief Statement
I believe that nursing is a profound act of service that is dedicated to improving the lives of others. As a student nurse, I am committed to integrating my core values of compassion, respect, integrity, and advocacy into my future practice by delivering personalized, patient-centered care.
Personal Values
The following section includes four personal values that I believe are fundamental to my future nursing practice including compassion, respect, integrity, and advocacy.
Compassion
Compassion is a personal value that I believe is a fundamental element of nursing practice. Being compassionate as a nurse means deeply empathizing with the physical, emotional, and psychological pain of your patients and being motivated to take action to help alleviate their suffering. As a nurse, it is crucial to demonstrate genuine empathy in every interaction with patients and their families. Research has shown that compassionate care not only improves patient outcomes and increases satisfaction, but it also strengthens the trust between patients and healthcare providers. (Watts et al., 2023) I believe that demonstrating compassion into my future nursing practice will help build trust in my relationships with my patients and ensure that they feel safe, valued, and cared for.
Respect
Respect is a personal value that will guide all of my interactions with my patients, their families, and my colleagues in my future nursing practice. As a nurse, respecting your patients means recognizing and upholding their dignity, autonomy, and privacy in every situation. As outlined in the College of Nurses of Ontario Code of Conduct, by honoring their beliefs, values, and decisions, you can ensure that you are always acting with their best interest in mind. (College of Nurses of Ontario, 2023) Additionally, it is essential to maintain respectful relationships with fellow nurses and other members of the healthcare team. Respect within these professional relationships fosters clear and effective communication, which is imperative for delivering high-quality patient care.
Integrity
Integrity is a personal value that is crucial in building and maintaining trust with your patients, their families, and other members of the healthcare team. For a nurse, integrity means being honest, transparent, and accountable in all aspects of care including in your decision-making and communication with patients and families. Additionally, having integrity also extends to professional relationships with other members of the healthcare team. Demonstrating integrity in your interactions with other professionals can help promote the open communication and effective collaboration that is required for providing high-quality patient care. As a nurse, you are entrusted with the health and well-being of your patients which demands being held to the highest moral and ethical standards.
Advocacy
Advocacy is a personal value that holds significant meaning for me as I envision my future nursing practice. To me, being an advocate means standing up for patients, ensuring their voices are heard, and empowering them to have their needs respected. Advocacy is especially important when supporting patients from vulnerable populations who often face barriers when navigating the complexities of the healthcare system. As a nurse, advocating for patients means truly listening to your patients, understanding their unique challenges, and actively working to ensure they receive the care and support they deserve. Being able to empower patients and be a voice for those who cannot speak for themselves is one of the personal values that drew me to pursue a career in nursing and will be imperative in my future practice.
|
pressbooks
|
2025-03-22T05:09:31.679841
|
11-21-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/kelseysnursingportfolio/chapter/add-more-assignments/#chapter-26-section-1",
"book_url": "https://ecampusontario.pressbooks.pub/kelseysnursingportfolio/front-matter/an-intro-to-my-journey/",
"title": "Kelsey's Nursing Portfolio",
"author": "Kelsey Dickson",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/kelseysnursingportfolio/chapter/add-more-assignments/#chapter-26-section-2
|
Belief Statement
I believe that nursing is a profound act of service that is dedicated to improving the lives of others. As a student nurse, I am committed to integrating my core values of compassion, respect, integrity, and advocacy into my future practice by delivering personalized, patient-centered care.
Personal Values
The following section includes four personal values that I believe are fundamental to my future nursing practice including compassion, respect, integrity, and advocacy.
Compassion
Compassion is a personal value that I believe is a fundamental element of nursing practice. Being compassionate as a nurse means deeply empathizing with the physical, emotional, and psychological pain of your patients and being motivated to take action to help alleviate their suffering. As a nurse, it is crucial to demonstrate genuine empathy in every interaction with patients and their families. Research has shown that compassionate care not only improves patient outcomes and increases satisfaction, but it also strengthens the trust between patients and healthcare providers. (Watts et al., 2023) I believe that demonstrating compassion into my future nursing practice will help build trust in my relationships with my patients and ensure that they feel safe, valued, and cared for.
Respect
Respect is a personal value that will guide all of my interactions with my patients, their families, and my colleagues in my future nursing practice. As a nurse, respecting your patients means recognizing and upholding their dignity, autonomy, and privacy in every situation. As outlined in the College of Nurses of Ontario Code of Conduct, by honoring their beliefs, values, and decisions, you can ensure that you are always acting with their best interest in mind. (College of Nurses of Ontario, 2023) Additionally, it is essential to maintain respectful relationships with fellow nurses and other members of the healthcare team. Respect within these professional relationships fosters clear and effective communication, which is imperative for delivering high-quality patient care.
Integrity
Integrity is a personal value that is crucial in building and maintaining trust with your patients, their families, and other members of the healthcare team. For a nurse, integrity means being honest, transparent, and accountable in all aspects of care including in your decision-making and communication with patients and families. Additionally, having integrity also extends to professional relationships with other members of the healthcare team. Demonstrating integrity in your interactions with other professionals can help promote the open communication and effective collaboration that is required for providing high-quality patient care. As a nurse, you are entrusted with the health and well-being of your patients which demands being held to the highest moral and ethical standards.
Advocacy
Advocacy is a personal value that holds significant meaning for me as I envision my future nursing practice. To me, being an advocate means standing up for patients, ensuring their voices are heard, and empowering them to have their needs respected. Advocacy is especially important when supporting patients from vulnerable populations who often face barriers when navigating the complexities of the healthcare system. As a nurse, advocating for patients means truly listening to your patients, understanding their unique challenges, and actively working to ensure they receive the care and support they deserve. Being able to empower patients and be a voice for those who cannot speak for themselves is one of the personal values that drew me to pursue a career in nursing and will be imperative in my future practice.
|
pressbooks
|
2025-03-22T05:09:31.689424
|
11-21-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/kelseysnursingportfolio/chapter/add-more-assignments/#chapter-26-section-2",
"book_url": "https://ecampusontario.pressbooks.pub/kelseysnursingportfolio/front-matter/an-intro-to-my-journey/",
"title": "Kelsey's Nursing Portfolio",
"author": "Kelsey Dickson",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/kelseysnursingportfolio/chapter/course-reflection/
|
Artifacts
The following section includes a collection of artifacts that are important to me and represent my nursing journey.
Artifact #1: Offer of Admission – Trent University Nursing Program
My first artifact is my Offer of Admission letter from Trent University as it is a symbol of one of the most pivotal moments in my nursing journey. On March 28th, 2024, I received an e-mail confirming my acceptance into the Trent University Compressed Nursing Program. I remember the nervous anticipation as I opened the email, and how I was convinced that I was going to be rejected. When I saw that I had been accepted, I was overcome with a mix of excitement and relief, knowing that the dream I had long envisioned was finally within reach. After completing my Bachelor of Science in Biology at Carleton University in January 2023, I spent a year working and feeling uncertain about my future. I had always been drawn to a career in medicine, and nursing had been on my mind for some time but the stagnancy I felt after graduating left me feeling insecure about what the future had in store for me. Being accepted into such a competitive program was so validating and it felt like confirmation that my hard work had finally paid off. Receiving this letter marked the beginning of an exciting new chapter in my life and the start of my nursing journey.
Artifact #2: Employee Identification – The Ottawa Hospital
My next artifact is my badge from my current role as a ward clerk in the Emergency Department at The Ottawa Hospital. Over the past nine years, I have worked as both a ward clerk and a healthcare aide in various departments, and these experiences have significantly influenced my decision to pursue a career in nursing. Working in a large teaching hospital, particularly within the Emergency Department of a Level 1 Trauma Centre, has been an incredible privilege, providing me with invaluable exposure to the complexities of the healthcare system. I am deeply grateful for my time at The Ottawa Hospital, as the friendships and professional relationships I have built have been instrumental in my personal and professional growth and have been a great source of inspiration in my nursing journey.
Artifact #3: Basic Life Support Certification – Heart & Stroke Foundation
My next artifact is my certificate of completion of the Basic Life Support (BLS) course with The Heart & Stroke Foundation. I was so excited to take this course because it provides you with the skills that you need to be an effective team member in an emergency situation, whether in a hospital setting or within the community. My experience as a ward clerk in the Emergency Department at The Ottawa Hospital has deeply strengthened my passion for pursuing a career as a critical care nurse. Completing this course has provided me with the opportunity to begin developing essential Basic Life Support skills frequently used in critical care settings which has fueled my excitement to start my nursing journey.
Artifact #4: Trent/Fleming School of Nursing Uniform
My final artifact is my Trent/Fleming School of Nursing (TFSON) uniform. Purchasing my first scrub top as a student nurse this September was an exciting milestone, marking the beginning of my transition into nursing. After almost nine years of invaluable experience as a ward clerk, I felt both eager and anxious to take the next step in my career following my undergraduate degree. This uniform symbolizes a significant moment in my nursing journey, representing the shift from my previous role in healthcare to becoming a nurse. While I’ve cherished my time as a clerk, I’m excited to start a profession where I can have a greater impact on patient care. Becoming a nurse not only allows me to make a meaningful difference in the lives of my patients but it also empowers me with the skills and resources to advocate for them in significant ways.
|
pressbooks
|
2025-03-22T05:09:31.702449
|
11-21-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/kelseysnursingportfolio/chapter/course-reflection/",
"book_url": "https://ecampusontario.pressbooks.pub/kelseysnursingportfolio/front-matter/an-intro-to-my-journey/",
"title": "Kelsey's Nursing Portfolio",
"author": "Kelsey Dickson",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/kelseysnursingportfolio/chapter/course-reflection/#chapter-28-section-1
|
Artifacts
The following section includes a collection of artifacts that are important to me and represent my nursing journey.
Artifact #1: Offer of Admission – Trent University Nursing Program
My first artifact is my Offer of Admission letter from Trent University as it is a symbol of one of the most pivotal moments in my nursing journey. On March 28th, 2024, I received an e-mail confirming my acceptance into the Trent University Compressed Nursing Program. I remember the nervous anticipation as I opened the email, and how I was convinced that I was going to be rejected. When I saw that I had been accepted, I was overcome with a mix of excitement and relief, knowing that the dream I had long envisioned was finally within reach. After completing my Bachelor of Science in Biology at Carleton University in January 2023, I spent a year working and feeling uncertain about my future. I had always been drawn to a career in medicine, and nursing had been on my mind for some time but the stagnancy I felt after graduating left me feeling insecure about what the future had in store for me. Being accepted into such a competitive program was so validating and it felt like confirmation that my hard work had finally paid off. Receiving this letter marked the beginning of an exciting new chapter in my life and the start of my nursing journey.
Artifact #2: Employee Identification – The Ottawa Hospital
My next artifact is my badge from my current role as a ward clerk in the Emergency Department at The Ottawa Hospital. Over the past nine years, I have worked as both a ward clerk and a healthcare aide in various departments, and these experiences have significantly influenced my decision to pursue a career in nursing. Working in a large teaching hospital, particularly within the Emergency Department of a Level 1 Trauma Centre, has been an incredible privilege, providing me with invaluable exposure to the complexities of the healthcare system. I am deeply grateful for my time at The Ottawa Hospital, as the friendships and professional relationships I have built have been instrumental in my personal and professional growth and have been a great source of inspiration in my nursing journey.
Artifact #3: Basic Life Support Certification – Heart & Stroke Foundation
My next artifact is my certificate of completion of the Basic Life Support (BLS) course with The Heart & Stroke Foundation. I was so excited to take this course because it provides you with the skills that you need to be an effective team member in an emergency situation, whether in a hospital setting or within the community. My experience as a ward clerk in the Emergency Department at The Ottawa Hospital has deeply strengthened my passion for pursuing a career as a critical care nurse. Completing this course has provided me with the opportunity to begin developing essential Basic Life Support skills frequently used in critical care settings which has fueled my excitement to start my nursing journey.
Artifact #4: Trent/Fleming School of Nursing Uniform
My final artifact is my Trent/Fleming School of Nursing (TFSON) uniform. Purchasing my first scrub top as a student nurse this September was an exciting milestone, marking the beginning of my transition into nursing. After almost nine years of invaluable experience as a ward clerk, I felt both eager and anxious to take the next step in my career following my undergraduate degree. This uniform symbolizes a significant moment in my nursing journey, representing the shift from my previous role in healthcare to becoming a nurse. While I’ve cherished my time as a clerk, I’m excited to start a profession where I can have a greater impact on patient care. Becoming a nurse not only allows me to make a meaningful difference in the lives of my patients but it also empowers me with the skills and resources to advocate for them in significant ways.
|
pressbooks
|
2025-03-22T05:09:31.713169
|
11-21-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/kelseysnursingportfolio/chapter/course-reflection/#chapter-28-section-1",
"book_url": "https://ecampusontario.pressbooks.pub/kelseysnursingportfolio/front-matter/an-intro-to-my-journey/",
"title": "Kelsey's Nursing Portfolio",
"author": "Kelsey Dickson",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/kelseysnursingportfolio/chapter/artifacts/
|
SMART Goals
SMART Goals are goals that are specific, measurable, achievable, relevant, and time-bound. I have outlined two SMART goals below for the upcoming winter semester as I start my first clinical placement in my nursing program.
Goal #1: Short-Term Goal
My short-term goal for next semester during my long-term care clinical placement is to perform basic nursing skills at least once, including bathing, toileting, and taking vital signs for patients. I would like to achieve this goal by January 31st, 2025.
Goal #2: Long-Term Goal
My long-term goal for next semester during my long-term care clinical placement is to become proficient in performing basic nursing skills independently including bathing, toileting, and taking vital signs for patients. I would like to achieve this goal by the end of the semester on April 4th, 2025.
|
pressbooks
|
2025-03-22T05:09:31.721709
|
11-21-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/kelseysnursingportfolio/chapter/artifacts/",
"book_url": "https://ecampusontario.pressbooks.pub/kelseysnursingportfolio/front-matter/an-intro-to-my-journey/",
"title": "Kelsey's Nursing Portfolio",
"author": "Kelsey Dickson",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/kelseysnursingportfolio/chapter/artifacts/#chapter-64-section-1
|
SMART Goals
SMART Goals are goals that are specific, measurable, achievable, relevant, and time-bound. I have outlined two SMART goals below for the upcoming winter semester as I start my first clinical placement in my nursing program.
Goal #1: Short-Term Goal
My short-term goal for next semester during my long-term care clinical placement is to perform basic nursing skills at least once, including bathing, toileting, and taking vital signs for patients. I would like to achieve this goal by January 31st, 2025.
Goal #2: Long-Term Goal
My long-term goal for next semester during my long-term care clinical placement is to become proficient in performing basic nursing skills independently including bathing, toileting, and taking vital signs for patients. I would like to achieve this goal by the end of the semester on April 4th, 2025.
|
pressbooks
|
2025-03-22T05:09:31.730055
|
11-21-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/kelseysnursingportfolio/chapter/artifacts/#chapter-64-section-1",
"book_url": "https://ecampusontario.pressbooks.pub/kelseysnursingportfolio/front-matter/an-intro-to-my-journey/",
"title": "Kelsey's Nursing Portfolio",
"author": "Kelsey Dickson",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/kelseysnursingportfolio/chapter/reflection/
|
Reflection
After graduating high school in 2014, I began my undergraduate studies at Carleton University, pursuing a Bachelor of Arts. I was unsure of what direction I wanted to pursue, and I initially started my degree by studying economics and political science. I knew I wanted to change the world, but I just didn’t know how. After my first year of university, I felt a lack of motivation for my studies and found myself questioning my current path and searching for a sense of purpose. When I was struggling with this, I was quite hard on myself for lacking a sense of direction. However, studies have shown that students who switch or are undecided with their major is quite common in higher education. (Thompson, 2009)
Everything shifted for me in 2015 when I started my first job in healthcare as a client care coordinator for a home healthcare agency. This role opened my eyes to the profound impact of working in the healthcare field and ignited a passion for science medicine. I took a year and a half off to complete the science prerequisites needed to qualify for a Bachelor of Science program at Carleton University. During this time, I also began working as a ward clerk at The Ottawa Hospital. This role not only gave me invaluable experience in healthcare but also solidified my decision to pursue a career where I could make a tangible difference in the lives of others.
In 2018, I was accepted into the Bachelor of Science in Biology program at Carleton University and it was a transformative experience. I developed a deep appreciation for science and medicine and had the opportunity to explore my interests by taking advanced courses in areas such as neuroscience and genetics. While pursuing my degree, I had the opportunity to work in departments such as Medical Imaging and Emergency Medicine at The Ottawa Hospital. These experiences deepened my appreciation for science and medicine while providing firsthand insight into the profound impact hospital care can have on patients. Working in the Emergency Department was particularly impactful on my decision to pursue a career in medicine. Being able to thrive in the high-stress and fast-paced environment of the Emergency Department taught me resilience and strengthened my confidence in providing care for people on what is often the worst day of their lives.
In January 2023, I graduated with my Bachelor of Science in Biology, but I still felt uncertain about the specific direction I wanted to take in the healthcare field. It was during a conversation with my aunt, a critical care nurse with over 30 years of experience, that everything became clear. She shared how nursing had given her the ability to profoundly impact people’s lives and emphasized the importance of kindness in care. Her words deeply resonated with me, “People often don’t remember the person who saved their life, but they always remember the person who was kind to them.” She explained how nursing allows for meaningful connections, advocacy, and the opportunity to truly care for others, making it one of the most fulfilling healthcare careers. Inspired by her wisdom and the incredible nurses I had worked alongside in the Emergency Department; I realized that nursing was my path to changing the world.
In September 2024, I began the compressed nursing program at Trent University, feeling for the first time that I was exactly where I was meant to be. I believe that nursing offers a unique opportunity to care for people holistically while advocating for those whose voices often go unheard. As emphasized in the College of Nurses of Ontario’s Entry-to-Practice Competencies, nurses play a vital role as advocates, ensuring that patients’ needs are met and supporting those who cannot advocate for themselves. (College of Nurses of Ontario, 2019) When reflecting on my transition into nursing, I realize that although it was a long road, each experience that I’ve had was necessary to discovering my true purpose. Today, I feel inspired and ready to embrace the privilege of being a nurse and making a difference in the lives of those I care for and I’m incredibly excited to start my nursing journey.
|
pressbooks
|
2025-03-22T05:09:31.738968
|
11-21-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/kelseysnursingportfolio/chapter/reflection/",
"book_url": "https://ecampusontario.pressbooks.pub/kelseysnursingportfolio/front-matter/an-intro-to-my-journey/",
"title": "Kelsey's Nursing Portfolio",
"author": "Kelsey Dickson",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/kelseysnursingportfolio/chapter/reflection/#chapter-71-section-1
|
Reflection
After graduating high school in 2014, I began my undergraduate studies at Carleton University, pursuing a Bachelor of Arts. I was unsure of what direction I wanted to pursue, and I initially started my degree by studying economics and political science. I knew I wanted to change the world, but I just didn’t know how. After my first year of university, I felt a lack of motivation for my studies and found myself questioning my current path and searching for a sense of purpose. When I was struggling with this, I was quite hard on myself for lacking a sense of direction. However, studies have shown that students who switch or are undecided with their major is quite common in higher education. (Thompson, 2009)
Everything shifted for me in 2015 when I started my first job in healthcare as a client care coordinator for a home healthcare agency. This role opened my eyes to the profound impact of working in the healthcare field and ignited a passion for science medicine. I took a year and a half off to complete the science prerequisites needed to qualify for a Bachelor of Science program at Carleton University. During this time, I also began working as a ward clerk at The Ottawa Hospital. This role not only gave me invaluable experience in healthcare but also solidified my decision to pursue a career where I could make a tangible difference in the lives of others.
In 2018, I was accepted into the Bachelor of Science in Biology program at Carleton University and it was a transformative experience. I developed a deep appreciation for science and medicine and had the opportunity to explore my interests by taking advanced courses in areas such as neuroscience and genetics. While pursuing my degree, I had the opportunity to work in departments such as Medical Imaging and Emergency Medicine at The Ottawa Hospital. These experiences deepened my appreciation for science and medicine while providing firsthand insight into the profound impact hospital care can have on patients. Working in the Emergency Department was particularly impactful on my decision to pursue a career in medicine. Being able to thrive in the high-stress and fast-paced environment of the Emergency Department taught me resilience and strengthened my confidence in providing care for people on what is often the worst day of their lives.
In January 2023, I graduated with my Bachelor of Science in Biology, but I still felt uncertain about the specific direction I wanted to take in the healthcare field. It was during a conversation with my aunt, a critical care nurse with over 30 years of experience, that everything became clear. She shared how nursing had given her the ability to profoundly impact people’s lives and emphasized the importance of kindness in care. Her words deeply resonated with me, “People often don’t remember the person who saved their life, but they always remember the person who was kind to them.” She explained how nursing allows for meaningful connections, advocacy, and the opportunity to truly care for others, making it one of the most fulfilling healthcare careers. Inspired by her wisdom and the incredible nurses I had worked alongside in the Emergency Department; I realized that nursing was my path to changing the world.
In September 2024, I began the compressed nursing program at Trent University, feeling for the first time that I was exactly where I was meant to be. I believe that nursing offers a unique opportunity to care for people holistically while advocating for those whose voices often go unheard. As emphasized in the College of Nurses of Ontario’s Entry-to-Practice Competencies, nurses play a vital role as advocates, ensuring that patients’ needs are met and supporting those who cannot advocate for themselves. (College of Nurses of Ontario, 2019) When reflecting on my transition into nursing, I realize that although it was a long road, each experience that I’ve had was necessary to discovering my true purpose. Today, I feel inspired and ready to embrace the privilege of being a nurse and making a difference in the lives of those I care for and I’m incredibly excited to start my nursing journey.
|
pressbooks
|
2025-03-22T05:09:31.747350
|
11-21-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/kelseysnursingportfolio/chapter/reflection/#chapter-71-section-1",
"book_url": "https://ecampusontario.pressbooks.pub/kelseysnursingportfolio/front-matter/an-intro-to-my-journey/",
"title": "Kelsey's Nursing Portfolio",
"author": "Kelsey Dickson",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/kelseysnursingportfolio/chapter/references/
|
References
College of Nurses of Ontario. (2019). Entry-to-Practice Competencies for Registered Nurses. https://cno.org/Assets/CNO/Documents/Become-a-Nurse/41037-entry-to-practice-competencies-2020.pdf
College of Nurses of Ontario. (2023). Code of conduct practice standard. College of Nurses of Ontario. https://cno.org/Assets/CNO/Documents/Standard-and-Learning/Practice-Standards/49040_code-of-conduct.pdf
Thompson, C. (2009). Factors influencing the academic major selection of undecided students: A phenomenological study.
Watts, E., Patel, H., Kostov, A., Kim, J., & Elkbuli, A. (2023). The Role of Compassionate Care in Medicine: Toward Improving Patients’ Quality of Care and Satisfaction. Journal of Surgical Research, 289(1), 1–7. https://doi.org/10.1016/j.jss.2023.03.024
|
pressbooks
|
2025-03-22T05:09:31.755466
|
11-21-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/kelseysnursingportfolio/chapter/references/",
"book_url": "https://ecampusontario.pressbooks.pub/kelseysnursingportfolio/front-matter/an-intro-to-my-journey/",
"title": "Kelsey's Nursing Portfolio",
"author": "Kelsey Dickson",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/kelseysnursingportfolio/chapter/references/#chapter-73-section-1
|
References
College of Nurses of Ontario. (2019). Entry-to-Practice Competencies for Registered Nurses. https://cno.org/Assets/CNO/Documents/Become-a-Nurse/41037-entry-to-practice-competencies-2020.pdf
College of Nurses of Ontario. (2023). Code of conduct practice standard. College of Nurses of Ontario. https://cno.org/Assets/CNO/Documents/Standard-and-Learning/Practice-Standards/49040_code-of-conduct.pdf
Thompson, C. (2009). Factors influencing the academic major selection of undecided students: A phenomenological study.
Watts, E., Patel, H., Kostov, A., Kim, J., & Elkbuli, A. (2023). The Role of Compassionate Care in Medicine: Toward Improving Patients’ Quality of Care and Satisfaction. Journal of Surgical Research, 289(1), 1–7. https://doi.org/10.1016/j.jss.2023.03.024
|
pressbooks
|
2025-03-22T05:09:31.763556
|
11-21-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/kelseysnursingportfolio/chapter/references/#chapter-73-section-1",
"book_url": "https://ecampusontario.pressbooks.pub/kelseysnursingportfolio/front-matter/an-intro-to-my-journey/",
"title": "Kelsey's Nursing Portfolio",
"author": "Kelsey Dickson",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/kelseysnursingportfolio/chapter/references/#chapter-73-section-2
|
References
College of Nurses of Ontario. (2019). Entry-to-Practice Competencies for Registered Nurses. https://cno.org/Assets/CNO/Documents/Become-a-Nurse/41037-entry-to-practice-competencies-2020.pdf
College of Nurses of Ontario. (2023). Code of conduct practice standard. College of Nurses of Ontario. https://cno.org/Assets/CNO/Documents/Standard-and-Learning/Practice-Standards/49040_code-of-conduct.pdf
Thompson, C. (2009). Factors influencing the academic major selection of undecided students: A phenomenological study.
Watts, E., Patel, H., Kostov, A., Kim, J., & Elkbuli, A. (2023). The Role of Compassionate Care in Medicine: Toward Improving Patients’ Quality of Care and Satisfaction. Journal of Surgical Research, 289(1), 1–7. https://doi.org/10.1016/j.jss.2023.03.024
|
pressbooks
|
2025-03-22T05:09:31.771411
|
11-21-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/kelseysnursingportfolio/chapter/references/#chapter-73-section-2",
"book_url": "https://ecampusontario.pressbooks.pub/kelseysnursingportfolio/front-matter/an-intro-to-my-journey/",
"title": "Kelsey's Nursing Portfolio",
"author": "Kelsey Dickson",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/kelseysnursingportfolio/chapter/course-2-assignment-add-assignment-title/
|
Course 2 Assignment 1: Add Assignment Title
This is the first chapter in the “course two” part of the text.
Add an assignment from course one that you want to share in this book.
This is the first chapter in the “course two” part of the text.
Add an assignment from course one that you want to share in this book.
|
pressbooks
|
2025-03-22T05:09:31.779703
|
11-21-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/kelseysnursingportfolio/chapter/course-2-assignment-add-assignment-title/",
"book_url": "https://ecampusontario.pressbooks.pub/kelseysnursingportfolio/front-matter/an-intro-to-my-journey/",
"title": "Kelsey's Nursing Portfolio",
"author": "Kelsey Dickson",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/kiaunaschnarrsnursingportfolio/chapter/chapter-1/
|
MY BELEIFS
As a future nurse, I believe that patient care extends beyond just the treatment of illness. Patient care is a process used to restore dignity, balance and overall wellbeing. It’s a holistic process aimed to nurture the physical, emotional, social and spiritual aspects of a person’s life. Additionally, nursing is a balance between compassion, and science. Applying scientific evidence-based practices, while simultaneously using empathy to further connect with patients is crucial. Collaborating with patients and their health team, while empowering health through educating the patient regarding their condition, treatment options and recovery plans, fosters trust. I believe it further creates a supportive environment that will enable healing. My professional goals revolve around fostering an environment where patients feel supported, respected and empowered to take on a more active role in their health. To meet this goal, I will develop collaborative relationships with my colleagues and patients, continue to enhance my knowledge and skills, so I can contribute to the health and wellbeing of my future patients.
|
pressbooks
|
2025-03-22T05:09:31.786347
|
12-1-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/kiaunaschnarrsnursingportfolio/chapter/chapter-1/",
"book_url": "https://ecampusontario.pressbooks.pub/kiaunaschnarrsnursingportfolio/front-matter/register/",
"title": "Kiauna Schnarr's Nursing Portfolio",
"author": "Trent University",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/kiaunaschnarrsnursingportfolio/chapter/add-more-assignments/
|
MY VALUES
Advocacy
Advocacy is the public support of a plan, idea or way of doing something (Cambridge Dictionary, 2023). I value advocacy because it further ensures my voice is heard, as well as it gives me the ability to effectively represent myself and others, and make sure needs are met. Advocacy is a crucial part of nursing, as nurses are the main link between patients and the healthcare system. Advocating for patients entails ensuring patients receive the care, respect, support, and resources they need. Nurses advocate for their patients in many different ways such as, simply educating the patient, offering emotional support to both the patient and their family, promoting better policies that will best serve patients at all political levels, advocating for more appropriate patient treatments and resources, and more…
Dependability
I value dependability because it fosters stability, reliability and trust in professional, personal, or social relationships. Dependability attains the qualities that are essential for successful relationships. As a nurse, dependability is not simply a personality trait but a professional necessity that is crucial in ensuring patient safety, building patient trust, fostering team collaboration, enhancing patient quality care, and building a professional reputation.
Communication
Communication is extremely valuable to me as its essential role furthers understanding, builds relationships and trust, and contributes to effective problem solving. As a nurse, communication is essential, to elaborate communication involves any measures where messages are sent or received between patients, their loved ones and their care team. Communication furthers quality patient care and improves patient outcomes. Good communication skills lead to better patient education, decreases the risks of errors, and it builds trust and strengthens relations among patients.
Empathy
I value empathy because it enables for more meaningful and supportive interactions, as well as it fosters connection, compassion and understanding. Having empathy allows people to see situations from a different perspective, and leads to a better understanding of one’s emotions, experiences, and needs. As a nurse, having empathy allows for stronger connection’s built among patients and their loved ones. Empathy allows nurses to focus on their patients’ feelings, thoughts, and viewpoints. To continue, it further supports holistic practices as it further enables the nurse to care for the whole patient, not just their illness.
|
pressbooks
|
2025-03-22T05:09:31.794296
|
12-1-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/kiaunaschnarrsnursingportfolio/chapter/add-more-assignments/",
"book_url": "https://ecampusontario.pressbooks.pub/kiaunaschnarrsnursingportfolio/front-matter/register/",
"title": "Kiauna Schnarr's Nursing Portfolio",
"author": "Trent University",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/kiaunaschnarrsnursingportfolio/chapter/course-reflection/
|
MY SMART GOALS
Long term (end of first year)
My long-term goal that I hope to attain by the end of first year, is to redevelop the habit of going to the gym 3-5 times a week.
I selected this as my long-term goal because I want to further instill self-care into my life. Before university, I was attending the gym 3-5 days a week. Due to intimidation, I slowly stopped going once I started school. I want to start attending the gym, because physical exercise helped me clear my frustrations and feel better physically and emotionally throughout my days.
Short term
My short term that I am setting for myself is for my next semester clinical. My goal is to develop the basic clinical skills that are essential for nursing practice, including assessments, documentation, and communication (or my patient personability). More specifically, I want to excel in my nursing tasks like, head-to-toe patient assessments, care plan writing, vital signs, etc…
|
pressbooks
|
2025-03-22T05:09:31.801772
|
12-1-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/kiaunaschnarrsnursingportfolio/chapter/course-reflection/",
"book_url": "https://ecampusontario.pressbooks.pub/kiaunaschnarrsnursingportfolio/front-matter/register/",
"title": "Kiauna Schnarr's Nursing Portfolio",
"author": "Trent University",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/kiaunaschnarrsnursingportfolio/chapter/course-3-assignment-1-add-assignment-title/
|
REFLECTION
Becoming a nurse was one of the biggest decisions of my life, but an easy one. So far, studying nursing at Trent has been both inspiring and enriching. I have gained valuable knowledge that has enabled me to deepen my understanding. And the supportive learning environment has made my journey so much more rewarding. I feel excited about my journey as I continue to grow and develop as a nursing professional.
My journey as a nurse is just beginning, but pursuing a nursing degree has been a long-held goal of mine. My passion for nursing was ignited in 2022, during my 11th-grade year, when my father unexpectedly suffered a heart attack at 55 and passed away. His death left me feeling powerless, but instead of letting grief overwhelm me, I used it as motivation to find purpose and make a meaningful difference in others’ lives.
In the wake of my father’s passing, I felt a strong desire to be involved in the healing process and contribute to the well-being of others: Non-maleficence is one of the core ethical principles in nursing. Non-maleficence means “not harm” — making choices and providing care that minimizes harm while striving for the best possible outcomes (Gaines, 2023). This principle has resonated with me deeply, guiding my desire to be part of a profession that prioritizes patient care with compassion and integrity.
Due to COVID-19 and remote learning in grade 11, after graduating high school, I did not have all the required prerequisites to study nursing, so I did an additional semester. During my extra semester, my courses were grade 12 chemistry, biology, advanced functions and studies in literature. After the semester was finished, I worked at Staples and a mortgage office till I started school at Trent University.
The transition from the structured high school environment, with fewer responsibilities and clear guidelines, to the rigorous independent atmosphere, of university, was extremely overwhelming. One of the biggest challenges I faced when transitioning into university was effectively managing my tasks, and balancing the demands of my coursework, while still putting myself first. Orem’s self-care theory has been extremely helpful in enabling me to understand the severity of neglecting health responsibilities (which includes self-care). Orem’s self-care proposes that people have the responsibility to tend to their health and well-being through self-care practices. Self-care contributes immensely to one’s overall well-being, when someone is unable to meet their self-care needs a self-deficit occurs (Real, 2024). As I was adjusting to university and nursing school I recognized I was neglecting self-care behaviors, such as adequate sleep, a healthy balanced diet, physical exercise etc. The workload can get intense, so I had to quickly learn how to properly prioritize my time, stay organized, and continue taking an active role in my health and well-being.
As I continue my journey in nursing, I am reminded of the importance of resilience, self-care, and the dedication required to succeed in my academic and personal life. The challenges I have faced so far, from navigating the transition to university to balancing the demands of nursing school, have only strengthened my resolve to become the compassionate, competent nurse I aspire to be. The lessons I’ve learned about the significance of caring for myself to care for others, along with the ethical principles that guide the nursing profession, have deepened my commitment to this path. I look forward to the opportunities and growth that lie ahead, confident that each step I take will bring me closer to fulfilling my goal of making a meaningful impact in the lives of others.
References
Gaines, K. (2023). What is the Nursing Code of Ethics? Nurse.org.
https://nurse.org/education/nursing-code-of-ethics/
Real, A. (2024). Overview of Dorothea Orem’s Self-Care Theory. IntelyCare.
|
pressbooks
|
2025-03-22T05:09:31.811006
|
12-1-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/kiaunaschnarrsnursingportfolio/chapter/course-3-assignment-1-add-assignment-title/",
"book_url": "https://ecampusontario.pressbooks.pub/kiaunaschnarrsnursingportfolio/front-matter/register/",
"title": "Kiauna Schnarr's Nursing Portfolio",
"author": "Trent University",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/kiaunaschnarrsnursingportfolio/chapter/add-more-course-3-assignments/
|
ARITFACTS/EVIDENCE
Library
I chose the library as an artifact because it is where I feel most motivated and spend the majority of my time. It holds a special connection to my nursing journey, as it’s where I complete much of my coursework and studying. The library has become a space of focus and growth, playing a key role in my academic success and my development as a nursing student.
Headphones
I chose headphones as an artifact because of the significant role music plays in my life. Music has the power to help me clear my mind and express my emotions, providing a sense of release and emotional balance. Beyond this, my headphones are also an essential tool for enhancing my focus, especially when studying. They create an environment where I can concentrate fully, blocking out distractions and allowing me to immerse myself in my work. Through both emotional expression and academic focus, headphones have become an integral part of my personal and professional journey.
“To-Do” Notebook
I selected this as one of my artifacts because it plays a crucial role in helping me stay organized and on top of my responsibilities. By using this tool, I am able to manage my time effectively and ensure that all my nursing school tasks are completed efficiently and on schedule.
CPR Certificate
My CPR certificate holds special significance as it was my first medical experience. It was a crucial milestone in my journey, as I needed it to fulfill a non-academic requirement for the nursing program. This certification not only marked the beginning of my education in healthcare but also paved the way for me to pursue my passion for nursing and start my professional journey.
|
pressbooks
|
2025-03-22T05:09:31.820036
|
12-1-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/kiaunaschnarrsnursingportfolio/chapter/add-more-course-3-assignments/",
"book_url": "https://ecampusontario.pressbooks.pub/kiaunaschnarrsnursingportfolio/front-matter/register/",
"title": "Kiauna Schnarr's Nursing Portfolio",
"author": "Trent University",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/kirraslearningjourney/chapter/my-nursing-philosophy/
|
As an aspiring nurse, my philosophy center on providing compassionate, patient-focused care that respects the dignity, autonomy, and overall well-being of every individual. Every patient is unique, and it is my duty t honour their individuality, actively listen to their concerns, and again a deep understanding of their needs to deliver the best possible care. By building trust and embracing a holistic approach, I strive to make a positive and lasting impact on the lives of those I serve. I believe nursing is a blend of science and art, where clinical knowledge is complemented by empathy, understanding, and clear communication.
License
To the extent possible under law, Kirra Butler has waived all copyright and related or neighboring rights to Kirra's Learning Journey, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:31.827935
|
11-21-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/kirraslearningjourney/chapter/my-nursing-philosophy/",
"book_url": "https://ecampusontario.pressbooks.pub/kirraslearningjourney/part/intro-to-my-journey/",
"title": "Kirra's Learning Journey",
"author": "kirrabutler",
"institution": "Trent University",
"subject": "Nursing"
}
|
https://ecampusontario.pressbooks.pub/kirraslearningjourney/chapter/core-values-and-beliefs/
|
Core beliefs and values:
- As a nursing student although I am in the first semester, I have spent time during my courses thinking about my values and beliefs and how to implement them into my clinical practice and career as nurse
Belief statement
- While under the care of a nurse patients should feel physically, emotionally, spiritually, and culturally safe. I believe in providing the best possible nursing care by constantly improving my skills, knowledge and judgment throughout my education and embracing my lifelong learning journey. I strongly believe in honoring each patient’s values, beliefs, treatment choices, and preferences. I advocate for transparency, serve as a strong voice for patients, and champion social justice in healthcare. At the heart of my practice is the development of therapeutic relationships that promote open, non-judgmental communication
Values
- The four values that are most important to me—integrity, compassion, advocacy, and accountability—are at the core of who I am and shape my identity. They provide a strong foundation for my beliefs, guiding my actions and decisions. These values influence how I respond to situations, helping me stay aligned with my true self. They also enhance my self-awareness, providing a stable sense of who I am and what matters most. Without these values, I wouldn’t be the person I am today. They drive me to make choices that reflect my beliefs and shape how I interact with others. The more I understand myself, the better I can care for others. These values are key to my personal growth and provide direction in life. They also impact my health and well-being, acting as an inner compass for sound decisions. They promote self-esteem, reduce anxiety, and foster a positive attitude. By guiding me toward meaningful actions, they improve my mood, reduce stress, and give me hope, knowing I’ve made the right choices. Grounded in my values, I can offer the best care, as being in a positive emotional state is essential for compassionate care and good decision-making.
1. Integrity
- Integrity is a core value that will guide me throughout my nursing career, ensuring I am honest, ethical, and accountable in all my actions. In nursing, integrity is essential for providing safe, effective, and trustworthy care. It helps me advocate for my patients, prioritize their needs, and ensure accurate documentation and adherence to protocols. By maintaining integrity, I can build strong relationships with patients, who depend on me to be reliable and transparent. It also fosters professionalism within healthcare teams, encouraging accountability and honest communication. Ultimately, integrity allows me to make decisions in the best interest of my patients, upholding trust and delivering high-quality care.
2. Compassion
- Compassion is a core value that will guide my nursing practice by helping me connect with patients on an emotional level. It enables me to understand and address their physical, emotional, and psychological needs, making them feel heard, respected, and supported. Compassion builds trust, which is essential for strong nurse-patient relationships, and promotes a positive, healing environment that aids in recovery. It also fosters a supportive culture within healthcare teams. Ultimately, compassion is crucial in nursing because it enhances patient care and creates an empathetic, caring atmosphere in healthcare settings.
3. Advocacy
- Advocacy is a crucial part of nursing that guides my practice by ensuring I speak up for my patients’ rights and well-being. It means being a voice for patients, especially when they are vulnerable or unable to express their concerns. I will advocate by helping patients understand their treatment options, supporting their decisions, and ensuring they receive the care they deserve. Advocacy also involves addressing healthcare disparities and promoting fairness and respect for all patients. By advocating for my patients, I can help build trust, empower them to make informed decisions, and contribute to a compassionate and ethical healthcare environment.
4. Accountability
- Accountability is vital in nursing, as it ensures I take responsibility for my actions and the care I provide. I will be accountable by following professional standards, adhering to protocols, and ensuring safe, effective care for my patients. This includes accurate documentation, clear communication with the healthcare team, and advocating for patients’ best interests. Accountability also means recognizing and learning from mistakes to improve patient outcomes. It builds trust with patients and colleagues, ensuring care is responsible and ethical. By practicing accountability, I can contribute to high-quality care and uphold the integrity of the nursing profession.
|
pressbooks
|
2025-03-22T05:09:31.837360
|
11-21-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/kirraslearningjourney/chapter/core-values-and-beliefs/",
"book_url": "https://ecampusontario.pressbooks.pub/kirraslearningjourney/part/intro-to-my-journey/",
"title": "Kirra's Learning Journey",
"author": "kirrabutler",
"institution": "Trent University",
"subject": "Nursing"
}
|
https://ecampusontario.pressbooks.pub/kirraslearningjourney/chapter/my-smart-goals/
|
SMART Goal One
- Goal- Improve my exam scores
- I will improve my exam scores by refining my study strategies and incorporating active learning techniques. My goal is to score at least 75% on my next two exams by using more effective study methods. I will commit to studying for a minimum of 2 hours each day, practicing active recall and spaced repetition, and completing practice questions to reinforce my knowledge. Improving my exam scores is essential for mastering the nursing material and achieving academic success in my program. I will accomplish this goal within the next 4 weeks, by the time of my upcoming exams.
SMART Goal Two
- Goal- Improve self care and stress management
-
- I will enhance my ability to manage stress and prioritize self-care by creating a balanced routine throughout my nursing program. I will commit to at least 30 minutes of physical activity or relaxation techniques, such as yoga or meditation, three times per week to help reduce stress. Additionally, I will incorporate regular breaks into my schedule, join a wellness group, and practice mindfulness every day. Maintaining physical and mental health is crucial for my academic success and clinical performance. I will consistently follow this self-care plan for the next 12 weeks to promote long-term well-being and balance throughout my program.
|
pressbooks
|
2025-03-22T05:09:31.845457
|
11-21-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/kirraslearningjourney/chapter/my-smart-goals/",
"book_url": "https://ecampusontario.pressbooks.pub/kirraslearningjourney/part/intro-to-my-journey/",
"title": "Kirra's Learning Journey",
"author": "kirrabutler",
"institution": "Trent University",
"subject": "Nursing"
}
|
https://ecampusontario.pressbooks.pub/kirraslearningjourney/chapter/reflection/
|
My reflection
Two key experiences shaped my decision to become a nurse. The first was the birth of my premature sister, who spent several months in the hospital after she was born. As children, seeing her fight for her life was frightening, but the nurses made all the difference. Despite being incredibly busy, they took the time to check in on our entire family, recognizing that we were all struggling. They not only cared for my sister’s physical needs but also focused on her emotional and spiritual well-being, ensuring she felt comfortable and safe. The nurses’ compassion inspired me to want to provide that same care for others.
The second experience was my own time at McMaster Hospital after my suicide attempt. At first, I was treated with judgment and disrespect by healthcare providers at a different hospital, making me regret seeking help. However, when I arrived at McMaster, the nurses there were completely different. They made me feel safe and cared for, offering not only physical care but emotional support for both me and my family. During the darkest time in my life, it was the nurses who truly helped me, engaging in conversations and showing genuine empathy. Their compassion made a significant difference in my recovery and motivated me to pursue nursing.
The transition from high school and working at Wendy’s to becoming a first-semester nursing student has been both exciting and challenging. In high school, I had a more structured routine and manageable assignments, leaving me with more time for extracurricular activities and socializing. Balancing my job at Wendy’s helped me develop time management skills, but it didn’t require the level of mental effort that my nursing coursework demands.
Now, as a nursing student, I quickly realized that the workload is much heavier. The volume of reading, assignments, and the complexity of the material require me to adjust my study habits and expectations. Time management has become even more important, not just in balancing school with work, but in prioritizing my academic responsibilities. Unlike high school, where assignments could be completed in a few hours, I now need to dedicate substantial time each day to studying, reviewing material, and preparing for exams.
This transition has also brought challenges beyond academics, particularly in managing stress and maintaining my well-being. I’m learning to cope with the pressure by organizing my tasks, staying focused, and making self-care a priority.
The coursework itself has been both motivating and intimidating. The content is more specialized, and knowing that it directly impacts patient care makes it feel even more significant. The clinical component, which I will soon experience, excites me as it connects my studies to real-life practice.
In general, the shift from high school and working at Wendy’s to nursing school has been tough, but it’s also been a time of growth. I’ve learned more about what it takes to succeed in nursing, and I’m committed to building the resilience, organization, and discipline needed to thrive in this next chapter of my life.
As a first-year nursing student, I am eager to move forward with my nursing career by building a strong foundation of knowledge and skills that will guide me throughout my journey. I am committed to embracing every learning opportunity, both in the classroom and during clinical placements, as I work to develop my clinical judgment, critical thinking, and patient-care abilities. I recognize that nursing is not just about mastering medical knowledge but also about fostering compassionate care, communication, and empathy with patients and their families. My goal is to grow as both a student and a future nurse by staying focused on my academics while balancing self-care and maintaining a positive mindset. I am determined to stay motivated, learn from challenges, and continuously seek opportunities for growth, with the ultimate aspiration of becoming a competent, compassionate, and well-rounded nurse who can make a meaningful difference in the lives of others.
Articles that relate to my reflection:
- “The role of compassionate care in patient recovery” (Sinclair, S., et al., 2016) This article discusses the profound impact that compassionate care has on patient recovery, particularly in emotionally intense situations such as your sister’s premature birth and your own mental health crisis. It highlights how nurses’ emotional and spiritual support can promote healing, reduce anxiety, and improve patient outcomes. This aligns with your experiences of nurses who not only attended to your sister’s physical health but also ensured her emotional and spiritual well-being. The research validates the power of empathy and kindness in nursing practice, reinforcing your desire to provide the same care to others. The emotional support you received during your time at McMaster, where nurses showed empathy and made you feel safe during a critical time in your life, can be understood through this research. Nurses who offer compassionate care make a lasting impact on both physical and emotional recovery, which was the motivation behind your decision to pursue nursing. shorten and rephrase
- “The Transition from High School to Nursing School: Challenges and Coping Strategies” (Koh, S., & Lee, M., 2018. This article explores the difficulties nursing students face as they transition from high school or a previous job to the rigorous demands of nursing education. It discusses how students experience stress, academic pressure, and the need for better time management, all of which you mentioned in your journey from high school to nursing school. The research also emphasizes the importance of support systems, study habits, and self-care in overcoming these challenges. This article helps explain your experience with balancing the academic and personal demands of nursing school. The transition from a structured high school routine and a part-time job to nursing school is indeed a complex shift, and this research highlights the importance of building coping strategies, such as time management and self-care, which you are actively learning. The article reinforces your commitment to growing as a nursing student by staying organized and focusing on self-care during stressful times.
References
Gause, G., Leepile Alfred Sehularo, & Molekodi Jacob Matsipane. (2024). Coping strategies used by undergraduate first-year nursing students during transition from basic to higher education: a qualitative study. BMC Nursing, 23(1). https://doi.org/10.1186/s12912-024-01938-5
Sinclair, S., McClement, S., Raffin-Bouchal, S., Hack, T. F., Hagen, N. A., McConnell, S., & Chochinov, H. M. (2016). Compassion in Health Care: An Empirical Model. Journal of Pain and Symptom Management, 51(2), 193–203. https://doi.org/10.1016/j.jpainsymman.2015.10.009
|
pressbooks
|
2025-03-22T05:09:31.855513
|
11-21-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/kirraslearningjourney/chapter/reflection/",
"book_url": "https://ecampusontario.pressbooks.pub/kirraslearningjourney/part/intro-to-my-journey/",
"title": "Kirra's Learning Journey",
"author": "kirrabutler",
"institution": "Trent University",
"subject": "Nursing"
}
|
https://ecampusontario.pressbooks.pub/kirraslearningjourney/chapter/artefacts/
|
- My first set of scrubs- My first set of scrubs as a nursing student is an artifact that symbolizes the start of my journey in healthcare. It marks the transition from a high school student to a student who is actively learning and preparing for a career in nursing. The scrubs represent the dedication and hard work that I have put into my studies so far, while also connecting me to the nursing community. Over time, my scrubs will serve as a reminder of my early experiences, challenges, and growth as a nursing student, making them a meaningful symbol of my development in the field.
- Acceptance letter into Trent- My acceptance letter into nursing serves as a powerful artifact in my journey. It marks a significant achievement and the official start of my path toward becoming a nurse. When I look at it, I am reminded of the hard work, dedication, and passion that led me to this point. The letter represents not only the recognition of my potential but also the beginning of a transformative experience. It symbolizes my commitment to the nursing profession and motivates me to continue pushing forward through the challenges and learning ahead. This letter is a tangible reminder of the steps I’ve taken toward fulfilling my dream of becoming a nurse.
- CPR certification- My CPR certification serves as an important artifact in my journey as a nursing student. It represents not only a critical skill I’ve acquired but also my commitment to patient safety and preparedness in emergency situations. The certification marks a significant milestone in my education, demonstrating that I am equipped with essential knowledge and hands-on training to respond effectively in life-threatening situations. Whenever I look at my CPR card, I am reminded of the responsibility I hold as a future nurse to provide immediate, competent care when it’s needed most. It symbolizes my readiness to face the challenges of nursing and my dedication to learning the skills necessary to save lives.
- First stethoscope- My first stethoscope as a nursing student is a meaningful artifact that symbolizes the beginning of my professional journey in healthcare. It represents the transition from theory to practice, as I start to apply what I’ve learned in the classroom to real-world patient care. Holding my stethoscope reminds me of the responsibility I will carry as a nurse to assess, listen, and respond to the needs of my patients. It also marks a significant milestone in my education, as it signifies the tools and skills I am developing to provide high-quality care. This stethoscope is not just an instrument; it is a tangible reminder of my commitment to becoming a compassionate and skilled nurse.
|
pressbooks
|
2025-03-22T05:09:31.865381
|
11-21-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/kirraslearningjourney/chapter/artefacts/",
"book_url": "https://ecampusontario.pressbooks.pub/kirraslearningjourney/part/intro-to-my-journey/",
"title": "Kirra's Learning Journey",
"author": "kirrabutler",
"institution": "Trent University",
"subject": "Nursing"
}
|
https://ecampusontario.pressbooks.pub/landonstimeattrentuniversity/chapter/beliefs/
|
Beliefs
My beliefs will have a major impact on my nursing identity, as they will help me make choices when working as a health care provider. I believe that Patients deserve the best care possible, as they are in need and require care. Also, I believe teamwork and collaboration from the health care provider allow for their patients to have
better care during their stay. Another good belief to have is a holistic care approach, as you have to view a patient as a whole, and not just look at them for their injury or illness. This is a good belief to have, as it will help you with the care you choose to provide your patient with. Lastly you need to build a professional and interpersonal relation with your patients. This is because, it can help them get better, and provide them with a good image so they don’t refrain from seeking help if they need help next time. Therefore, I believe collaboration and teamwork, holistic care , and a professional and interpersonal relation will allow a new health care provider to have a good foundation to start their career.
|
pressbooks
|
2025-03-22T05:09:31.872791
|
11-20-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/landonstimeattrentuniversity/chapter/beliefs/",
"book_url": "https://ecampusontario.pressbooks.pub/landonstimeattrentuniversity/front-matter/introduction/",
"title": "Landon's Nursing Education Journey",
"author": "landonskevington",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/landonstimeattrentuniversity/chapter/values/
|
Values
A nurse is an integral part of the health care system, and has many different roles depending on the healthcare setting. There are 4 main personal values that I will cover because they are values I hold high, they are autonomy, altruism, accountability, truism. The value, autonomy is when a nurse respects the patients decision to receive care, and for them to hold no biases towards their patients. These are important values nurse’s should have, as we are experiencing more biases then ever, and it is important as a nurse to not let any biases influence the care you give to a patient. Also, a nurse should never force care on a patient, if they don’t want care it is best to just ask them why to figure out the problem that is making them not want care and try to help in any way possible. The
next value is altruism, as nurses should care for their patients fairly without expecting anything in return. Caring for your patients fairly doesn’t mean you should spend equal time with them, as some may need more attention than others. However you should meet the requirement and check on patients regularly. Also, Nurses should care for patients even if they aren’t reciprocating the kindness you may want back in return. Accountability is a needed value when working with people who are in a life threatening stage in their life, as not being accountable could put your patients life on the line.
We all make mistakes, but it is important to own up to them and learn from them. Tolerance is a value that you will get tested on by some patients. It is important to be tolerant to your patients, as they may have different beliefs or maybe just having a bad day. However, these patients are part of working as a nurse, and it is a duty of a nurse to not be intolerant towards any patients. These Values are important to me when working as a nurse, as I hold each of them close to me in my daily life. These values can help build a nurses identity and help them become a strong and reliable nurse in the workforce
|
pressbooks
|
2025-03-22T05:09:31.880470
|
11-20-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/landonstimeattrentuniversity/chapter/values/",
"book_url": "https://ecampusontario.pressbooks.pub/landonstimeattrentuniversity/front-matter/introduction/",
"title": "Landon's Nursing Education Journey",
"author": "landonskevington",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/landonstimeattrentuniversity/chapter/goals/
|
Goals
Goals in nursing are important as you want to want to work toward them, and once mastered you want to uphold them throughout your career. I have a few traits that I would like to enhance during my tenure at Trent University and beyond. The first being to uphold ethical and professional standards when working as a nurse. This will help my image when working with patients and other nurses/future nurses, as I would like to be known as a professional in the workplace. enhancing this trait will mean I will have to
have professional language, as well as professional practice when doing clinical or working. I would like to set mastering this trait as a future goal of mine. However, I do not expect to master any traits before graduating, as many nurses don’t master any traits for quite a bit of time. My goal by the end of this program is to have professional and ethical practices that meet or go above and beyond the standards a registered nurse needs. The next trait I would like to enhance is supporting my nursing colleagues, as this comes with teamwork and collaboration. Being able to support my colleagues means never talking behind their backs, and viewing them as my equals and working with them to advance
and work towards mastering this goal. I expect to be proficient and a nurse others like to work with by the end of my 4 year nursing program, as this will be a step in the right direction towards my goal off eventually mastering this trait. There are other goals I have for my self in the future, but these two traits mastered are needed to become a strong and helpful nurse no matter the work setting
|
pressbooks
|
2025-03-22T05:09:31.888405
|
11-20-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/landonstimeattrentuniversity/chapter/goals/",
"book_url": "https://ecampusontario.pressbooks.pub/landonstimeattrentuniversity/front-matter/introduction/",
"title": "Landon's Nursing Education Journey",
"author": "landonskevington",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/landonstimeattrentuniversity/chapter/reflection/
|
Reflection
Personal transition is when a person is transitioning from one thing they would deem as normal into something that is completely new to them, and will come with struggles. It has been a good start to my personal transition into Trent Universities BSCN program. There have been things that have been easier to adapt to than others. The struggle is definitely keeping up with when lectures are through Zoom, in-person, or cancelled. Another aspect of this program that I have witnessed as a struggle to adapt to are the course load. This is because I found it semi-challenging to study for 3-4 classes in secondary school, but this year I have 5 final exams. However I have found some other aspects easier to adapt to in this life changing transition. The first thing I found easier to adapt to was staying focused, as back at home there are many more distractions
then in my dorm room, and the little amount helps me stay focused. The other aspect I found easier as well, is my motivation for self-care, as before I came here I definitely struggled with going to the gym consistently, or going for runs/jogs. However, I find it easier to do some sort of self-care on a consistent basis here at Trent University. The personal transition to university is different for everyone, as many people find different aspects more challenging, or easier. However, there is always some type of personal transition that occurs with this big life change. Personal transition can occur at other times in your life as well some examples are new job, having kids, etc. Personal transition isn’t the same for everyone, and many do struggle with the separation from their families. There are many other struggles that come with personal transition, and it differs from person to person.
REFERENCES
Hudson, H. (2024, August 28). A smooth path to success: 5 tips for guiding students through critical transitions. Xello. https://xello.world/en/blog/student-engagement/peronalized-learning/students-critical-transitions/#
Ko, Y.-J., & Kim, S.-Y. (2022, March 25). Transition shock experience of nursing students in clinical practice: A phenomenological approach. Healthcare (Basel, Switzerland). https://pmc.ncbi.nlm.nih.gov/articles/PMC9029544/#:~:text=3.2.,afraid%20because%20they%20lacked%20confidence.
|
pressbooks
|
2025-03-22T05:09:31.896254
|
11-20-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/landonstimeattrentuniversity/chapter/reflection/",
"book_url": "https://ecampusontario.pressbooks.pub/landonstimeattrentuniversity/front-matter/introduction/",
"title": "Landon's Nursing Education Journey",
"author": "landonskevington",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/landonstimeattrentuniversity/chapter/artefacts-evidence/
|
Artefacts/Evidence
This chapter of this book has covered many of the core attributes that registered nurses have. This chapter has covered core values and beliefs that I want to really demonstrate I possess during clinical next semester. Many nurses share the same values, and having these values while applying them to your practice is part of your profession as a nurse. It is your duty as a nurse to follow many of the core values and beliefs we have covered in nursing as a profession, as it will provide you with a foundation as a nurse. Another aspect of my nursing career I had in this chapter was my goals as many nurses
over their career aim to provide better patient care and want to improve the level of care they are providing, and this is part of nursing as a profession, as it is called continuous learning. I am no different from these other nurses, as I want to make a difference in peoples lives, and provide the best care to them I possibly can. This chapter also reflected on the personal transition I have had to go through recently, as I just started university at the start of September. I have had to adapt and transition some life habits to make my lifestyle work at university. This transitioning will help me in clinical, as I have had to learn to better adapt, which will help when working as a health care provider, as there are many different roles when working as one. I will experience more personal transitioning in my lifetime. for example when I graduate and become a registered nurse. All the stuff talked about in this chapter does reflect back to nursing as a profession, and it will be good for me to look back on this after clinical and see what has changed and what I have kept close to me.
|
pressbooks
|
2025-03-22T05:09:31.903736
|
11-20-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/landonstimeattrentuniversity/chapter/artefacts-evidence/",
"book_url": "https://ecampusontario.pressbooks.pub/landonstimeattrentuniversity/front-matter/introduction/",
"title": "Landon's Nursing Education Journey",
"author": "landonskevington",
"institution": "Trent University",
"subject": "Education"
}
|
https://kpu.pressbooks.pub/learningtolearnonline/chapter/information-management-for-online-learning/
|
1 Manage Information for Online Learning
As you develop your identity as an online learner, you will want to consider the role of information management in your learning process. Strong independent learners actively read, evaluate, and use information for current course tasks, but more importantly, to develop a resource file of information that will support professional growth.
Many online learners feel overwhelmed at the volume of reading and the wealth of online resources available to them. Managing information well requires you to develop skills in identifying the purpose for your reading (What do you need to learn from this reading? Why is it important to you personally and professionally?), and the strategy that will help you achieve your purpose (skimming, reading key portions, a close reading). In the Strategic Reading module of this workshop, you will discover additional ways to manage the reading process.
Early in your learning journey, you will want to select a system for managing information. As you will frequently work with electronic texts and articles, selecting a system that allows you to store, search, and retrieve readings and notes from current and past courses. Online note systems, such as OneNote or Evernote, are highly effective for this purpose.
Benefits of Using an Online Notebook
Online notebook platforms allow you to do the following:
- Create individual notebooks for courses or assignments, creating additional sections or pages for weekly module topics
- Create flexible notes that include text, images, audio, and video files
- Store PDFs and other course documents for your own records (note: you will eventually lose access to Moodle pages when courses are complete)
- Clip and store relevant information from the web
- Search stored content to quickly find relevant information, making connections between courses and your previous learning
- Sync notes across all of your devices
Choose a Notebook
Two fully-featured and common software platforms are Onenote and Evernote
| Advantages | Disadvantages | |
| OneNote | -Included in Office 365 subscriptions (free to KPU students) | -Mac version is less fully featured |
| Evernote | -Simple interface is easy to learn and use | -Basic version is free, but additional features require an annual subscription |
To evaluate which platform best serves your needs, you may wish to investigate by trying out each on your preferred devices. You may also wish to explore the following linked video tutorials for further information, and to begin developing your organizational system.
OneNote:
Evernote:
Comparison of Notebook Apps
Try it!
After investigating and installing your preferred digital notebook, create a notebook for each of your semester courses. Save your course presentation as a file in each of the notebooks.
Media Attributions
- OneNoteLogo
- FullSizeRender
|
pressbooks
|
2025-03-22T05:09:31.918584
|
09-10-2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://kpu.pressbooks.pub/learningtolearnonline/chapter/information-management-for-online-learning/",
"book_url": "https://kpu.pressbooks.pub/learningtolearnonline/front-matter/acknowledgements/",
"title": "Learning to Learn Online",
"author": "KPU Learning Centres",
"institution": "",
"subject": "Open learning, distance education, Educational: General studies, educational skills and competencies"
}
|
https://kpu.pressbooks.pub/learningtolearnonline/chapter/identify-characteristics-of-a-self-directed-learner/
|
2 Identify Skills for Self-Directed Learning
Though all university courses ask students to apply independent learning strategies, online learning requires an even higher level of self-directed learning skill.
Many students have experience in teacher-directed classrooms. In these classrooms, the teacher is the central figure, and the students take direction about what to learn directly from the instructor. In these environments, students might spend time taking notes on an instructor’s lecture, and might focus much of their learning time on memorizing concepts in preparation for recalling them on an exam.
Online university courses are different. The instructor is no longer the central figure in the learning environment. You, the student, become the central actor in your own learning journey. As you undertake this journey, you are supported by your community of fellow students. Your instructor serves as your guide, using their knowledge and experience to direct you to learning experiences that will lead you to your learning goals.
As you begin the workshop, reflect on your current self-directed learning skills. The quiz below will help you to get started. Complete the quiz before continuing on in the workshop below. If you are unable to view or complete the quiz, please access this activity in an alternative format.
Skills for Independent Learning
Independent learning requires the following skills:
- Defining your learning goal for your program, each course, and each assignment you complete.
- Identifying the steps you must take to move towards your goal. What content do you need to know? How will you learn it?
- Choose strategies that will support your own learning.
- Reach out for the support you need from your instructor, classmates, and university support services.
In the next section, you will explore the ways that a skill called metacognition supports you in becoming an independent learner.
|
pressbooks
|
2025-03-22T05:09:31.930536
|
09-10-2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://kpu.pressbooks.pub/learningtolearnonline/chapter/identify-characteristics-of-a-self-directed-learner/",
"book_url": "https://kpu.pressbooks.pub/learningtolearnonline/front-matter/acknowledgements/",
"title": "Learning to Learn Online",
"author": "KPU Learning Centres",
"institution": "",
"subject": "Open learning, distance education, Educational: General studies, educational skills and competencies"
}
|
https://kpu.pressbooks.pub/learningtolearnonline/chapter/apply-the-plan-monitor-evaluate-model-for-assessing-your-learning-progress/
|
3 Apply the Plan-Monitor-Evaluate Model for Assessing Your Learning Progress
What is Metacognition?
Have you ever wondered what the most successful students do differently from other students? Students who have developed effective ways of learning have mastered a skill called metacognition. In simple terms, metacognition is understanding your own thinking and learning processes. In other words, it is “thinking about your thinking”. Metacognitive skills include planning your learning, monitoring whether your current learning strategies are successful, and evaluating results of your learning. Improving your metacognitive skills is associated with increased success in all of your academic life. To learn more about how metacognition applies to student life, watch the video below.
Learning Choices: Videos and Text
At several points in the workshop, you will have the opportunity to learn key skills by watching a short video. If you prefer reading to watching videos, you will find a video transcript located directly below each video. Scroll past the video to read if this is your learning preference.
How do you gain the skill of metacognition? One way to think about developing metacognition is gaining the ability to plan, monitor, and evaluate your learning.
Planning involves two key tasks: deciding what you need to learn, and then deciding how you are going to learn that material.
Monitoring requires you to ask “how am I doing at learning this?”. In monitoring, you are constantly tracking what you have learned, what you don’t yet know, and whether your study strategies are helping you to learn effectively.
Evaluation involves reflection on how well you met your Learning Objectives after completing a unit of study, or receiving feedback (such as a test or assignment).
Key Questions to Improve Your Learning
At each stage in the learning cycle, there are key questions that you will ask yourself to support your learning process. In the chart below, you will identify the key question for each stage in the cycle, along with the other questions you will want to consider. To use these questions in your courses, download a printable worksheet version.
|
Key Questions |
Other Questions to Ask Yourself |
| What do I need to learn? (Planning) |
|
| How am I going to learn the material? (Planning) |
|
| How am I doing at learning this material? (Monitoring) |
|
| Did I learn the material effectively? (Evaluation) |
|
Reflect
One key metacognitive skill is being able assess what you already know about a course topic, and to identify what you would like to learn through your reading, discussions, assignments and other class activities. Complete the exercise below, or download a printable version.
- Chick, N. (2017). Metacognition. Retrieved August 31, 2017, from https://wp0.vanderbilt.edu/cft/guides-sub-pages/metacognition/↵/ ↵
- Tanner, K. D. (2012). Promoting student metacognition. Cell Biology Education, 11(2), 113–120. https://doi.org/10.1187/cbe.12-03-0033↵ ↵
|
pressbooks
|
2025-03-22T05:09:31.948801
|
09-10-2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://kpu.pressbooks.pub/learningtolearnonline/chapter/apply-the-plan-monitor-evaluate-model-for-assessing-your-learning-progress/",
"book_url": "https://kpu.pressbooks.pub/learningtolearnonline/front-matter/acknowledgements/",
"title": "Learning to Learn Online",
"author": "KPU Learning Centres",
"institution": "",
"subject": "Open learning, distance education, Educational: General studies, educational skills and competencies"
}
|
https://kpu.pressbooks.pub/learningtolearnonline/chapter/use-critical-questioning-and-reflection-to-support-your-learning/
|
4 Use Critical Questioning to Support Your Learning
Learning in an online environment requires you to move beyond simple memorization of course concepts. To gain knowledge that will support you in your growth as a lifelong learner and in your future career, you will want to interact with course concepts deeply and in ways that are personally relevant to you.
One way of picturing deeper learning is Bloom’s Taxonomy.
The levels of Bloom’s taxonomy build upon each other. While you need to be able to remember key concepts, your courses will spend more time developing your ability to apply, analyze, evaluate, and create using this knowledge. As you encounter new concepts, you will want to use critical questioning to understand the concepts at all levels, moving from surface to deeper knowledge. The chart below includes some questions that might be relevant at each level.
| Level | Question Stems |
| Remember (knowledge recall) – retrieving relevant knowledge from long-term memory |
|
| Understand (comprehension) – interpreting the meaning of information; being able to “translate” knowledge into one’s own words; linking new information to what you already know |
|
| Apply – using what you know to do required tasks |
|
| Analyze – taking things apart; dissecting; asking “why?”; seeing relationships and how things work |
|
| Evaluate – appraising, judging and critiquing the outcomes of any of the other levels |
|
| Create (synthesis) – putting things together; building on what you know to create something new; seeing new relationships or making new connections. [1] [2] |
|
One method for creating study questions or planning active learning activities is to move step-by-step through each level of Bloom’s Taxonomy. Begin with a few questions at the Remembering level. If you don’t yet know the technical language of the subject and what it means, it will be difficult for you to apply, evaluate, analyze, or be creative. Then, go deeper into your subject as you move through the levels. Learning at university requires you to learn the basics of your discipline by remembering and understanding; however, you will spend much more of your time applying, analyzing, evaluating, and creating.
Here is an example of what this might look like. What questions can you create for your topic?
Try It!
Create Study Questions Using Bloom’s Cognitive Taxonomy
Pick a subject area in which you are working. For each level of Bloom’s Taxonomy on this page:
- Develop a question and answer it to show that you can think about the material at that level. Use the example questions on the handout above as a guide.
- Think about how your questions would allow you to assess how much you know and what level you are working at.
Download a printable worksheet to complete this activity.
| Level | Question |
| Remembering | Remembering and Recalling information.
My question(s): |
| Understanding | Understanding Explaining ideas or concepts.
My question(s): |
| Applying | Applying information in a familiar situationMy question(s): |
| Analyzing | Analyzing by breaking information into parts to explore relationships.
My question(s): |
| Evaluating | Justifying a decision or course of action.
My question(s): |
| Creating | Generating new ideas, products, or ways of viewing things.
My question(s): |
Media Attributions
- Bloom’s Example © Rawia Inaim is licensed under a CC BY-SA (Attribution ShareAlike) license
- Anderson, L. W., & Krathwohl, D. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. New York: Longman. ↵
- Bloom, B., Englehart, M. Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York, Toronto: Longmans, Green; Salustri, F. (2015). Four levels of questions. Retrieved April 23, 2018, from http://deseng.ryerson.ca/dokuwiki/design:four_levels_of_questions. ↵
|
pressbooks
|
2025-03-22T05:09:31.970772
|
09-10-2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://kpu.pressbooks.pub/learningtolearnonline/chapter/use-critical-questioning-and-reflection-to-support-your-learning/",
"book_url": "https://kpu.pressbooks.pub/learningtolearnonline/front-matter/acknowledgements/",
"title": "Learning to Learn Online",
"author": "KPU Learning Centres",
"institution": "",
"subject": "Open learning, distance education, Educational: General studies, educational skills and competencies"
}
|
https://kpu.pressbooks.pub/learningtolearnonline/chapter/progress-through-the-stages-of-team-development/
|
5 Progress Through the Stages of Team Development
Alice Macpherson and Christina Page
As your group moves through these stages, stay aware of the patterns that tend to occur at each stage. For example, many teams falsely assume that their group cannot function when they find themselves at the storming stage. However, this stage is a normal part of team development, like the others. The info-graphic below indicates what steps you and your group members can take together to move to the next stage in your work together. Ultimately, you want to achieve a performing team that supports your learning in community
Now that you have reviewed the ways that a team can move on in their development, apply your knowledge to team dilemmas in the quiz below. When you have finished the quiz, go to the next chapter to move on in the workshop.
|
pressbooks
|
2025-03-22T05:09:31.982552
|
09-10-2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://kpu.pressbooks.pub/learningtolearnonline/chapter/progress-through-the-stages-of-team-development/",
"book_url": "https://kpu.pressbooks.pub/learningtolearnonline/front-matter/acknowledgements/",
"title": "Learning to Learn Online",
"author": "KPU Learning Centres",
"institution": "",
"subject": "Open learning, distance education, Educational: General studies, educational skills and competencies"
}
|
https://kpu.pressbooks.pub/learningtolearnonline/chapter/define-your-learning-community/
|
6 Define Your Learning Community
When you join an online course, you become part of what is known as a Community of Inquiry. In the Community of Inquiry, you will have an Instructor, content to process, and a learning community in which to grow.
This is a learning community that fosters your learning (cognitive growth), in a way that allows you to apply new insights to your life and work. Within a Community of Inquiry, learners have two key roles:
- Maintaining a cognitive presence in the community. This requires a continual process of critical thinking.
- Developing a social presence in the learning community. This involves creating the open and mutual relationships that allow for learning and collaboration to occur.
Cognitive Presence and Critical Thinking
How does learning happen? Is it the result of reading, memorizing, and taking exams? While many learning experiences have these components, the best kind of learning involves constructing new knowledge in a learning community. This requires interacting with new information (for example, from readings, discussions, videos, and lectures). You may receive this information with instructors, from fellow students, or you may search it out to solve questions or problems. Then, together with your learning community, you make connections between this new knowledge and your prior experiences. You also determine how this new knowledge will shape your professional practice.
The Community of Inquiry supports this process through the exchange of ideas, supporting one another exploring connections, and challenging ways of thinking through thoughtful questioning.
Social Presence
If learning occurs in a collaborative community, how does this take place online? Maintaining a social presence in an online environment involves allowing for open communication. Social presence allows you to risk expressing your ideas online, based on the knowledge that your classmates will be respectful and supportive. All members of the community commit to supporting each other in their learning. Though it may be difficult to express some nuances and emotions online, using emoticons can help. [1]
Group work is also a key part of the Community of Inquiry experience. The best online learning experiences happen when you are able to form connections within a team as you work towards your learning goals. The next sections of this module provide strategies for developing your learning community in the context of group work and team development.
- Athabasca University. (n.d.). Community of inquiry coding template. Retrieved from http://cde.athabascau.ca/coi_site/documents/Coding%20Template.pdf; Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education, 2(2–3), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6 ↵
|
pressbooks
|
2025-03-22T05:09:31.996012
|
09-10-2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://kpu.pressbooks.pub/learningtolearnonline/chapter/define-your-learning-community/",
"book_url": "https://kpu.pressbooks.pub/learningtolearnonline/front-matter/acknowledgements/",
"title": "Learning to Learn Online",
"author": "KPU Learning Centres",
"institution": "",
"subject": "Open learning, distance education, Educational: General studies, educational skills and competencies"
}
|
https://kpu.pressbooks.pub/learningtolearnonline/chapter/understand-the-principles-of-effective-teamwork/
|
7 Understand the Principles of Effective Teamwork
Alice Macpherson
Now that you have identified what you hope to achieve through teamwork in your learning community, consider how you will form effective teams.
Five Basic Elements of Effective Teams
Effective teams share five key characteristics:
Positive Interdependence |
Members believe they are linked together; they cannot succeed unless the other members of the group succeed (and vice versa). They sink or swim together. |
Individual Accountability |
The performance of each individual member is assessed and the results given back to the group and the individual |
Group Processing |
At the end of its working period, the group processes it’s functioning by answering two questions:
|
Skills in Communication |
Necessary for effective group functioning.
Members must have – and use – the needed leadership, decision-making, trust-building, communication, and conflict-management skills. |
Promotive Interaction
|
Members help, assist, encourage, and support each other’s efforts to learn.[1]
|
Complete the quiz below to strengthen your knowledge of the five elements of effective teams.
Now that you understand the characteristics of effective teams, move to the next section to discover how good teams develop and grow through their life cycle.
- Johnson, D., T. Johnson, R., & Smith, K. (1998). Active Learning: Cooperation in the College Classroom (Vol. 47). https://doi.org/10.5926/arepj1962.47.0_29 ↵
|
pressbooks
|
2025-03-22T05:09:32.011127
|
09-10-2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://kpu.pressbooks.pub/learningtolearnonline/chapter/understand-the-principles-of-effective-teamwork/",
"book_url": "https://kpu.pressbooks.pub/learningtolearnonline/front-matter/acknowledgements/",
"title": "Learning to Learn Online",
"author": "KPU Learning Centres",
"institution": "",
"subject": "Open learning, distance education, Educational: General studies, educational skills and competencies"
}
|
https://kpu.pressbooks.pub/learningtolearnonline/chapter/plan-for-successful-teamwork/
|
8 Plan for Successful Teamwork
Alice Macpherson and Christina Page
Tuckman suggested that teams move through stages in their life cycle: forming, storming, norming, and performing. At each stage, the group will work through a series of interpersonal tasks, as well as a series of project-related tasks.
In the first section of this module, you explored the components of a Community of Inquiry. Both cognitive presence and social presence are required in the online learning community. Tuckman’s model of team development also indicates that both components are needed. In a class-based team, it may be easy to focus only on the cognitive output of the group – the creation of the project, paper, or presentation. However, as you can observe from Tuckman’s model, a well-functioning team requires its members to exhibit social presence throughout, communicating well in interpersonal interactions.
In the days ahead, you will likely find yourself on a newly forming team in an online environment. Consider the strategies you plan to use to demonstrate social presence and form a strong interpersonal foundation for your newly forming team.
- Tuckman, B.W. (1965) ‘Developmental sequence in small groups’, Psychological Bulletin, 63, 384-399. Reprinted in Group Facilitation: A Research and Applications Journal ,Number 3, Spring 2001 ↵
|
pressbooks
|
2025-03-22T05:09:32.022520
|
09-10-2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://kpu.pressbooks.pub/learningtolearnonline/chapter/plan-for-successful-teamwork/",
"book_url": "https://kpu.pressbooks.pub/learningtolearnonline/front-matter/acknowledgements/",
"title": "Learning to Learn Online",
"author": "KPU Learning Centres",
"institution": "",
"subject": "Open learning, distance education, Educational: General studies, educational skills and competencies"
}
|
https://kpu.pressbooks.pub/learningtolearnonline/chapter/make-commitments-that-support-teamwork/
|
9 Make Commitments that Support Teamwork
Alice Macpherson and Rawia Inaim
In this module, you will review some key concepts about becoming an effective team, presented within the infographic below. If you prefer a more traditional reading experience, scroll below the interactive graphic for the full text. You can also download a copy of this infographic for your reference.
Becoming a Team
A Team is two or more people; working together; on a Common Goal (or goals). Groups become Teams if the common goals are clear and attention is paid to both interpersonal and task functions.
The Team must Decide how to Communicate Effectively (Interpersonal)
Each Team must set up their own guidelines for good communication and a Team Charter. Through discussion and negotiation the members choose the items that are most important for their clear communication as a Team. These often include commitment to:
- Respect and Listen to others
- Not blame (work hard on the problem, not on the person)
- Group members and Project process
- Supportive and Constructive Feedback
- Agreed upon Goals and Clear Timelines
- Positive interdependence (sink or swim together)
- Individual Accountability (say what you will do and do it)
- Analysis of work done and Planning for next steps
- Process for conflict and Problem Management
The Team must Decide what is Important and Measure This (Task)
Early in the formation of the group, the members must decide what will be measured in the process. These items are generally critical to success and for the group to become an Effective Team. A team that has succeeded shares the following characteristics. Its members:
- Came prepared
- Offered ideas and suggestions, Provided information
- Asked for clarification/feedback
- Identified resources
- Solicited others’ participation
- Kept group on task
- Was easy to work with
- Prepared materials
- Made presentation
- Participated in discussions
- Managed group conflict
The Team must Acknowledge Success and Aim for Improvement
What have we done (individually and collectively) to meet our goals and keep the Team Charter?
How can we do better for next time? (Next steps)
The Team Celebrates!
Celebrate what you have accomplished and then refocus your efforts for greater success!
Framework for Working Together
Core Values
Your personal beliefs are the core values that affect and drive how you look at the world, your behaviour in the world and your interaction with others. They are how you do “business” with the rest of the world. In other words, they are the basis for everything that you are and do. These beliefs about appropriate behaviours, attitudes and strategies also guide every working group and need to be explicit and understood.
Mandate
It is useful to know what you are expected to do in a group situation. This is often delivered or requested from an administrative or political level and appears in the form of a “job description”. The group which is mandated may not be able to effect the general outline of the mandate. The context in which the group operates has critical effects on what can be done.
Identifying a Mission Statement
A mission statement embodies the group’s current purpose and intent and answers (within the mandate of the group) questions such as: What are we about? Why are we working together? What do we want to achieve? It describes the business that you are in. This may be a statement developed by the whole organization or it may be more localized in a department, program, class, work group or individually. It gives direction to actions. Without knowing your mission, you may not be able to get started.
Developing Shared Vision
Vision is a future oriented statement of a group’s purpose in a task, project or work team. Having the members shared a vision that aligns with their personal values and aspirations is a solid basis for production. Time spent at the beginning in dreaming and discussing what the final result will be is time well spent. If it is not possible to have a shared vision of the end product and the goals and milestones that must be reached then the team may also have difficulty identifying whether they have accomplished their purpose.
Sometimes, when the project is open ended or ongoing, the final product cannot be totally “visioned” at the beginning. A shared vision will then be one that all of the team members agree are the elements of where they want to get at this time and the direction that they will start moving towards to achieve these elements.
Visions should be revisited and refined over time. If the team is not heading in the same direction, then it may not get anywhere.
Determining Appropriate Goals
What are the individual tasks and goals that will build to making your vision manifest? Goals lead towards the realization of the vision. It is important to develop appropriate goals, make them explicit and share an understanding of each one.
Goals have:
- Targets – where we expect to get to realistically balanced with time and resources.
- Objectives – identifiable, measurable and achievable steps.
- Tasks – ways of reaching the objectives.
- Indicators – ways of measuring progress.
Like our vision statement, goals need to be realigned with reality on a regular basis. Evaluation and adjustment drive this process.
Improving Continuously
Knowing where you are going and how you intend to get there is a good start. The final step is continuous improvement. Planning, implementation, and verification are tools for analysis and change as the process unfolds. Improvement is continual but the steps are small. Pick changes that can be made now that will have a positive effect – 1% is enough each time.
|
pressbooks
|
2025-03-22T05:09:32.039654
|
09-10-2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://kpu.pressbooks.pub/learningtolearnonline/chapter/make-commitments-that-support-teamwork/",
"book_url": "https://kpu.pressbooks.pub/learningtolearnonline/front-matter/acknowledgements/",
"title": "Learning to Learn Online",
"author": "KPU Learning Centres",
"institution": "",
"subject": "Open learning, distance education, Educational: General studies, educational skills and competencies"
}
|
https://kpu.pressbooks.pub/learningtolearnonline/chapter/develop-an-effective-student-instructor-connection/
|
10 Develop an Effective Student-Instructor Connection
Now that you have developed a picture of the role that your instructors will have in your online learning journey, how might you develop an effective relationship with them. Consider the following suggestions:
- When you look at a course reading, activity, or assignment, try to put yourself inside the mind of your instructor. Why do you think they chose this particular learning experience for you? What do you think they intend for you to learn? Understanding the purpose of a learning activity can increase your motivation and help you to stay on track in your work.
- Take advantage of opportunities to connect with your instructor, either face to face or during online office hours. You can attend office hours to clarify course difficulties, but also to build your relationship with your instructor and demonstrate your interest in the course material.
- Check the course site regularly. Your instructor is likely to post announcements and other key messages for the class. This provides another point of frequent contact.
- Use email effectively to connect. You will learn more about how to construct an effective email in the section on professional communication in this workshop – but if you are curious, you may choose to view the chapter on how to email an instructor now.
- When you receive feedback on an assignment, consider it carefully. How does your instructor want to see you grow in your academic or professional skills?
For Reflection
Reflect on the questions below. If you wish, you may print out a downloadable version of this activity.
How would you define an effective relationship with an online instructor?
What is one step you will take to develop a relationship with each of your course instructors?
|
pressbooks
|
2025-03-22T05:09:32.051781
|
09-10-2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://kpu.pressbooks.pub/learningtolearnonline/chapter/develop-an-effective-student-instructor-connection/",
"book_url": "https://kpu.pressbooks.pub/learningtolearnonline/front-matter/acknowledgements/",
"title": "Learning to Learn Online",
"author": "KPU Learning Centres",
"institution": "",
"subject": "Open learning, distance education, Educational: General studies, educational skills and competencies"
}
|
https://kpu.pressbooks.pub/learningtolearnonline/chapter/describe-the-role-of-an-online-instructor/
|
11 Describe the Role of an Online Instructor
As you have already learned, when you join an online course, you become part of what is known as a Community of Inquiry and you take on an important role in this online learning environment.
What is the role of your instructor in this learning environment? Your online instructor provides the teaching presence to create design significant learning experiences for you and your fellow students. Instructors also thoughtfully facilitate the content that will support your learning in the class. They also direct you by answering questions and challenging your assumptions to help you grow in your knowledge and skills.
In online classrooms, your instructor takes on the following roles:
- Designer: In a museum, a curator locates the best artifacts to create an effective experience for those who visit. In an online learning environment, your instructors take on the role like that of a curator as they design the course. They will guide you towards readings and other learning materials that will serve your learning goals. Based on their experience in their field, they are able to help you focus your attention on learning resources that are accurate and relevant.
- Facilitator: Your instructor carefully creates opportunities for you to learn the skills you need for your future career, and designs assignments and learning activities to lead you towards intellectual, personal, and professional growth. As you review the course presentation, consider each of the learning activities and assignments. Think about the reasons why your instructor may have selected these course components to contribute to your development.
- Director: Online instructors are available to answer questions along the way. As you learn, you will inevitably find areas that are unclear to you, either related to the course content or your learning process. By communicating with your instructor effectively, you will take full advantage of their role in guiding you on your journey.[1]
For Reflection
Now that you have considered the roles of your online instructor, consider how these roles will shape your work as a student, and your relationship with the instructor.
Click here to download a PDF copy of this worksheet.
| Instructor Role | My Response and Learning Strategies |
| Designer |
|
| Facilitator |
|
| Director |
|
Media Attributions
- Community of Inquiry © Rawia Inaim is licensed under a CC BY-SA (Attribution ShareAlike) license
- Online Instructor Roles © Christina Page is licensed under a CC BY-SA (Attribution ShareAlike) license
- Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: framework, principles, and guidelines (1st ed). San Francisco: Jossey-Bass. ↵
|
pressbooks
|
2025-03-22T05:09:32.065926
|
09-10-2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://kpu.pressbooks.pub/learningtolearnonline/chapter/describe-the-role-of-an-online-instructor/",
"book_url": "https://kpu.pressbooks.pub/learningtolearnonline/front-matter/acknowledgements/",
"title": "Learning to Learn Online",
"author": "KPU Learning Centres",
"institution": "",
"subject": "Open learning, distance education, Educational: General studies, educational skills and competencies"
}
|
https://kpu.pressbooks.pub/learningtolearnonline/chapter/create-a-semester-schedule/
|
12 Use Your Course Presentations to Understand the Shape of Your Semester
Online courses often provide you with a great deal of flexibility in organizing your time. This can be a tremendous asset, particularly if you are balancing study with work, family, or other commitments. However, this also requires you to accurately determine how much work you must complete over the semester, and to develop a plan that allows you to complete this work effectively.
Many students find it helpful to develop a semester schedule that provides an “overview at a glance” of what will be required. You will find the information you need for this in your course presentations.
The following video will help you to better understand how to read your course presentation and how to plan for the semester ahead.
Video Transcript: Creating a Semester Schedule
Creating a master schedule for your whole semester can help you to see the big picture and to stay on track. In this video, you will learn how to compile the information from your course presentations into one master schedule that will allow you to see your semester at a glance.
Here are 3 STEPS you can take to use your course presentations to create a semester schedule.
Step 1: Create a table with 7 columns, one column for each day of the week, and with one rows for each week of the semester. Label the days, Monday, Tuesday, and all the way along, across the top of the table. Then label the weeks, across the side of the table. At this point you can also add specific dates for each week of the semester. You can download a ready-made semester schedule by clicking in the description of this video.
Step 2: Next, gather up all of your course presentations for the semester. You should have one for each course you are taking, which includes details about the weekly schedule and readings, assignment due dates, and exams. If you have a part time job, and know your schedule, and if you have family commitments which have a regular schedule, gather up these schedules as well.
Step 3: Now, go through the course presentation looking for important details and commitments that will take place in Week 1 of the semester. This could include required course readings, homework and assignments. On your semester schedule table, find the day of the week these commitments need to be completed by and write them down. Make sure to include the course name, the details of the commitment, and what it is worth if it is a graded assignment. Now keep working through your course presentation, through each week of the semester. Keep following these same steps for each of your courses, until you have completed your schedule.
Now, add important life events to your semester schedule – this might include work events, family events, trips and special occasions.
In summary, once you have completed these 3 steps using your course presentations to create a semester schedule, you will now have a central and easily accessible schedule that includes all of your commitments, in one place. You won’t have to go searching through piles of paper, or back online through the course website, to remember what you have to get done each week. As well, being able to see, in one place, what your commitments are today, this week, and in the upcoming weeks, can help you organize your time in the most efficient way possible.
|
pressbooks
|
2025-03-22T05:09:32.077461
|
09-10-2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://kpu.pressbooks.pub/learningtolearnonline/chapter/create-a-semester-schedule/",
"book_url": "https://kpu.pressbooks.pub/learningtolearnonline/front-matter/acknowledgements/",
"title": "Learning to Learn Online",
"author": "KPU Learning Centres",
"institution": "",
"subject": "Open learning, distance education, Educational: General studies, educational skills and competencies"
}
|
https://kpu.pressbooks.pub/learningtolearnonline/chapter/develop-a-weekly-schedule-that-works/
|
13 Develop a Weekly Schedule That Works
Your next step is to create a weekly schedule. This will include your class times for face to face or blended classes, work commitments, volunteer roles, practicum placements, as well as any other regular events in your week. A weekly schedule is a good tool to evaluate whether your time use allows you to meet your overall goals. Do you have enough time for study? Is there time to maintain a healthy lifestyle? Analyze the example student schedule below. What do you notice about how this student has planned their week?
Download the weekly schedule template here. The following principles will guide you as you create your weekly schedule:
- Record your regular weekly commitments on the schedule template. This includes any face to face or blended class times.
- Designate regular study blocks for each of your classes. Remember that university courses typically require at least 9-12 hours of weekly study. Remember that it is more effective to study for multiple, shorter blocks of time during the week than to plan for one extended study block. Shorter study periods will allow for greater focus. Regular review will help you retain information well.
- Record meal times, family times, laundry times, etc.
- Record all regularly scheduled personal activities such as meetings, employment and athletics.
- Record any special activities you need to do or want to do on a regular basis.
- Schedule to start your study period with the courses you like least or that you’re not doing well in. Try to study the same subjects at the same time each study day. Although this seems to be a mechanical way of scheduling, you will find that such a routine can help you develop a pattern for efficient and effective learning.
- Schedule a weekly review (WR) for each course. Do it at the end of the week if possible. This weekly review gives you an opportunity to go over the past week’s notes along with the reading assignments to see what you have been learning in the past week during class and study time for each course. You can also look ahead to plan the next week and determine how much reading you need to do, what projects are due, and if any tests are scheduled.
- Keep open some time for daily physical activity. Remember, research indicates that regular exercise will not only give you a general sense of well-being, but can reduce tension and help you accomplish a tough class, study, and work schedule.
- Label some empty blocks of time as OPEN for academic or personal needs.
- Schedule some time during Friday, Saturday, and Sunday for you to play, relax, or do whatever you want to do. This is your reward for sticking to your schedule. In addition, you’ll enjoy your free time more. Because it is scheduled you do not need to feel guilty.
Try it!
Download the weekly schedule template. Create your weekly schedule based on the principles you have explored in this chapter. Follow your schedule for a two week period. Then, evaluate and make adjustments.
|
pressbooks
|
2025-03-22T05:09:32.089124
|
09-10-2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://kpu.pressbooks.pub/learningtolearnonline/chapter/develop-a-weekly-schedule-that-works/",
"book_url": "https://kpu.pressbooks.pub/learningtolearnonline/front-matter/acknowledgements/",
"title": "Learning to Learn Online",
"author": "KPU Learning Centres",
"institution": "",
"subject": "Open learning, distance education, Educational: General studies, educational skills and competencies"
}
|
https://kpu.pressbooks.pub/learningtolearnonline/chapter/make-use-of-small-blocks-of-time/
|
14 Make Use of Small Blocks of Time
Through using smaller blocks of time you can cover material in chunks (more on the next page) and not have to worry about the larger whole. A mistake that many people make is that they try to cram information into their minds in one large session. This isn’t a successful strategy for most students.
Look for smaller blocks of time to study. If you are a public transit user, you can likely spend 20 minutes on your bus ride to read or review for your upcoming class or exam. You could even listen to an audio recording of your notes. In the evening, instead of watching three episodes of your favourite TV show, you could watch one and spend the remaining time preparing for your studies. Going out to eat often? Consider making something simple at home that you could put in the oven to cook without needing tending to; that time could be used doing some work for class and still leave you time for other activities once dinner is done.
Making time for your studies can be overwhelming. The following video introduces you to ways to use smaller blocks of time to get your tasks done, while not using up numerous hours at once.
Click on the video to learn more as you continue down this pathway. Answer the questions (by clicking on the icons that appear) to further your learning. When you are finished, go to the next chapter to continue.
Video Transcript: Using Small Blocks of Time Productively
One trick to balancing work and study is taking advantage of small blocks of time to get things done.
In this video, you will consider the small blocks of time in your schedule, and identify strategies to increase your productivity during these moments in your day.
Often, we think we need to have a lot of time available for study, or we think that we can only study at home or in the library. By adjusting your thinking, you’ll be able to open up additional productive learning time.
- Do you commute by transit? Though it wouldn’t be ideal to try to master detailed or complicated reading material on the bus, perhaps you can do some initial scanning or skimming while in transit, to prepare yourself for class or deeper reading later.
- Consider creating flash cards for material that you need to learn. You can take a set of flash cards with you and work whenever a few minutes become available. If you use one of the many flash card or self-testing apps available on your phone, you’ll be able to easily pull out your phone and make use of those small blocks of time.
- Self-testing is one of the most effective ways to learn. Create a list of study questions for your course. Pull out the list when you have time available, and review a few questions. Keep track of those you answer correctly, and those you need to study more.
- Does your course include access to online videos that explain and review key concepts? Watch a video or two to review, or to improve your understanding of a key course idea.
- Some courses also include access to online self-study questions. Try answering a few review questions in your spare moments. These online quizzes usually provide immediate feedback on what you understand, and what you should study further.
- Do you like to learn by listening? Make an audio recording of the important points you want to remember, and listen while you commute or exercise. Maybe audio books are for you – are any of your course materials available in this format?
|
pressbooks
|
2025-03-22T05:09:32.104774
|
09-10-2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://kpu.pressbooks.pub/learningtolearnonline/chapter/make-use-of-small-blocks-of-time/",
"book_url": "https://kpu.pressbooks.pub/learningtolearnonline/front-matter/acknowledgements/",
"title": "Learning to Learn Online",
"author": "KPU Learning Centres",
"institution": "",
"subject": "Open learning, distance education, Educational: General studies, educational skills and competencies"
}
|
https://kpu.pressbooks.pub/learningtolearnonline/chapter/choose-a-task-management-system/
|
15 Manage Daily Tasks
Now that you can see the big picture of your semester and weekly priorities, the next step is to create a daily to-do list to prioritize your tasks. The video below introduces you to some principles for creating daily task lists. When you are finished, move to the next section to choose strategies for managing your tasks.
Managing Daily Tasks Video Transcript
By the time you’ve finished the day today, what will you have accomplished? In this video, you will learn to create a system to manage your daily to-do list, so that you can prioritize effectively and use your time efficiently. For every task you have to complete, you need to decide:
1. When do I need to finish this by?
2. How much time will it take?
3. Is this task a priority, or can it wait until later?
A good to-do list helps you make sure that you complete all of your high priority tasks, and that you allocate a manageable amount of work to each day. So, how do you make a daily task list? First, you will want to find the format that works best for you. Some people prefer to use a paper planner. Others prefer to use the reminders function on their phone, or another task list app. Choose the format that meets your needs the best. Second, you will need to divide your work into tasks that are specific, measurable, and achievable. In general, a task should be anything that you can complete in a single work period – for example, in an hour or less. If you have a large project, break it down into smaller tasks.
Third, you will need to assign your tasks to a specific day. Make sure that each day’s task list is reasonable and achievable.
Fourth, prioritize each day’s tasks. What tasks must be finished today. Be sure that you complete these before moving on to lower priority tasks. After the most important things have been done, move on to the less urgent tasks.
At the end of the day, decide what to do with any tasks that aren’t yet complete. Most often, you will move the task to another day. You might also decide that the task isn’t important, and delete it from your list.
Finally, be sure to reward yourself for a day’s work well done. If you are able to create an effective motivational system for yourself, you will be less likely to procrastinate, and more likely to finish your most important work each day.
To summarize, a daily to-do list can help you stay on track and achieve your most important goals. Choose a tool that works for you, organize your tasks, prioritize them, and work through your list each day.
|
pressbooks
|
2025-03-22T05:09:32.119758
|
09-10-2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://kpu.pressbooks.pub/learningtolearnonline/chapter/choose-a-task-management-system/",
"book_url": "https://kpu.pressbooks.pub/learningtolearnonline/front-matter/acknowledgements/",
"title": "Learning to Learn Online",
"author": "KPU Learning Centres",
"institution": "",
"subject": "Open learning, distance education, Educational: General studies, educational skills and competencies"
}
|
https://kpu.pressbooks.pub/learningtolearnonline/chapter/create-a-semester-schedule-2/
|
16 Create a Semester Schedule
A semester schedule gives you a visual picture of the assignments, projects, tests, exams, presentations, and practicum requirements that will happen during the semester. If you are taking a number of classes, this is a tool to be able to see what is coming up next.
By having the “big picture” in view, you will be able to proactively manage busy periods in your semester. If you have flexible due dates, you will be able to schedule your assignments for the optimal time in the semester. For example, you may notice that you have a larger than typical number of major assignments due in week 6. This allows you to schedule work on some of these projects earlier in the semester.
Look at the example semester schedule below. What do you notice about what the student chose to include? What will you include on your semester schedule? After viewing the example schedule below, download the semester schedule template to create your own schedule. When you have completed your schedule, go to the next chapter to move ahead.
|
pressbooks
|
2025-03-22T05:09:32.132886
|
09-10-2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://kpu.pressbooks.pub/learningtolearnonline/chapter/create-a-semester-schedule-2/",
"book_url": "https://kpu.pressbooks.pub/learningtolearnonline/front-matter/acknowledgements/",
"title": "Learning to Learn Online",
"author": "KPU Learning Centres",
"institution": "",
"subject": "Open learning, distance education, Educational: General studies, educational skills and competencies"
}
|
https://kpu.pressbooks.pub/learningtolearnonline/chapter/choose-a-daily-task-management-system/
|
17 Choose a Daily Task Management System
Some students prefer paper-based task management systems, while others prefer to use technology to manage daily tasks. Consider the following advantages and disadvantages of systems you might choose.
Choose a Daily Task Management System
| System | Advantages | Disadvantages |
|---|---|---|
| Paper planner | • User is not required to learn new technology • Eliminates possible distraction with apps • Flexible and adaptable to user preferences |
• Difficult to share tasks with team members in group projects • May require time to create effective calendar and task list layouts |
| Online calendar (e.g. Outlook Calendar, Google Calendar) | • Tasks and other life commitments are integrated in a single view • Information is easily viewable on multiple devices • Easy to schedule meetings with team members or share events |
• May be difficult to integrate smaller tasks into the work plan • May be difficult to move incomplete tasks to a new time slot on a later date |
| Time management app (e.g. Wunderlist, Remember the Milk, Microsoft To-Do) | • Information can viewed on multiple devices • Most apps allow project lists to be shared between team members • Easy to integrate small tasks into the daily task list • Easy to mark task completion • Incomplete tasks can be rescheduled simply |
• May require time to learn the platform • Apps may become obsolete • Some apps require payment |
Reflection and Action
Consider what kind of task management system will help you most in your current study program:
- What kind of time management system do you prefer? Paper or technology-based?
- Do you plan to keep your current time management system, or make some changes to support your online learning? If you are trying a new system, when will you evaluate how effective it is for you?
- When will you organize your daily tasks? Will you set aside a longer block of time on a weekly basis for planning, or set aside a few moments for planning at the beginning or end of each day?
Click here to download a printable worksheet for your reflections.
|
pressbooks
|
2025-03-22T05:09:32.147661
|
09-10-2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://kpu.pressbooks.pub/learningtolearnonline/chapter/choose-a-daily-task-management-system/",
"book_url": "https://kpu.pressbooks.pub/learningtolearnonline/front-matter/acknowledgements/",
"title": "Learning to Learn Online",
"author": "KPU Learning Centres",
"institution": "",
"subject": "Open learning, distance education, Educational: General studies, educational skills and competencies"
}
|
https://kpu.pressbooks.pub/learningtolearnonline/chapter/communicate-in-online-forums/
|
18 Communicate in Online Forums
Many online courses include forums, either as a required assignment, or to support your learning process. How can you use forums to support your learning in the best way possible?
Earlier in the workshop, you encountered the social presence and cognitive presence elements of the community of inquiry you are building in your course. Forums are a tool for creating collaborative learning relationships. They can also be a low-stakes way to express your developing ideas, and to get feedback on the ways in which you are learning the course material as you work towards larger assignments.
What Makes a Good Forum Post?
The rubric below outlines what distinguishes stronger online posts from those that are less successful. Review the chart below. What do you notice? If your instructor has provided a rubric for online posts, read the rubric, and identify your instructor’s criteria for success.[1]
Tips for Participating in Forums
- Develop a clear understanding of the expectations and ground rules for the forum. Review your course presentation (syllabus) to guidance on how often to post, the type of content to include in each post, and the best way to respond to others’ posts.
- Make connections between your posts and the content you are learning in the course. A forum post is often an excellent place to engage in critical reflection. Make connections between the course content and the ways that your growing understanding are shaping your present and future practice.
- Set a regular schedule for posting and commenting on forums. This prevents the amount of content from becoming overwhelming, and allows you to develop stronger relationships in the course by regularly engaging with classmates.
- Include resources that might be useful to other classmates or your instructor in your posts.
- Use language that is appropriate for an academic environment. Avoid writing in a way that is too informal (ie. writing that resembles a text message).
- Make sure that each post is clearly written and well structured. Take time to clarify the message you want to communicate in your post, and organize your content into clear and concise paragraphs. This is easier for your reader than a long or disorganized post.
- Respond to others’ posts in a supportive and challenging way. In writing, messages may be unintentionally misinterpreted. Be sure that your responses to others are respectful, positive in tone, and do not appear angry, even when you wish to disagree or present an alternative viewpoint.
- Participate in the community discussion. Read others’ comments before posting, and connect your ideas with what you are hearing from your classmates. [2]
For Reflection
Read through your course presentations and find any guidelines for posting to forums. Create a checklist for yourself based on these guidelines and the rubric above. What do you need to do to create successful forum posts in your course? Keep this checklist, and refer to it regularly as you post to forums.
Media Attributions
- Online Posting Rubric © Christina Page is licensed under a CC BY-SA (Attribution ShareAlike) license
- Fenwick, T. J., & Parsons, J. (2009). The art of evaluation: a resource for educators and trainers (2nd ed.). Toronto: Thompson Educational Publishing. ↵
- Pappas, C. (2015a, June 6). 10 netiquette tips for online discussions. Retrieved August 7, 2018, from https://elearningindustry.com/10-netiquette-tips-online-discussions; Pappas, C. (2015b, August 16). 7 tips on how to use forums in elearning. Retrieved August 7, 2018, from https://elearningindustry.com/7-tips-use-forums-in-elearning. ↵
|
pressbooks
|
2025-03-22T05:09:32.163504
|
09-10-2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://kpu.pressbooks.pub/learningtolearnonline/chapter/communicate-in-online-forums/",
"book_url": "https://kpu.pressbooks.pub/learningtolearnonline/front-matter/acknowledgements/",
"title": "Learning to Learn Online",
"author": "KPU Learning Centres",
"institution": "",
"subject": "Open learning, distance education, Educational: General studies, educational skills and competencies"
}
|
https://kpu.pressbooks.pub/learningtolearnonline/chapter/give-and-receive-feedback/
|
19 Give and Receive Feedback
Alice Macpherson and Christina Page
Good communication and learning in an online environment requires giving and receiving feedback. You might give feedback to classmates in a group project, or receive feedback from your classmates and instructors. What strategies can help you use feedback most effectively?
Effective feedback must include:
What is being done correctly and well.
How it can be improved.
What the next steps might be.
Receiving Feedback
If another person offers you feedback, it may sound like criticism. It may be that they intend to be positive but they may not know how to say something positively. It may also be that their self-esteem is low and they are being defensive or aggressive towards you. Most importantly, you may become defensive or aggressive if you see their feedback as critical or negative, no matter what was meant.
Attempt to suspend your reaction until you understand the information that is being given. Paraphrase what you hear. If it seems unclear, ask for clarification. Having it presented in other words or from another point of view may increase your understanding about what is being said.
Explore and discover the reasons for the comments.
- Is a change by you indicated?
- Is it an evaluation of the past or an indication for the future?
Think about and cope with your possible defensive reaction.
- Do you see wants as demands?
- Do you feel guilty or obligated?
- Are you hearing more than is being said?
Ideally, listen to his/her comments and find the positive side of them. Then, explain your position or point of view without feeling that you must justify yourself. Determine the importance of the message to you. You may choose not to change.
Any discussion will profit from more information. You can wall yourself away from information and change by being defensive. You may open new lines of communication by being open.
Giving Positive Feedback
It is easy to criticize and to think that we are helping a person deal with a situation. To give the right commentary, at the right time, to the right person, with the right reasons, in the right way, and to the right degree is very difficult.
You first need agreement to interact. If the other person is not ready to hear your comments, you set up a negative interaction that will cause them to block you and your opinions out. If you do not have permission to comment, you may be seen as aggressive and the other person may respond by being aggressive or defensive towards you.
Ask if the other person wants your feedback. If they say no, then you will have to discuss or problem-solve that before you say anything more, or you will say nothing at all.
Search out all the facts you can prior to giving your feedback. Ask the people involved about what they feel is happening and how they see the situation. This may solve or help to solve the problem.
Time the discussion so that you are all reasonably unstressed. Leave time so there is another chance to talk before a parting of ways. This will help to avoid or clear misunderstanding or confusion.
Be Positive. Try to begin and end your feedback with comments about what is working, correct, or right about the situation. No matter how bad you perceive things to be, there will be good points to comment on.
Avoid using absolutes or negative words, words like always or never or don’t. Each situation tends to be many shades of grey rather than black and white. Actions taken are seen by each person in the light of his/her own experiences and perceptions. Use alternative positive words and phrases. Avoid comparing the person involved to other people in other situations. The where, when, what, and who of each situation are different. Comparisons tend to produce resentment and frustration.
Be Specific in your description of the problem. Avoid vague or misleading statements. If attitude seems to be a problem, show specific instances and then take one point at a time so as not to overload or overwhelm the other person. Make sure that it is something that can be changed.
When you tell someone that you feel they could improve or change, then also make suggestions on how you think they might go about making those changes, and what behaviour would be observed if the changes were made. Be prepared for no change.
Feedback can be positive if it:
- is offered at the right time and place,
- is offered with comments on good points as well as possible changes,
- is connected to facts and not rumours,
- is directed to behaviour that can be changed,
- is specific and one point at a time, and
- gives information and possible solutions to change the situation.
You will not use all of these items in all circumstances, but all of them can be used in some situations.
Click here to access the “Give and Receive Feedback” activity in an alternative format.
- Adapted from: KPU Learning Centres, & Macpherson, A. (2017). Level One Peer Tutoring Fundamentals Workbook. Kwantlen Polytechnic University. Retrieved from https://kora.kpu.ca/islandora/object/kora:98 ↵
|
pressbooks
|
2025-03-22T05:09:32.182301
|
09-10-2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://kpu.pressbooks.pub/learningtolearnonline/chapter/give-and-receive-feedback/",
"book_url": "https://kpu.pressbooks.pub/learningtolearnonline/front-matter/acknowledgements/",
"title": "Learning to Learn Online",
"author": "KPU Learning Centres",
"institution": "",
"subject": "Open learning, distance education, Educational: General studies, educational skills and competencies"
}
|
https://kpu.pressbooks.pub/learningtolearnonline/chapter/learn-with-eportfolios/
|
20 Learn with ePortfolios
Many online courses include the opportunity to learn and demonstrate your learning with ePortfolios. To get started with your ePortfolio, you may need to learn to use an online tool: Mahara and WordPress are two commonly used tools. Though ePortfolio assignments differ from class to class, there are some advantages to producing portfolios — both for your classes, and to extend your professional learning. Eportfolios offer the following benefits:
- By recording your learning regularly, you are able to show your growth as a learner and a professional over time.
- Eportfolios allow you to show and reflect on your learning process. While other assignments focus on the final product, an eportfolio allows you to record reflections, weekly learnings, and to document the changes in your learning and practice over a semester.
- The process of considering the content to include and the best way to present it is itself a learning experience. By consolidating your learning from different course activities and assignments, and applying your learning to your past experience, present personal goals, and future practice, you are engaging in meaningful life-long learning.
- Eportfolios provide a record of your learning to present in applications for future study programs or employment.[1]
Developing your eportfolio might require you to develop new technical skills in Mahara or WordPress. For information on using Mahara, download this PDF quick-start guide.
Media Attributions
- Eportfolio © Rawia Inaim is licensed under a CC BY-SA (Attribution ShareAlike) license
- Fenwick, T. J., & Parsons, J. (2009). The art of evaluation: a resource for educators and trainers (2nd ed.). Toronto: Thompson Educational Publishing. ↵
|
pressbooks
|
2025-03-22T05:09:32.195617
|
09-10-2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://kpu.pressbooks.pub/learningtolearnonline/chapter/learn-with-eportfolios/",
"book_url": "https://kpu.pressbooks.pub/learningtolearnonline/front-matter/acknowledgements/",
"title": "Learning to Learn Online",
"author": "KPU Learning Centres",
"institution": "",
"subject": "Open learning, distance education, Educational: General studies, educational skills and competencies"
}
|
https://kpu.pressbooks.pub/learningtolearnonline/chapter/use-email-in-the-online-learning-environment/
|
21 Use Email in the Online Learning Environment
In an online learning environment, communicating by email is an important part of getting things done. For many students, emailing instructors can be intimidating, at least at first. The video below, which includes an interactive quiz, will provide you with some tools for sending a clear and professional email. You will use many of these same principles for your communication with classmates, and in other work settings.
Video Transcript
Communicating with your instructor throughout the semester is an important part of being an active and engaged post-secondary student. Email is by far the most popular means by which this type of communication takes place. For students, emailing instructors is particularly appealing because it is familiar, easy and convenient. But messages sent via email can easily be misunderstood unless special care is taken in their composition.
To avoid confusion, and to make it as easy for your busy instructors to read and understand your email as possible, there are a few basic principles to keep in mind when sending an email message to your professor. In this video, we are going to cover five of these principles that will help ensure that your email communication is clear, effective, and professional.
First, it is important to use a formal, professional tone when emailing your instructor. Include an informative subject, and avoid simply saying “hey” or “hello” For example, if your instructor’s name was Tom Smith, an email to them might look something like “Dear Professor Smith.” You may wish to conclude with a closing like “best regards”. In general, don’t worry about being too formal with your instructor. Think of your email as a professional, business communication.
Second, make sure that your email is grammatically correct. You should think about your email as a chance to show your instructor that you care about the class, and that you are willing to take the time to proofread your message before sending it. It is also a good idea to break your message up into multiple paragraphs with appropriate punctuation. This makes your email easier to read, and it helps to avoid unnecessary confusion. Remember, your instructor is much more likely to help you if they are able to understand what you are saying.
Third, it is helpful to keep your message brief. Avoid long emails that go into too many unnecessary details or that appear to be long-winded rants. Keep your tone friendly and respectful, and keep your emails concise and to the point. With that said, it is also not a good idea to be too short with your message, as shortness can sometimes be misinterpreted as rudeness.
Fourth, it is a good idea to make sure that you actually need to send the email in the first place. Sometimes, simply reading through your syllabus, assignment description, class website, or lecture notes can answer many of the questions you might have.
Finally, it is important not to expect that your instructor will response to you immediately. Unlike with instant messaging, email responses can take anywhere from one to three days. Your instructors have a lot of email to respond to, along with their other responsibilities, so patience is advisable. Moreover, it is important to only re-send an email after at least five days have passed.
In this video, we covered five key principles that, if followed when writing an email to your instructor, will help ensure that you communicate clearly, effectively, and professionally.
|
pressbooks
|
2025-03-22T05:09:32.208354
|
09-10-2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://kpu.pressbooks.pub/learningtolearnonline/chapter/use-email-in-the-online-learning-environment/",
"book_url": "https://kpu.pressbooks.pub/learningtolearnonline/front-matter/acknowledgements/",
"title": "Learning to Learn Online",
"author": "KPU Learning Centres",
"institution": "",
"subject": "Open learning, distance education, Educational: General studies, educational skills and competencies"
}
|
https://kpu.pressbooks.pub/learningtolearnonline/chapter/identify-learning-goals-for-assignments/
|
22 Identify Learning Goals for Assignments
You need a clear understanding of what the instructor wants before starting on any assignment of project. Then you will want to translate assignment terms and requirements into useful clues as to what your instructor expects. When you are not sure, remember to ask the instructor.
The first step is to read the assignment carefully as soon as you receive it.
Interpreting the Assignment
Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:
- What is the task you need to do in this assignment?
- Why did your instructor ask you to do this particular task?
- Who is your audience?
- What kind of evidence do you need to support your ideas?
- What kind of writing style is acceptable?
- What kind of referencing style must be used?
- What guidelines must you follow?
Terms that might be used to determine the task
- Identification Terms: cite, define, enumerate, give, identify, indicate, list, mention, name, state.
- Description Terms: describe, discuss, review, summarize, diagram, illustrate, sketch, develop, outline, trace.
- Relation Terms: analyze, compare, contrast, differentiate, distinguish, relate.
- Demonstration Terms: demonstrate, explain why, justify, prove, show, support.
- Evaluation Terms: assess, comment, criticize, evaluate, interpret, propose.
Begin with Background Content
Most assignment will be related to the materials you have studied in the course up to the point of the assignment. As you read the assignment or project requirements, start by identifying which theories, formulas, and graphics relate. Consider what research you will need to do to complete the project.
|
pressbooks
|
2025-03-22T05:09:32.226115
|
09-10-2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://kpu.pressbooks.pub/learningtolearnonline/chapter/identify-learning-goals-for-assignments/",
"book_url": "https://kpu.pressbooks.pub/learningtolearnonline/front-matter/acknowledgements/",
"title": "Learning to Learn Online",
"author": "KPU Learning Centres",
"institution": "",
"subject": "Open learning, distance education, Educational: General studies, educational skills and competencies"
}
|
https://kpu.pressbooks.pub/learningtolearnonline/chapter/use-a-rubric-to-evaluate-your-work/
|
23 Use a Rubric to Evaluate Your Work
What is a Rubric?
When you receive many of your course assignments, you may also receive a copy of the rubric the instructor will use to grade your work. The rubric provides information on what criteria shape a highly successful assignment.
How to Use Rubrics
Your assignment instructions and rubric are two of your key tools throughout the process of completing the assignment. These provide an outline of the criteria that the instructor has set out for a successful assignment. There are two key times to use the rubric and assignment instructions:
- Before you start writing: Unfortunately, time may be lost writing something that does not meet the key guidelines you must follow. To avoid this problem, take time to read both the assignment instructions and rubric carefully before beginning. Clarify any areas of confusion with your instructor.
- After you have written a draft, but before you submit the assignment: At this point, grade your work according to the rubric. Think carefully and critically. Are there areas where you may not have met the criteria well? If so, edit your work accordingly, making the needed revisions before submitting the assignment.
The video below provides additional strategies for using rubrics. When you are finished the video, scroll to the bottom of the page for a reflective activity. Then, go to the next chapter to move on in the workshop.
Making Rubrics Work for You: Video Script
When you receive an assignment, you may notice that it includes a rubric or checklist that indicates how your instructor will mark your work. Have you ever thought that this could be a powerful learning tool for you?
In this video, you’ll learn how use a rubric to its maximum potential to support your learning.
The first time you want to look at the rubric is when you first begin working on your assignment. You want to avoid making the unfortunate make of putting a lot of time and effort into an assignment, only to miss an important element of the assignment requirements.
Analyze the rubric carefully. What is your instructor looking for? Which sections receive more marks? What elements are worth fewer marks? Use this information to determine how you want to focus your efforts.
Not sure what a term on the rubric means? Now is a great time to ask!
Now, imagine that you’ve finished writing the first draft of your assignment. How does the rubric help now? As it turns out, there are some powerful things you can do with a rubric at this stage in your work.
One secret to student success is learning to accurately understand how your work meets the expectations of your course. One way that you can do this is to put yourself into the place of your instructor, and try to grade your own assignment according to the rubric.
Does your assignment meet expectations? If it doesn’t quite yet, you still have time to consider what changes you want to make.
After you receive the marked assignment from your instructor, compare how your self-evaluation with the rubric compares with how your instructor graded your work. Where did you notice differences?
As you continue to use this process, you will work towards using a rubric to self-evaluate accurately – so that your self-evaluation closely matches your instructor’s evaluation of your work.
So, as you can see, a rubric can be a powerful tool for learning. By using your rubric effectively, you will be able to produce work that accurately meets the expectations of your course. Make the rubrics work for you!
Reflection and Application
Take out your assignment instructions and rubric. Use them to answer the following questions:
- Describe in one sentence your task on this assignment: What do you need to do?
- What resources will you use to complete this assignment? Review any textbook materials, handouts, or class notes that relate to this assignment.
- How many additional resources do you need to find to complete the assignment task? (consider books, peer reviewed articles, websites, or other resources).
- What content do you need to create for this assignment?
- What guidelines do you need to follow related to the format of the assignment?
- What format do you need to use for citations and references (APA, MLA, and Chicago are the most commonly used).
|
pressbooks
|
2025-03-22T05:09:32.241285
|
09-10-2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://kpu.pressbooks.pub/learningtolearnonline/chapter/use-a-rubric-to-evaluate-your-work/",
"book_url": "https://kpu.pressbooks.pub/learningtolearnonline/front-matter/acknowledgements/",
"title": "Learning to Learn Online",
"author": "KPU Learning Centres",
"institution": "",
"subject": "Open learning, distance education, Educational: General studies, educational skills and competencies"
}
|
https://kpu.pressbooks.pub/learningtolearnonline/chapter/create-an-assignment-plan/
|
24 Create an Assignment Plan
Now that you have a clear idea of what you need to do, the next step is to break down the assignment into manageable “chunks”. The idea of completing a major research paper may seem overwhelming, but if you can divide the task into achievable steps you will be on your way to success.
Use the chart below to break your assignment into smaller steps. You will want to create steps that can be done easily in one day, and preferably in a single work period. Consider the following example breakdown for a research paper.
| Assignment Task | Target Completion Date | Complete? |
| Read assignment instructions and rubric | October 2 | Y |
| Review course materials and choose topic | October 3 | Y |
| Library research — find 3 peer reviewed articles and two books | October 5 | |
| Read and take notes on two articles | October 7 | |
| Read and takes notes on final article and books | October 8 | |
| Organize notes; write thesis and outline | October 9 | |
| Write body paragraph 1 | October 10 | |
| Write body paragraph 2 | October 10 | |
| Write body paragraph 3 | October 11 | |
| Write body paragraph 4 | October 11 | |
| Write conclusion | October 12 | |
| Write introduction | October 12 | |
| Self-edit content and organization (use the rubric) | October 14 | |
| Writing tutor appointment | October 15 | |
| Edit and proofread assignment | October 16 | |
| Submit final assignment | October 18 |
In the above example, the assignment is divided into smaller pieces, with a manageable amount to complete each day. It is also clear when each task has been completed. A daily work goal like “work on research paper” is not well-defined, and can seem overwhelming. This can make it easy to procrastinate. By choosing specific and achievable goals, you may become more motivated to get started, and you will be able to measure your progress each day. Remember to reward yourself for meeting your goals along the way.
Try it!
Choose one of your upcoming assignments, and create a work plan modeled on the example above.
|
pressbooks
|
2025-03-22T05:09:32.258181
|
09-10-2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://kpu.pressbooks.pub/learningtolearnonline/chapter/create-an-assignment-plan/",
"book_url": "https://kpu.pressbooks.pub/learningtolearnonline/front-matter/acknowledgements/",
"title": "Learning to Learn Online",
"author": "KPU Learning Centres",
"institution": "",
"subject": "Open learning, distance education, Educational: General studies, educational skills and competencies"
}
|
https://kpu.pressbooks.pub/learningtolearnonline/chapter/use-feedback-to-move-forward/
|
25 Use Feedback to Move Forward
“We all need people who will give us feedback. That’s how we improve.” – Bill Gates
During the learning process, we have many opportunities to receive feedback about the quality of our learning and work. In the university environment, this often comes in the form of grades and instructor comments on assignments and exams. By using this feedback to evaluate your learning strategies in light of your goals, you will be able to make adjustments to move you towards your goals in current and future courses.
Consider the Purpose of Feedback
Many people find feedback difficult to receive, particularly when it indicates areas for improvement. Shifting your mindset as you receive feedback can be a catalyst for personal growth. View feedback as a gift that is intended to allow personal growth, stronger future academic performance, and professional development. When you receive feedback, take time to reflect on the comments given. Direct the feedback towards future assignments; rather than considering what you might to differently on the current assignment, use the feedback to inform your future goals and work on subsequent projects.
Reflecting Mid-Course
An excellent time for self-evaluation is after you have received feedback on your first midterm exam or major assignment. Consider the following reflection questions at this stage in your course:
- What grade do I hope to achieve in this course? ________
- To what extent am I meeting my goal for the course at this point?
- What about my exam/assignment preparation worked well?
- What about my exam/assignment preparation did not work well? What do I want to change?
- How will what I have learned help me in the second half of the course?
If you have identified an area for growth that requires change, consider new learning strategies. Consider the resources available to you: online learning, workshops, tutoring, support from classmates, and your instructor. Identify the people on your “team” that can help you respond to feedback and move towards your new goals.
Reflecting at the End of a Course
The completion of a course is also an excellent time for reflection and evaluation. In addition to the questions in the midterm evaluation, consider the following:
- How will what I have learned help me in my next courses?
- How will I use what I have learned in my future career and other aspects of my life?
By reflecting on feedback and evaluating your learning regularly, you will avoid getting stuck in unproductive patterns. You will contribute to your own ongoing personal growth and development, supporting your success in future courses and other life endeavours.
Try it!
Download the evaluation template to support you in the process of reflecting and moving ahead.
- Chen, P., Chavez, O., Ong, D. C., & Gunderson, B. (2017). Strategic resource use for learning: A self-administered intervention that guides self-reflection on effective resource use enhances academic performance. Psychological Science, 28(6), 774–785. https://doi.org/10.1177/0956797617696456; ↵
- Tanner, K. D. (2012). Promoting student metacognition. Cell Biology Education, 11(2), 113–120. https://doi.org/10.1187/cbe.12-03-0033 ↵
|
pressbooks
|
2025-03-22T05:09:32.273424
|
09-10-2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://kpu.pressbooks.pub/learningtolearnonline/chapter/use-feedback-to-move-forward/",
"book_url": "https://kpu.pressbooks.pub/learningtolearnonline/front-matter/acknowledgements/",
"title": "Learning to Learn Online",
"author": "KPU Learning Centres",
"institution": "",
"subject": "Open learning, distance education, Educational: General studies, educational skills and competencies"
}
|
https://kpu.pressbooks.pub/learningtolearnonline/chapter/take-effective-notes-on-online-readings/
|
26 Take Effective Notes on Online Readings
Why take notes on online content? After all, you can easily search for it and read it again. However, re-reading is not always the most effective use of time. Taking good notes helps you to quickly review the key points in the material that you have read.
Taking notes is also an effective learning strategy. Intentionally annotating the texts that you read requires you to critically engage with the material. You are doing the work of identifying the important content, and considering its implications for your course and your professional practice. This practice facilitates deep learning, and ensures that you remember key material.
Choose the note taking method that is most effective for you. You may prefer traditional notebooks. Many readers underline, highlight, and put key notes in the margins of their books. You may prefer to create typewritten notes, and to store these notes in using your electronic notebook/ information management system. Another tool for engaging with digital texts is Hypothes.is. Watch the video below, and consider how this tool might work for you. If you prefer reading to watching videos, scroll to the bottom of the page for a transcript. When you are finished, go to the next chapter to move on.
Video Transcript
So, you have your texts for your course – but they’re not regular textbooks. You’ll be using online texts and other articles as the primary readings in your course. What strategies can you use for making effective notes that will help you retain what you are reading, prepare for exams, and note key information for use in your assignments?
One tool that can help you take notes electronically is Hypothesis. Hypothesis is a free tool that you add to the Chrome browse that allows you to highlight and add notes to online text. In this video, you will learn how to install Hypothesis, create notes and highlights, and create a group to work collaboratively with your classmates.
To get started with Hypothesis, you will first create a free account. Type hypothesis into the search bar to visit the page. On the top right, you will find a “Get Started” button. Click here to create your account. You will provide your email address, create a user name, and password. Then, check your email and click on the link to activate your account.
The second step is to install the Hypothesis extension in your web browser. In this case, you will use the Chrome browser. To install the extension, go to the “Get Started” section of the Hypothesis page. Then, click the Chrome extension button. This will guide you through the steps of installing the extension.
When the extension is installed, you will see a square icon at the top left of your screen. When you click this icon, you will see a new menu on the far right of your browser. Click the arrow to open the menu and login.
Next, you will choose where to store your notes. Be aware that the default setting is public. You will likely want to create a private group for personal notes or group projects. To create a group, click on Public, and then create a new private group. For each text you highlight, you can choose which group can see your notes. This feature can be especially helpful for group study and projects. You may also wish to create a group that only you can see to store personal notes.
Now, begin reading and taking notes. Today I’m going to read and take notes on this chapter on procrastination from an online text.
When I highlight some text, I have the option to highlight or annotate the text. When you click on highlight, the text is marked with a yellow highlight, as you might expect. This can be helpful in identifying key points in the document. However, be careful not to over-highlight – be very selective in highlighting only key information.
I assumed that procrastination was always a time management problem. What might be a different reason that I procrastinate?
Finally, I can choose to add a page note that summarizes my key learnings or questions, or indicates how I might use this information in the future. As I read this page, I found the information on the Pomodoro technique useful. If I was reading this text together with a group of classmates, I might add something like this to the notes:
I found the Pomodoro technique interesting – has anyone else used this method successfully?
My group members can then respond with their own insights.
Reading purposefully requires you to actively interact with texts. In this video, you learned how to use Hypothesis as a tool for engaging with online texts. You learned how to create an account, install the extension, and use the basic highlighting and annotation tools.
How might you use Hypothesis to support the reading in your courses?
|
pressbooks
|
2025-03-22T05:09:32.286531
|
09-10-2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://kpu.pressbooks.pub/learningtolearnonline/chapter/take-effective-notes-on-online-readings/",
"book_url": "https://kpu.pressbooks.pub/learningtolearnonline/front-matter/acknowledgements/",
"title": "Learning to Learn Online",
"author": "KPU Learning Centres",
"institution": "",
"subject": "Open learning, distance education, Educational: General studies, educational skills and competencies"
}
|
https://kpu.pressbooks.pub/learningtolearnonline/chapter/assess-the-place-of-reading-in-your-learning-journey/
|
27 Assess the Place of Reading in Your Learning Journey
Reading and the Online Learning Journey
Online learning typically requires you to interact with a larger amount of written material than traditional in-class courses. This can benefit your growth as a lifelong learner by developing your skills in selecting relevant reading material, approaching it purposefully, and managing the information you read. Consider the following principles as a guide as you approach reading:
- Not all reading material requires equal time or attention. Unlike a novel, where you give most pages equal time in order to understand the story, much of your professional reading is focused on finding and using relevant information. This means that you may not read every word in available readings. Some information may require a close and careful reading, while other information may be skimmed to find key points.
- Before you begin reading, identify your purpose for reading. What do you need to learn from this reading? This will determine how you approach the reading material.
- Use questions to guide your reading. In the next sections of this module, you will learn a strategy called SQ3R that can guide you through the process of using questions to guide your reading.
- Develop a system for identifying important information and taking notes. You have already explored systems for online information management. Consider how you will mark key learning in the texts that you read, and organize this information in a form where you can easily access it again.
Go to the next chapter to explore reading strategies in more detail.
|
pressbooks
|
2025-03-22T05:09:32.297067
|
09-10-2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://kpu.pressbooks.pub/learningtolearnonline/chapter/assess-the-place-of-reading-in-your-learning-journey/",
"book_url": "https://kpu.pressbooks.pub/learningtolearnonline/front-matter/acknowledgements/",
"title": "Learning to Learn Online",
"author": "KPU Learning Centres",
"institution": "",
"subject": "Open learning, distance education, Educational: General studies, educational skills and competencies"
}
|
https://kpu.pressbooks.pub/learningtolearnonline/chapter/review-your-learning/
|
28 Review Your Learning
To finish this section of the workshop, summarize what you have learned, and identify what you want to start doing as a result of the new strategies you have explored. The activity below allows you to identify your goals and next steps for reading and engaging with text.
|
pressbooks
|
2025-03-22T05:09:32.307036
|
09-10-2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://kpu.pressbooks.pub/learningtolearnonline/chapter/review-your-learning/",
"book_url": "https://kpu.pressbooks.pub/learningtolearnonline/front-matter/acknowledgements/",
"title": "Learning to Learn Online",
"author": "KPU Learning Centres",
"institution": "",
"subject": "Open learning, distance education, Educational: General studies, educational skills and competencies"
}
|
https://kpu.pressbooks.pub/learningtolearnonline/chapter/read-journal-articles-strategically/
|
29 Read Journal Articles Strategically
Throughout your academic career, you will read a variety of journal articles as you complete coursework and conduct research for assignments. Journal articles may seem daunting, but by understanding how journal articles are organized and written, you will be able to choose relevant articles and find the information you need.
Parts of a Journal Article
| Abstract and Keywords | This is a concise summary of the article. Read this first to decide if the article is relevant to your current research topic. Below the abstract you will find 4-5 keywords. These indicate the subject area of the article. |
| Literature Review | Most articles will have a literature review early in the paper. This summarizes the past research done on the topic. Note that this is not a discussion of the research in the current article. However, the literature review may point you to other material relevant to your project. |
| Research Methodology | This section describes the way in which the research was conducted. Who are the participants? Is the study qualitative or quantitative? How was the data gathered? Where was the study conducted? |
| Results | This section discusses the findings of the study in detail. It often includes statistical information, charts and graphs. |
| Discussion | In this section, the researchers discuss the significance of the results. What do the results mean? Are they significant? What are the implications of what was found? The authors might also indicate areas for further study. |
| References | Skim the reference list. This may lead you to other key articles that are related to your topic. |
How to Approach Journal Articles
- Begin by reading the abstract and keywords. Decide if this article relates to your current research project. If the article does not fit well with your research, stop reading.
- If the article seems relevant, scan the article briefly. Look at the headings, as well as terms in bold and italics. Also, look at charts and graphs.
- Before you begin reading the article, note the bibliographic information. You will need this for your Works Cited or References page.
- Now, read the discussion section closely. This is key to understanding the article well.
- On a separate sheet of paper, create questions that you will answer by reading the article. Include questions such as: “From what you know, does this author agree with other researchers and what you understand about the topic? Does this article support or contradict your thesis?”
- Read the article purposefully, answering your questions. Do not be afraid to change your questions as you read and discover more.
- When you find the answers to your questions, write them down, along with the page number where you found the information. You will need the page numbers to properly cite your sources when you write.
As you learn to approach journal articles systematically, you will become skilled at extracting important information as you read.
Test Yourself!
Complete the quiz below to reinforce your knowledge of article reading strategies. When you are finished, go to the next chapter to move on.
|
pressbooks
|
2025-03-22T05:09:32.320694
|
09-10-2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://kpu.pressbooks.pub/learningtolearnonline/chapter/read-journal-articles-strategically/",
"book_url": "https://kpu.pressbooks.pub/learningtolearnonline/front-matter/acknowledgements/",
"title": "Learning to Learn Online",
"author": "KPU Learning Centres",
"institution": "",
"subject": "Open learning, distance education, Educational: General studies, educational skills and competencies"
}
|
https://kpu.pressbooks.pub/learningtolearnonline/chapter/apply-the-sq3r-method/
|
30 Apply the SQ3R Method
Now that you are familiar with the steps of the SQ3R Method, you may want to apply them to a text you are reading this week. To see how the steps are applied to an actual reading activity, watch the video below. At several points in the video, you will have the opportunity to pause and try the steps in the method. When you are finished the video or reading, go to the next chapter to move on in the workshop.
Apply It
Commit to trying the SQ3R method once this week as you complete your course readings. As you do, consider the following questions:
- How does the SQ3R method change how you approach your reading?
- How will you adapt and personalize this process to your own learning strengths and the specific requirements of your courses?
The first place I will begin is the Learning Objectives. I notice that in this textbook, they are located at the beginning of the chapter. I read these carefully to discover the main concepts that I will learn by reading. The next part of the chapter I’ll review is the key takeaways at the end of the chapter. Remember – there’s no rule that says that I need to read each page in order. By reading the key takeaways, I gain a sense of the most important information in the chapter. This will help me to focus my reading later.
Now, I’ll go back to the beginning of the chapter, and briefly skim the contents. I’ll pay particular attention to the headings and to any key diagrams. I’m noticing a key diagram for both Maslow’s hierarchy of needs and the ERG theory. I also notice two other key headings as I skim: I now know I will read about two factor theory, and acquired needs theory. From the information I’ve gained in the survey step, I’ve determined that my goals for reading are:
- To be able to describe the four theories of motivation.
- To identify how these theories are similar and different.
- And to understand how each theory explains employee behavior.
My next step is to begin questioning and reading. I’ll base my questions on key headings I notice. The first heading I read is Maslow’s Hierarchy of Needs. What questions can I ask about this? You may want to pause this video here, and try to create 3-4 questions you might want to ask. Then, resume the video to see how the questioning process works.
Here are the questions I’ve developed:
- What is Maslow’s hierarchy of needs?
- What are the levels in Maslow’s hierarchy? (I remember that there are levels from my survey step)
- Why are there different levels in the hierarchy?
- How does Maslow’s theory explain employee behavior?
I’ve added my questions to my notetaking page. I begin reading looking for the answer to my first question. I find the answer here, in the first paragraph. The theory is based on a simple premise: Human beings have needs that are hierarchically ranked. There are some needs that are basic to all human beings, and in their absence nothing else matters. As we satisfy these basic needs, we start looking to satisfy higher order needs.
Now, I want to add this information to my notes. To get the most benefit of this step, I will recite the information in my own words, then write it down. The step of putting information into my own words ensures that I understand it clearly.
I pause and think about how I can express what I’ve read in my own words. I can say it like this: Maslow’s theory states that everyone has levels (a hierarchy) of needs. When our basic needs are met, we move to fulfill our higher levels of need. I’ll now add this information to my notes.
You will notice that I have left a wide margin on my note-taking page. This space allows me to add additional thoughts, images, and questions about the material later on. I may want to add additional information I learn in class.
I’ll move through the same steps to answer my other three questions. You may want to pause this video here, and try these steps out for yourself.
As I’m reading, I will also take note of key terms in bold letters. For example, I see that physiological needs is a key term in this chapter. These are words that I want to be able to define, as they are important to my understanding of the course material.
I will work through the chapter, following the same steps for each main chapter section: create questions, read to find the answers, recite my answer, and write it in my notes in my own words.
Now that you have seen how the SQ3R method might be applied to a textbook chapter, try it! Notice how this changes your reading process? How do you want to use this information to read in the future?
|
pressbooks
|
2025-03-22T05:09:32.335146
|
09-10-2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://kpu.pressbooks.pub/learningtolearnonline/chapter/apply-the-sq3r-method/",
"book_url": "https://kpu.pressbooks.pub/learningtolearnonline/front-matter/acknowledgements/",
"title": "Learning to Learn Online",
"author": "KPU Learning Centres",
"institution": "",
"subject": "Open learning, distance education, Educational: General studies, educational skills and competencies"
}
|
https://kpu.pressbooks.pub/learningtolearnonline/chapter/identify-the-purpose-of-sq3r-steps/
|
31 Identify the Purpose of SQ3R Steps
In the previous section of the workshop, you watched a video or read about a reading method called SQ3R. To strengthen your knowledge of what you learned in the video, take the quiz below. To complete the quiz, drag the words to the correct places in the paragraph. When you are finished the quiz, move on to the next topic.
|
pressbooks
|
2025-03-22T05:09:32.345552
|
09-10-2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://kpu.pressbooks.pub/learningtolearnonline/chapter/identify-the-purpose-of-sq3r-steps/",
"book_url": "https://kpu.pressbooks.pub/learningtolearnonline/front-matter/acknowledgements/",
"title": "Learning to Learn Online",
"author": "KPU Learning Centres",
"institution": "",
"subject": "Open learning, distance education, Educational: General studies, educational skills and competencies"
}
|
https://kpu.pressbooks.pub/learningtolearnonline/chapter/review-the-sq3r-method-for-strategic-reading/
|
32 Review the SQ3R Method for Strategic Reading
In this chapter, you will watch a short video that describes a method called SQ3R that provides a way to read efficiently and purposefully. After the video, you will complete a quiz that tests your knowledge of the content you learned. If you prefer reading to watching a video, scroll below the video to find a transcript.
Video Transcript
Now that you’ve thought about your personal reasons for reading textbooks, how can you read them effectively? One of the barriers to reading for many students is the time it takes. So, what strategies can help you read more effectively and efficiently?
First, it’s important to know that you can approach a textbook very differently than a novel. You don’t need to read everything right in order. You will also pay more attention to some sections, and less attention to others. Here’s a process to guide you in your reading. It’s called the SQ3R strategy. What does that stand for?
- Survey
- Question
- Read
- Recite
- Review
Let’s talk about each step.
S – Survey. This step allows you to get an overview of the chapter as a whole – what will you learn by reading? In this step, you will:
- Read the Learning Objectives or chapter introduction
- You will read the chapter summary and the end (you don’t have to wait until you’re finished the chapter to read the summary)
- You’ll skim the study questions at the end of the chapter
- And you’ll skim the chapter headings, and any important diagrams or charts.
At the end of this step, you should know how this chapter is organized and what you will learn by reading. You might find it helpful to end this step by making an outline of the chapter on a separate page.
Q – The in S3QR stands for question. This is a key step in reading for a purpose – you need to know what you hope to learn by reading each part of the chapter. Look at the first chapter heading. Now, make up a question that you will answer by reading.
Use who, what, where, when, and why questions.
R – The first R stands for Read. You will read to answer the questions you just created. This will help you to stay focused on your purpose for reading.
R – The second R stands for Recite. After reading each section, say the answer out loud. Now, write this down in your notes. This step helps you to summarize the material in your own words, which will support your learning and remembering. Explaining a concept in your own words demonstrates that you understand it.
R – The last R stands for Review. Look at your notes from the whole chapter. Think about how different concepts fit together, and fill in any gaps.
Now that you know the steps in the method, it’s time to think more deeply about how this method supports your learning. You’ll do that by completing the quiz in the next section of the workshop. The real test will be applying the method to your actual reading – try it out, and see how it works for you.
|
pressbooks
|
2025-03-22T05:09:32.357860
|
09-10-2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://kpu.pressbooks.pub/learningtolearnonline/chapter/review-the-sq3r-method-for-strategic-reading/",
"book_url": "https://kpu.pressbooks.pub/learningtolearnonline/front-matter/acknowledgements/",
"title": "Learning to Learn Online",
"author": "KPU Learning Centres",
"institution": "",
"subject": "Open learning, distance education, Educational: General studies, educational skills and competencies"
}
|
https://kpu.pressbooks.pub/learningtolearnonline/chapter/evaluate-your-reading-skills/
|
33 Evaluate Your Reading Skills
Now that you have identified the place of reading in your online learning journey, the next step is to explore your current reading strategies. What do you do now?
Complete the quiz below. You will receive feedback about the effectiveness of your current preferred strategy. In the next sections of the workshop, you will learn some additional strategies to make your reading more effective. After you complete the quiz, go to the next chapter to move on in the workshop.
|
pressbooks
|
2025-03-22T05:09:32.368300
|
09-10-2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://kpu.pressbooks.pub/learningtolearnonline/chapter/evaluate-your-reading-skills/",
"book_url": "https://kpu.pressbooks.pub/learningtolearnonline/front-matter/acknowledgements/",
"title": "Learning to Learn Online",
"author": "KPU Learning Centres",
"institution": "",
"subject": "Open learning, distance education, Educational: General studies, educational skills and competencies"
}
|
https://ecampusontario.pressbooks.pub/lisasdemodiary/chapter/masters-class-on-coding-and-pedagogical-documentation/
|
Primary Navigation
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Book Contents Navigation
Dedication
Starting down the Demonstrator Road
Master's class on coding and pedagogical documentation
Course 1 Assignment 1: Add Assignment Title
Add More Course 1 Assignments
Course 1 Reflection
Course 2 Assignment 1: Add Assignment Title
Add More Course 2 Assignments
Course 2 Reflection
Course 3 Assignment 1: Add Assignment Title
Add More Course 3 Assignments
Course 3 Reflection
Final Thoughts
Previous/next navigation
Lisa's Demonstrator Diary Copyright © by lisanoble. All Rights Reserved.
|
pressbooks
|
2025-03-22T05:09:32.383431
|
05-29-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/lisasdemodiary/chapter/masters-class-on-coding-and-pedagogical-documentation/",
"book_url": "https://ecampusontario.pressbooks.pub/lisasdemodiary/front-matter/dedication/",
"title": "Lisa's Demonstrator Diary",
"author": "Trent University",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/lisasdemodiary/chapter/chapter-1/
|
This is the first chapter in the “course one” part of the text.
Add an assignment from course one that you want to share in this book.
Sarah has an example essay for us below. We can’t say whether it is any good or not, but it was written by a robot in about 15 seconds. The title of this chapter would be renamed to: Assignment 1: Exploring the Roots of Criminal Behavior (An Essay)
Title: Exploring the Roots of Criminal Behavior: An Introductory Insight
Criminology, the intricate study of crime and its underpinnings, unveils a world both fascinating and perplexing. As I delve into this realm, I find myself drawn to the question that lies at its heart: Why do individuals commit crimes? This inquiry serves as the foundational cornerstone of introductory criminology, offering a captivating journey into the complexities of human behavior.
The study of criminology prompts us to shift our gaze from the surface level of criminal acts to the deep-seated origins of these behaviors. It is a foray into the interplay of psychology, sociology, and biology that shapes individuals’ inclinations toward criminality. As I explore various criminological theories, it becomes apparent that there is no one-size-fits-all answer. From the classical perspectives of Cesare Beccaria and Jeremy Bentham to the modern insights of differential association and strain theory, each theory paints a distinct stroke on the canvas of human motivation.
In these early stages of my criminological journey, I am particularly intrigued by the concept of nature versus nurture. Are individuals born with a predisposition to commit crimes, or are their environments the catalysts for such actions? This dichotomy leads me to ponder the intricate interweaving of genetic predispositions, brain chemistry, and childhood experiences. The more I delve into this topic, the more I realize that criminal behavior is an intricate tapestry woven from both inherent traits and external influences.
By grasping the foundational concepts of criminology, I am beginning to comprehend that criminal behavior is not a monolith, but rather a nuanced spectrum that demands comprehensive analysis. As I venture further into this field, I hope to uncover the underlying mechanisms that give rise to crime, grasping not only the “what” and “how,” but also the “why.” With each page turned and each theory contemplated, I anticipate a clearer understanding of the intricate web that connects human nature, societal pressures, and the paths individuals choose.
In conclusion, introductory criminology is an enlightening journey into the core of criminal behavior. It encourages us to unravel the enigma of why individuals choose to commit crimes by examining the amalgamation of factors that shape their decisions. As I navigate through this subject, I am excited to forge a path of discovery, gaining insights that will not only broaden my intellectual horizons but also enable me to contribute meaningfully to the pursuit of justice and a safer society.
|
pressbooks
|
2025-03-22T05:09:32.392504
|
05-29-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/lisasdemodiary/chapter/chapter-1/",
"book_url": "https://ecampusontario.pressbooks.pub/lisasdemodiary/front-matter/dedication/",
"title": "Lisa's Demonstrator Diary",
"author": "Trent University",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/lisasdemodiary/chapter/add-more-assignments/
|
Add a new chapter for any time you need to add a new assignment or reflection. You can revisit the Pressbooks handbook for help on adding and editing chapters
License
Lisa's Demonstrator Diary Copyright © by lisanoble. All Rights Reserved.
Add a new chapter for any time you need to add a new assignment or reflection. You can revisit the Pressbooks handbook for help on adding and editing chapters
|
pressbooks
|
2025-03-22T05:09:32.401712
|
05-29-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/lisasdemodiary/chapter/add-more-assignments/",
"book_url": "https://ecampusontario.pressbooks.pub/lisasdemodiary/front-matter/dedication/",
"title": "Lisa's Demonstrator Diary",
"author": "Trent University",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/lisasdemodiary/chapter/course-reflection/
|
Use this space to write a short reflection on your experience in this course.
Here is Sarah’s reflection on completion of her first course.
Upon completing the “Introduction to Criminology” course, I am profoundly enriched by the knowledge and insights gained throughout the journey. The course surpassed my expectations, offering a comprehensive understanding of the multifaceted nature of crime, justice systems, and human behavior. Exploring diverse criminological theories has broadened my perspective, enabling me to dissect criminal motivations and societal responses with a critical eye. Engaging in thought-provoking discussions and delving into practical aspects of the criminal justice system has deepened my appreciation for the intricate balance between law enforcement, judicial processes, and rehabilitation. This course has not only equipped me with analytical tools but also inspired a commitment to contribute positively to a safer and more just society. I now embark on future endeavors with a greater understanding of criminology’s role in shaping our world.
|
pressbooks
|
2025-03-22T05:09:32.409089
|
05-29-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/lisasdemodiary/chapter/course-reflection/",
"book_url": "https://ecampusontario.pressbooks.pub/lisasdemodiary/front-matter/dedication/",
"title": "Lisa's Demonstrator Diary",
"author": "Trent University",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/lisasdemodiary/chapter/course-2-assignment-add-assignment-title/
|
This is the first chapter in the “course two” part of the text.
Add an assignment from course one that you want to share in this book.
This is the first chapter in the “course two” part of the text.
Add an assignment from course one that you want to share in this book.
|
pressbooks
|
2025-03-22T05:09:32.417481
|
05-29-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/lisasdemodiary/chapter/course-2-assignment-add-assignment-title/",
"book_url": "https://ecampusontario.pressbooks.pub/lisasdemodiary/front-matter/dedication/",
"title": "Lisa's Demonstrator Diary",
"author": "Trent University",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/lisasdemodiary/chapter/add-more-course-2-assignments/
|
Primary Navigation
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Book Contents Navigation
Dedication
Starting down the Demonstrator Road
Master's class on coding and pedagogical documentation
Course 1 Assignment 1: Add Assignment Title
Add More Course 1 Assignments
Course 1 Reflection
Course 2 Assignment 1: Add Assignment Title
Add More Course 2 Assignments
Course 2 Reflection
Course 3 Assignment 1: Add Assignment Title
Add More Course 3 Assignments
Course 3 Reflection
Final Thoughts
Add a new chapter any time you need to add more assignments or reflections
Previous/next navigation
Lisa's Demonstrator Diary Copyright © by lisanoble. All Rights Reserved.
|
pressbooks
|
2025-03-22T05:09:32.431888
|
05-29-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/lisasdemodiary/chapter/add-more-course-2-assignments/",
"book_url": "https://ecampusontario.pressbooks.pub/lisasdemodiary/front-matter/dedication/",
"title": "Lisa's Demonstrator Diary",
"author": "Trent University",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/lisasdemodiary/chapter/course-2-reflection/
|
Primary Navigation
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Book Contents Navigation
Dedication
Starting down the Demonstrator Road
Master's class on coding and pedagogical documentation
Course 1 Assignment 1: Add Assignment Title
Add More Course 1 Assignments
Course 1 Reflection
Course 2 Assignment 1: Add Assignment Title
Add More Course 2 Assignments
Course 2 Reflection
Course 3 Assignment 1: Add Assignment Title
Add More Course 3 Assignments
Course 3 Reflection
Final Thoughts
Use this space to share a reflection on your experience in this course.
Previous/next navigation
Lisa's Demonstrator Diary Copyright © by lisanoble. All Rights Reserved.
|
pressbooks
|
2025-03-22T05:09:32.446333
|
05-29-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/lisasdemodiary/chapter/course-2-reflection/",
"book_url": "https://ecampusontario.pressbooks.pub/lisasdemodiary/front-matter/dedication/",
"title": "Lisa's Demonstrator Diary",
"author": "Trent University",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/lisasdemodiary/chapter/course-3-assignment-1-add-assignment-title/
|
This is the first chapter in the “course three” part of the text.
Add an assignment from course one that you want to share in this book.
This is the first chapter in the “course three” part of the text.
Add an assignment from course one that you want to share in this book.
|
pressbooks
|
2025-03-22T05:09:32.454963
|
05-29-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/lisasdemodiary/chapter/course-3-assignment-1-add-assignment-title/",
"book_url": "https://ecampusontario.pressbooks.pub/lisasdemodiary/front-matter/dedication/",
"title": "Lisa's Demonstrator Diary",
"author": "Trent University",
"institution": "Trent University",
"subject": "Education"
}
|
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.