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Dedication
Starting down the Demonstrator Road
Master's class on coding and pedagogical documentation
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Course 1 Reflection
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"book_url": "https://ecampusontario.pressbooks.pub/lisasdemodiary/front-matter/dedication/",
"title": "Lisa's Demonstrator Diary",
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1 Respiratory System Anatomy
Click on prefixes, combining forms, and suffixes to reveal a list of word parts to memorize for the Respiratory System.
Introduction to the Respiratory System
How long you can hold your breath as you continue reading… How long can you do it? Chances are you are feeling uncomfortable already. A typical human cannot survive without breathing for more than three minutes, and even if you wanted to hold your breath longer, your autonomic nervous system would take control. Although oxygen is critical for cells, it is the accumulation of carbon dioxide that primarily drives your need to breathe.
The major structures of the respiratory system function primarily to provide oxygen to body tissues for cellular respiration, remove the waste product carbon dioxide, and help to maintain acid-base balance. Portions of the respiratory system are also used for non-vital functions, such as sensing odors, speech production, and for straining, such as coughing.
Watch this video:
Media 7.1. Respiratory System, Part 1: Crash Course A&P #31 [Online video]. Copyright 2015 by CrashCourse.
Respiratory System Medical Terms
Anatomy (Structures) of the Respiratory System
The Nose and its Adjacent Structures
The major entrance and exit for the respiratory system is through the nose. When discussing the nose, it is helpful to divide it into two major sections:
The nares open into the nasal cavity, which is separated into left and right sections by the nasal septum (Figure 7.2). The nasal septum is formed anteriorly by a portion of the septal cartilage and posteriorly by the perpendicular plate of the ethmoid bone and the thin vomer bones.
Each lateral wall of the nasal cavity has three bony projections the inferior conchae are separate bones and the superior and middle conchae are portions of the ethmoid bone. Conchae increase the surface area of the nasal cavity, disrupt the flow of air as it enters the nose, causing air to bounce along the epithelium, where it is cleaned and warmed. The conchae and meatuses trap water during exhalation preventing dehydration.
The floor of the nasal cavity is composed of the hard palate and the soft palate. Air exits the nasal cavities via the internal nares and moves into the pharynx.
Paranasal sinuses, serve to warm and humidify incoming air and are lined with a mucosa which produces mucus. Paranasal sinuses are named for their associated bone:
- frontal sinus
- maxillary sinus
- sphenoidal sinus
- ethmoidal sinus
The nares and anterior portion of the nasal cavities are lined with mucous membranes, containing sebaceous glands and hair follicles that serve to prevent the passage of large debris, such as dirt, through the nasal cavity. An olfactory epithelium used to detect odors is found deeper in the nasal cavity.
The conchae, meatuses, and paranasal sinuses are lined by respiratory epithelium composed of pseudostratified ciliated columnar epithelium (Figure 7.3). The epithelium contains specialized epithelial cells that produce mucus to trap debris. The cilia of the respiratory epithelium help to remove mucus and debris with a constant beating motion, sweeping materials towards the throat to be swallowed.
This moist epithelium functions to warm and humidify incoming air. Capillaries located just beneath the nasal epithelium warm the air by convection. Serous and mucus-producing cells also secrete defensins, immune cells patrol the connective tissue providing additional protection.
Pharynx
The pharynx is divided into three major regions: the nasopharynx, the oropharynx, and the laryngopharynx (see Figure 7.4).
At the top of the nasopharynx are the pharyngeal tonsils. The function of the pharyngeal tonsil is not well understood, but it contains a rich supply of lymphocytes and is covered with ciliated epithelium that traps and destroys invading pathogens that enter during inhalation. The pharyngeal tonsils are large in children, but tend to regress with age and may even disappear. The uvula and soft palate move like a pendulum during swallowing, swinging upward to close off the nasopharynx to prevent ingested materials from entering the nasal cavity. Auditory (Eustachian) tubes that connect to each middle ear cavity open into the nasopharynx. This connection is why colds often lead to ear infections.
The oropharynx is bordered superiorly by the nasopharynx and anteriorly by the oral cavity. The oropharynx contains two distinct sets of tonsils:
- The palatine tonsils.
- A palatine tonsil is one of a pair of structures located laterally in the oropharynx in the area of the fauces.
- The lingual tonsils.
- The lingual tonsil is located at the base of the tongue.
Similar to the pharyngeal tonsil, the palatine and lingual tonsils are composed of lymphoid tissue, and trap and destroy pathogens entering the body through the oral or nasal cavities.
The laryngopharynx is inferior to the oropharynx and posterior to the larynx. It continues the route for ingested material and air until its inferior end, where the digestive and respiratory systems diverge. The stratified squamous epithelium of the oropharynx is continuous with the laryngopharynx. Anteriorly, the laryngopharynx opens into the larynx, whereas posteriorly, it enters the esophagus.
Larynx
The structure of the larynx is formed by several pieces of cartilage. Three large cartilage pieces form the major structure of the larynx.
- Thyroid cartilage (anterior):
- The thyroid cartilage is the largest piece of cartilage that makes up the larynx. The thyroid cartilage consists of the laryngeal prominence, or “Adam’s apple,” which tends to be more prominent in males.
- Epiglottis (superior):
- Three smaller, paired cartilages—the arytenoids, corniculates, and cuneiforms—attach to the epiglottis and the vocal cords and muscle that help move the vocal cords to produce speech.
- Cricoid cartilage (inferior):
- The thick cricoid cartilage forms a ring, with a wide posterior region and a thinner anterior region.
When the epiglottis is in the “closed” position, the unattached end of the epiglottis rests on the glottis. A vestibular fold, or false vocal cord, is one of a pair of folded sections of mucous membrane. A true vocal cord is one of the white, membranous folds attached by muscle to the thyroid and arytenoid cartilages of the larynx on their outer edges. The inner edges of the true vocal cords are free, allowing oscillation to produce sound.
The act of swallowing causes the pharynx and larynx to lift upward, allowing the pharynx to expand and the epiglottis of the larynx to swing downward, closing the opening to the trachea. These movements produce a larger area for food to pass through, while preventing food and beverages from entering the trachea.
Similar to the nasal cavity and nasopharynx, this specialized epithelium produces mucus to trap debris and pathogens as they enter the trachea. The cilia beat the mucus upward towards the laryngopharynx, where it can be swallowed down the esophagus.
Trachea
The trachea is formed by 16 to 20 stacked, C-shaped pieces of hyaline cartilage that are connected by dense connective tissue. The trachealis muscle and elastic connective tissue together form the fibroelastic membrane. The fibroelastic membrane allows the trachea to stretch and expand slightly during inhalation and exhalation, whereas the rings of cartilage provide structural support and prevent the trachea from collapsing. The trachealis muscle can be contracted to force air through the trachea during exhalation. The trachea is lined with pseudostratified ciliated columnar epithelium, which is continuous with the larynx. The esophagus borders the trachea posteriorly.
Bronchial Tree
The trachea branches into the right and left primary bronchi at the carina. These bronchi are also lined by pseudostratified ciliated columnar epithelium containing mucus-producing goblet cells (Figure 7.7b). The carina is a raised structure that contains specialized nervous tissue that induces violent coughing if a foreign body, such as food, is present. Rings of cartilage, similar to those of the trachea, support the structure of the bronchi and prevent their collapse. The primary bronchi enter the lungs at the hilum. The bronchi continue to branch into bronchial a tree. A bronchial tree (or respiratory tree) is the collective term used for these multiple-branched bronchi. The main function of the bronchi, like other conducting zone structures, is to provide a passageway for air to move into and out of each lung. The mucous membrane traps debris and pathogens.
A bronchiole branches from the tertiary bronchi. Bronchioles, which are about 1 mm in diameter, further branch until they become the tiny terminal bronchioles, which lead to the structures of gas exchange. There are more than 1000 terminal bronchioles in each lung. The muscular walls of the bronchioles do not contain cartilage like those of the bronchi. This muscular wall can change the size of the tubing to increase or decrease airflow through the tube.
Respiratory Zone
In contrast to the conducting zone, the respiratory zone includes structures that are directly involved in gas exchange. The respiratory zone begins where the terminal bronchioles join a respiratory bronchiole, the smallest type of bronchiole (see Figure 7.8), which then leads to an alveolar duct, opening into a cluster of alveoli.
Alveoli
An alveolar duc opens into a cluster of alveoli. An alveolus is one of the many small, grape-like sacs that are attached to the alveolar ducts. An alveolar sac is a cluster of many individual alveoli that are responsible for gas exchange. An alveolus is approximately 200 μm in diameter with elastic walls that allow the alveolus to stretch during air intake, which greatly increases the surface area available for gas exchange. Alveoli are connected to their neighbors by alveolar pores, which help maintain equal air pressure throughout the alveoli and lung (see Figure 7.9).
Concept Check
- What are the components of the bronchial tree?
- What is the purpose of cilia?
- Where does gas exchange take place?
Gross Anatomy of the Lungs
The lungs are pyramid-shaped, paired organs that are connected to the trachea by the right and left bronchi; on the inferior surface, the lungs are bordered by the diaphragm. The lungs are enclosed by the pleurae, which are attached to the mediastinum. The right lung is shorter and wider than the left lung, and the left lung occupies a smaller volume than the right. The cardiac notch allows space for the heart (see Figure 7.10). The apex of the lung is the superior region, whereas the base is the opposite region near the diaphragm. The costal surface of the lung borders the ribs. The mediastinal surface faces the mid line.
Each lung is composed of smaller units called lobes. Fissures separate these lobes from each other. The right lung consists of three lobes: the superior, middle, and inferior lobes. The left lung consists of two lobes: the superior and inferior lobes. A pulmonary lobule is a subdivision formed as the bronchi branch into bronchioles. Each lobule receives its own large bronchiole that has multiple branches. An interlobular septum is a wall, composed of connective tissue, which separates lobules from one another.
Can you correctly label the respiratory system structures?
Respiratory System Vocabulary
Alveolar Duc
A tube composed of smooth muscle and connective tissue.
Anteriorly
Pertaining to front.
Autonomic
Unconsciously regulates.
Cardiac Notch
The cardiac notch is an indentation on the surface of the left lung.
Carina
The carina is a ridge of cartilage that separates the two main bronchi.
Conducting Zone
The major functions of the conducting zone are to provide a route for incoming and outgoing air, remove debris and pathogens from the incoming air, and warm and humidify the incoming air. Several structures within the conducting zone perform other functions as well. The epithelium of the nasal passages, for example, is essential to sensing odors, and the bronchial epithelium that lines the lungs can metabolize some airborne carcinogens.
Defensins
The lysozyme enzyme and proteins which have antibacterial properties.
Diaphragm
A flat, dome shaped muscle located at the base of the lungs and thoracic cavity.
External nose
The external nose consists of the surface and skeletal structures that result in the outward appearance of the nose and contribute to its numerous functions.
Fauces
The fauces is the opening at the connection between the oral cavity and the oropharynx.
Fibroelastic Membrane
A fibroelastic membrane is a flexible membrane that closes the posterior surface of the trachea, connecting the C-shaped cartilages.
Glottis
The glottis is composed of the vestibular folds, the true vocal cords, and the space between these folds.
Hard Palate
The hard palate is located at the anterior region of the nasal cavity and is composed of bone.
Hilum
The hilum of the lungs is a depression on the medial surface of the lungs that forms an opening for the bronchus, blood vessels, and nerves.
Inferior
Pertaining to below.
Laryngeal
Pertaining to the larynx.
Laryngopharynx
The laryngopharynx borders the oropharynx, trachea, and esophagus.
Larynx
The larynx is a cartilaginous structure inferior to the laryngopharynx that connects the pharynx to the trachea and helps regulate the volume of air that enters and leaves the lungs. Also known as the voice box.
Lingual
Pertaining to the tongue.
Lymphocytes
Lymphocytes are lymph cells, a type of white blood cell.
Nasopharynx
The nasopharynx serves as an airway and is continuous with the nasal cavity.
Oropharynx
The oropharynx is a passageway for both air and food and borders the nasopharynx and the oral cavity.
Pharyngeal
Pertaining to the pharynx.
Pharyngeal Tonsils
A pharyngeal tonsil, also called an adenoid, is an aggregate of lymphoid reticular tissue similar to a lymph node that lies at the superior portion of the nasopharynx.
Pharynx
The pharynx is a tube formed by skeletal muscle and lined by mucous membrane that is continuous with that of the nasal cavities. Also known as the throat.
Posterior
Pertaining to behind.
Respiratory Zone
The respiratory zone includes structures that are directly involved in gas exchange.
Rhinorrhea
Excessive flow or discharge from the nasal cavity (runny nose).
Septal Cartilage
The flexible portion you can touch with your fingers.
Soft Palate
The soft palate is located at the posterior portion of the nasal cavity and consists of muscle tissue.
Trachea
The trachea (windpipe) extends from the larynx toward the lungs.
Uvula
The uvula is a small bulbous, teardrop-shaped structure located at the apex of the soft palate.
Test Yourself
References
Canadian Cancer Society. (2020). Treatments for non–small cell lung cancer. Cancer Information. https://www.cancer.ca/en/cancer-information/cancer-type/lung/treatment/?region=on
Canadian Medical Association. (2018, August). Respirology profile. Canadian Specialty Profiels. https://www.cma.ca/sites/default/files/2019-01/respirology-e.pdf
College of Respiratory Therapists of Ontario. (n.d.). What is a respiratory therapist?. https://www.crto.on.ca/public/what-is-respiratory-therapy/
CrashCourse. (2015, August 24). Respiratory system, part 1: crash course A&P #31 [Video]. YouTube. https://youtu.be/bHZsvBdUC2I
CrashCourse. (2015, August 31). Respiratory system, part 2: crash course A&P #32 [Video]. YouTube. https://youtu.be/Cqt4LjHnMEA
[freshwaterl]. (2009, September 11). Spirometry [Video]. YouTube. https://youtu.be/y9eiVqddVVo
Government of Canada. (2018, May 1). Asthma in Canada. Data Blog, Government of Canada. https://health-infobase.canada.ca/datalab/asthma-blog.html
Government of Canada. (2019, October 21). Lung cancer. Public Health Agency of Canada. https://www.canada.ca/en/public-health/services/chronic-diseases/cancer/lung-cancer.html
Government of Canada. (2019a, October 21). Lung cancer in Canada. Public Health Agency of Canada. https://www.canada.ca/en/public-health/services/publications/diseases-conditions/lung-cancer.html
London Health Sciences Centre. (2020). Welcome to thoracic surgery. https://www.lhsc.on.ca/thoracic-surgery/welcome-to-thoracic-surgery
Image Descriptions
Figure 7.1 image description: This figure shows the upper half of the human body. The major organs in the respiratory system are labeled. [Return to Figure 7.1].
Figure 7.2 image description: This figure shows a cross section view of the nose and throat. The major parts are labeled. [Return to Figure 7.2].
Figure 7.3 image description: This figure shows a micrograph of pseudostratified epithelium. [Return to Figure 7.3].
Figure 7.4 image description: This figure shows the side view of the face. The different parts of the pharynx are color-coded and labeled (from the top): nasal cavity, hard palate, soft palate, tongue, epiglotis, larynx, esophagus, trachea. [Return to Figure 7.4].
Figure 7.5 image description: The top panel of this figure shows the anterior view of the larynx, and the bottom panel shows the right lateral view of the larynx. [Return to Figure 7.5].
Figure 7.6 image description: This diagram shows the cross section of the larynx. The different types of cartilages are labeled (clockwise from top): pyriform fossa, true vocal cord, epiglottis, tongue, glottis, vestibular fold, trachea, esophagus. [Return to Figure 7.6].
Figure 7.7 image description: The top panel of this figure shows the trachea and its organs. The major parts including the larynx, trachea, bronchi, and lungs are labeled. [Return to Figure 7.7].
Figure 7.8 image description: This image shows the bronchioles and alveolar sacs in the lungs and depicts the exchange of oxygenated and deoxygenated blood in the pulmonary blood vessels. [Return to Figure 7.8].
Figure 7.9 image description: This figure shows the detailed structure of the alveolus. The top panel shows the alveolar sacs and the bronchioles. The middle panel shows a magnified view of the alveolus, and the bottom panel shows a micrograph of the cross section of a bronchiole. [Return to Figure 7.9].
Figure 7.10 image description: Diagram of the lungs with the major parts labelled (from top, clockwise): trachea, superior lobe, main bronchus, lobar bronchus, segmental bronchus, inferior lobe, inferior lobe, middle lobe, superior lobe of the left lung. [Return to Figure 7.10].
Unless otherwise indicated, this chapter contains material adapted from Anatomy and Physiology (on OpenStax), by Betts, et al. and is used under a a CC BY 4.0 international license. Download and access this book for free at https://openstax.org/books/anatomy-and-physiology/pages/1-introduction.
unconsciously regulates
The external nose consists of the surface and skeletal structures that result in the outward appearance of the nose and contribute to its numerous functions
nasal cavity
the flexible portion you can touch with your fingers (Betts, et al., 2013)
located at the anterior region of the nasal cavity and is composed of bone
located at the posterior portion of the nasal cavity and consists of muscle tissue
excessive flow or discharge from the nasal cavity (runny nose)
The lysozyme enzyme and proteins which have antibacterial properties (Betts, et al., 2013)
The pharynx is a tube formed by skeletal muscle and lined by mucous membrane that is continuous with that of the nasal cavities (Betts, et al., 2013). Also known as the throat.
pertaining to the pharynx
lymph cells, a type of white blood cell
The uvula is a small bulbous, teardrop-shaped structure located at the apex of the soft palate (Betts, et al., 2013)
The nasopharynx serves as an airway and is continuous with the nasal cavity
The oropharynx is a passageway for both air and food and borders the nasopharynx and the oral cavity (Betts, et al., 2013)
The fauces is the opening at the connection between the oral cavity and the oropharynx
pertaining to the tongue
pertaining to below
pertaining to behind
Pertaining to front
pertaining to behind
The larynx is a cartilaginous structure inferior to the laryngopharynx that connects the pharynx to the trachea and helps regulate the volume of air that enters and leaves the lungs (Betts. et al., 2013) AKA the voice box
pertaining to the larynx
The epiglottis, attached to the thyroid cartilage, is a very flexible piece of elastic cartilage that covers the opening of the trachea (Betts. et al., 2013)
The glottis is composed of the vestibular folds, the true vocal cords, and the space between these folds (Betts et al, 2013)
The trachea (windpipe) extends from the larynx toward the lungs
a flexible membrane that closes the posterior surface of the trachea, connecting the C-shaped cartilages
ridge of cartilage that separates the two main bronchi
A concave region where blood vessels, lymphatic vessels, and nerves also enter the lungs
The major functions of the conducting zone are to provide a route for incoming and outgoing air, remove debris and pathogens from the incoming air, and warm and humidify the incoming air. Several structures within the conducting zone perform other functions as well. The epithelium of the nasal passages, for example, is essential to sensing odors, and the bronchial epithelium that lines the lungs can metabolize some airborne carcinogens (Betts, et al., 2013).
the respiratory zone includes structures that are directly involved in gas exchange (Betts, et al., 2013)
a tube composed of smooth muscle and connective tissue (Betts. et al., 2013)
A flat, dome shaped muscle located at the base of the lungs and thoracic cavity
is an indentation on the surface of the left lung
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pressbooks
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2025-03-22T05:09:32.542425
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11-7-2024
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https://uen.pressbooks.pub/resp1010m6/chapter/lympatic-and-blood-systems/
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1 The Heart
Cardiovascular System – Heart Word Parts
Click on prefixes, combining forms, and suffixes to reveal a list of word parts to memorize for the cardiovascular system – Heart.
Introduction to the Heart
The heart is a fist-sized vital organ that has one job: to pump blood. If one assumes an average heart rate of 75 beats per minute, a human heart would beat approximately 108,000 times in one day, more than 39 million times in one year, and nearly 3 billion times during a 75-year lifespan. At rest, each of the major pumping chambers of the heart ejects approximately 70 mL blood per contraction in an adult. This would be equal to 5.25 liters of blood per minute and approximately 14,000 liters per day. Over one year, that would equal 10,000,000 liters of blood sent through roughly 100,000 km of blood vessels. In order to understand how that happens, it is necessary to understand the anatomy and physiology of the heart.
Watch this video:
Media 12.1. The Heart, Part 1 – Under Pressure: Crash Course A&P #25 [Online video]. Copyright 2015 by CrashCourse.
Cardiovascular System – Heart Medical Terms
Anatomy of the Heart
Location
The human heart is located within the thoracic cavity, between the lungs in the space known as the mediastinum. Figure 12.1 shows the position of the heart within the thoracic cavity. Within the mediastinum, the heart is separated from the other mediastinal structures by a tough membrane known as the pericardium, or pericardial sac, and sits in its own space called the pericardial cavity. The great vessels, which carry blood to and from the heart, are attached to the superior surface of the heart, which is called the base. The base of the heart is located at the level of the third costal cartilage. The inferior tip of the heart, the apex, lies just to the left of the sternum between the junction of the fourth and fifth ribs.
Concept Check
- On the diagram below (Figure 1), locate the mediastinum, the pericardial cavity, the base of the heart and the apex of the heart.
- Locate the largest vein in the body superior vena cava.
Membranes and Layers of the Heart Walls
The heart and the roots of the great vessels are surrounded by a membrane known as the pericardium or pericardial sac. The pericardium consists of two distinct sub layers:
- The sturdy outer fibrous pericardium is made of tough, dense connective tissue that protects the heart and holds it in position.
- Separated by the pericardial cavity and containing pericardial fluid the inner serous pericardium consists of two layers:
- the outer parietal pericardium, which is fused to the fibrous pericardium.
- the inner visceral pericardium, or epicardium, which is fused to the heart and forms the outer layer of the heart wall.
The walls of the heart consist of three layers:
- The outer epicardium, which is another name for the visceral pericardium mentioned above.
- The thick, middle myocardium, which is made of muscle tissue and gives the heart its ability to contract.
- The inner endocardium, which lines the heart chambers and is the main component of the heart valves.
Concept Check
- Look at Figure 12.2 below, and name the layers of the heart wall and surrounding membranes, starting with the innermost layer.
- As shown on the diagram, suggest why is the myocardium layer is thicker than the endocardium layer?
Internal Structures of the Heart
The heart consists of four chambers:
- The upper chambers are the right and left atria (singular: atrium).
- The lower chambers are the right and left ventricles.
The interventricular septum is a muscular wall that separates the right and left ventricles. The interatrial septum separates the right and left atria.
The atrium and ventricle on each side of the heart are separated by an atrioventricular (AV) valve:
- The right AV valve, or tricuspid valve, separates the right atrium and right ventricle.
- The left AV valve, or bicuspid valve, separates the left ventricle and the left atrium. This valve is also called the mitral valve.
There are also two semilunar valves:
- The pulmonary valve separates the right ventricle from the pulmonary trunk.
- The aortic valve separates the left ventricle from the aorta (De Saix, et al., 2013).
Anatomy Labeling Activity
Cardiovascular System – Heart Vocabulary
5.25 liters of blood
The volume of blood ejected by the ventricle in one minute is called the cardiac output.
70 mL blood per contraction
The amount of blood ejected from the ventricle in one contraction is called the stroke volume.
AV
Atrioventricular: the area of the heart where the atria and ventricles meet.
AV Valves
Atrioventricular valves: mitral (bicuspid) valve allows blood to flow from left atrium to left ventricle, tricuspid valve allows blood to flow from right atrium to right ventricle.
Great Vessels
The great vessels include the superior vena cava, inferior vena cava, aorta and pulmonary trunk.
HDL
High-density lipoprotein, often referred to as ‘good’ cholesterol.
Heart Rate
The number of times the heart contracts in one minute.
Inferior Vena Cava
One of the two largest veins in the body. It carries deoxygenated blood from the torso and legs back to the heart.
Interatrial Septum
The wall separating the right and left atria.
Interventricular Septum
The wall of myocardium that separates the right and left ventricles.
Mitral Valve
Also known as the bicuspid valve.
Pericardial fluid
Pericardial fluid is a serous fluid which allow the 2 layers of serous pericardium to slide smoothly against each other as the heart beats.
Pulmonary Trunk
Very large artery referred to as a trunk, a term indicating that the vessel gives rise to several smaller arteries.
Roots of the Great Vessels
The part of each great vessel (aorta, pulmonary trunk, inferior vena cava, superior vena cava) that connects to the base of the heart.
Serous
You may recall that serous membranes throughout the body are folded back on themselves, which results in a double-layered membrane separated by serous fluid. The serous membrane surrounding the lungs is called pleura. The serous membrane surrounding the abdominopelvic organs is called peritoneum.
Superior Vena Cava
One of the two largest veins in the body. It carries deoxygenated blood from the head and upper extremities back to the heart.
Test Yourself
References
Canadian Medical Association. (2018). Canadian Specialty Profiles. https://www.cma.ca/canadian-specialty-profiles
Canadian Society of Cardiology Technologists. (n.d.). Becoming a registered cardiology technologist. https://www.csct.ca/education/about-being-rct
Centers for Disease Control and Prevention. (2019). Cardiomyopathy. CDC. https://www.cdc.gov/heartdisease/cardiomyopathy.htm
Centers for Disease Control and Prevention. (2019a). Valvular heart disease. CDC. https://www.cdc.gov/heartdisease/valvular_disease.htm
Centers for Disease Control and Prevention. (2019b). Aortic aneurysm. CDC. https://www.cdc.gov/heartdisease/aortic_aneurysm.htm
[CrashCourse]. (2015, July 6). The heart, part 1 – under pressure: Crash course A&P #25 [Video]. YouTube. https://youtu.be/X9ZZ6tcxArI
[CrashCourse]. (2015, July 13). The heart, part 2 – heart throbs: Crash course A&P #26 [Video]. YouTube. https://youtu.be/FLBMwcvOaEo
Heart & Stroke. (n.d.). Heart failure. Heart and Stroke Foundation. https://www.heartandstroke.ca/heart/conditions/heart-failure
Mitchener Institute for Education. (n.d.). Cardiovascular perfusion. Michener Institute of Education at UHN. https://michener.ca/program/cardiovascular-perfusion/
Tittley, J. G. (n.d.). Thoracic aortic aneurysms (TAA). Retrieved from Canadian Society for Vascular Surgery: https://canadianvascular.ca/Thoracic-Aortic-Aneurysms-(TAA)
Image Descriptions
Figure 12.1 image description: This diagram shows the location of the heart in the thorax (sagittal and anterior views). The sagittal view labels read (from top, clockwise): first rib, aortic arch, thoracic arch, esophagus, inferior vena cava, diaphragm, thymus, trachea. The anterior view lables read (from top, clockwise): mediastinum, arch of aorta, pulmonary trunk, left auricle, left lung, left ventricle, pericardial cavity, apex of heart, edge of parietal pericardium, diaphgragm, edge of parietal pleura, ribs, right ventricle, right atrium, right auricle, right lung, superior vena cava. [Return to Figure 12.1].
Figure 12.2 image description: This image shows a magnified view of the structure of the heart wall. Labels read (from top, clockwise): pericardial cavity, fibrous pericardium, parietal layer of serous pericardium, epicardium (visceral layer of serous pericardium), myocardium,
Unless otherwise indicated, this chapter contains material adapted from Anatomy and Physiology (on OpenStax), by Betts, et al. and is used under a a CC BY 4.0 international license. Download and access this book for free at https://openstax.org/books/anatomy-and-physiology/pages/1-introduction.
The number of times the heart contracts in one minute.
The amount of blood ejected from the ventricle in one contraction is called the stroke volume.
The volume of blood ejected by the ventricle in one minute is called the cardiac output
The great vessels include the superior vena cava, inferior vena cava, aorta and pulmonary trunk.
The part of each great vessel (aorta, pulmonary trunk, inferior vena cava, superior vena cava) that connects to the base of the heart
You may recall that serous membranes throughout the body are folded back on themselves, which results in a double-layered membrane separated by serous fluid. The serous membrane surrounding the lungs is called pleura, The serous membrane surrounding the abdominopelvic organs is called peritoneum.
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2 Blood Vessels and Blood
Blood Vessels and Blood Word Parts
Click on prefixes, combining forms, and suffixes to reveal a list of word parts to memorize for the Cardiovascular System – Blood.
Blood pumped by the heart flows through a series of vessels known as arteries, arterioles, capillaries, venules, and veins before returning to the heart.
- Arteries transport blood away from the heart and branch into smaller vessels, forming arterioles.
- Arterioles distribute blood to capillary beds, the sites of exchange with the body tissues.
- A capillary is a microscopic channel that supplies blood to the tissues themselves, a process called perfusion.
- Exchange of gases and other substances occurs in the capillaries between the blood and the surrounding cells and their tissue fluid (interstitial fluid).
- For capillaries to function, their walls must be leaky, allowing substances to pass through.
- Capillaries lead back to small vessels known as venules.
- Venules are small veins that converge into larger veins.
- A vein is a blood vessel that conducts blood toward the heart
- Compared to arteries, veins are thin-walled vessels with large and irregular lumens
- Larger veins are commonly equipped with valves that promote the unidirectional flow of blood toward the heart and prevent backflow toward the capillaries caused by the inherent low blood pressure in veins as well as the pull of gravity
- Other ways in which the body assists the transport of venous blood back to the heart involve contractions of skeletal muscles in the extremities (see figure below), as well as pressure variations caused by breathing motion in the chest.
Concept Check
- Select the correct bolded word: Arteries always carry blood away from/towards the heart
- Select the correct bolded word: Veins always carry blood Away from/towards the heart.
Both arteries and veins have the same three distinct tissue layers, called tunics, for the garments first worn by ancient Romans. From the most interior layer to the outer, these tunics are the tunica intima, the tunica media, and the tunica externa (see Figure 13.3). The smooth muscle in the middle layer, the tunica media, provides the vessel with the ability to vasoconstrict and vasodilate as needed to ensure sufficient blood flow.
| CHARACTERISTIC | ARTERIES | VEINS |
|---|---|---|
| Direction of blood flow | Conducts blood away from the heart | Conducts blood toward the heart |
| General appearance | Rounded | Irregular, often collapsed |
| Pressure | High | Low |
| Wall thickness | Thick | Thin |
| Relative oxygen concentration | Higher in systemic arteries
Lower in pulmonary arteries |
Lower in systemic veins
Higher in pulmonary veins |
| Valves | Not present | Present most commonly in limbs and in veins inferior to the heart |
The Major Arteries and Veins in the Human Body
Concept Check
- Without looking back at the images of the main arteries and veins of the body, can you name and locate 3 arteries and 3 veins in your body?
Cardiovascular System-Blood Vocabulary
Arteries
Blood vessels that transport blood away from the heart.
Arterioles
A very small artery that leads to a capillary.
Brachial Artery
Large artery in the upper arm near the biceps muscle.
Capillary
A microscopic channel that supplies blood to the tissues through perfusion.
Carotid Artery
A large artery in the neck.
Endothelium
The lining of the lumen of a blood vessel.
Perfusion
The delivery of blood to an area/tissue/organ.
Vasoconstrict
The smooth muscle layer in the blood vessel wall contracts, causing the vessel diameter to narrow. This increases blood pressure in the vessel.
Vasodilate
The smooth muscle layer in the wall of the blood vessel relaxes, allowing the vessel to widen. This decreases blood pressure in the vessel.
Vein
Blood vessels that carry blood back to the heart.
Venules
Extremely small veins.
Vessel Compliance
The ability of any compartment to expand to accommodate increased content. The greater the compliance of an artery, the more effectively it is able to expand to accommodate surges in blood flow without increased resistance or blood pressure.
Viscosity
The thickness of fluids that affects their ability to flow.
Test Yourself
References
Canadian Medical Association. (2018, August). Hematology profile. CMA Specialty Profiles. https://www.cma.ca/sites/default/files/2019-01/hematology-e.pdf
Canadian Society for Medical Laboratory Science. (n.d.). Who are lab professionals. https://www.csmls.org/Medical-Laboratory-Professionals/About/Who-are-Lab-Professionals.aspx
Canadian Society for Vascular Surgery. (2020). Patients: What is vascular surgery? https://canadianvascular.ca/Patients
[CrashCourse]. (2015, July 20). Blood vessels, part 1 – form and function: Crash course A&P #27 [Video]. YouTube. https://youtu.be/v43ej5lCeBo
Sonography Canada. (2020). Credentials. https://sonographycanada.ca/certification/credentials
Image Descriptions
Figure 13.1 image description: The left panel shows the structure of a skeletal muscle vein pump when the muscle is relaxed, and the right panel shows the structure of a skeletal muscle vein pump when the muscle is contracted.[Return to Figure 13.1].
Figure 13.2 image description: The top left panel of this figure shows the ultrastructure of an artery (labels read from top: tunica externa, tunica media, tunica intima, smooth muscle, internal esastic membrane, vasa vasorum, external elastic membrane, nervi vasorum, endothelium, elastic fiber), and the top right panel shows the ultrastructure of a vein (labels read from top: tunica exerna, tunica media, tunica intima, vasa vasorum, smooth muscle, endothelium). The bottom panel shows a micrograph with the cross sections of an artery and a vein. [Return to Figure 13.2].
Figure 13.3 image description: The major arteries in the human body. Labels read (from top, clockwise) right common carotid, left common carotid, axillary, pulmonary trunk, descending aorta, diaphragm, renal, superior mesenteric, gonadal, inferior mesenteric, common iliac, internal iliac, deep femoral, femoral, descending genicular, doraslis pedis, plantar arch, fibular, anterior tibial, posterial tibial, popliteal, palmer arches, exernal iliac, ulnar, radial, brachial, celiac trunk, ascending aorta, aortic arch, brachiocephalic trunk, right subclavian, vertebral. [Return to Figure 13.3].
Figure 13.4 image description: The major veins in the human body. Labels read (from top, clockwise) internal jugular, brachiocephalic, superior vena cava, intercostal, inferior vena cava, gonadal, lumbar, right and left common iliac, external iliac, internal iliac, deep femoral, femoral, posterior tibial, anterior tibial, dorsal venous arch, plantar venous arch, fibular, small saphenous, popliteal, great saphenous, digital, palmar venous arches, ulnar, median antebrachial, medial cubital, hepatic, basilic, brachial, cephalic, axillary, subclavian, externa jugular. [Return to Figure 13.4].
Unless otherwise indicated, this chapter contains material adapted from Anatomy and Physiology (on OpenStax), by Betts, et al. and is used under a a CC BY 4.0 international license. Download and access this book for free at https://openstax.org/books/anatomy-and-physiology/pages/1-introduction.
Blood vessels that transport blood away from the heart.
A very small artery that leads to a capillary
A microscopic channel that supplies blood to the tissues through perfusion
The delivery of blood to an area/tissue/organ
Extremely small vein
Blood vessels that carry blood back to the heart.
The smooth muscle layer in the blood vessel wall contracts, causing the vessel diameter to narrow. This increases blood pressure in the vessel.
The smooth muscle layer in the wall of the blood vessel relaxes, allowing the vessel to widen. This decreases blood pressure in the vessel.
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1 Respiratory System
Physiology (Function) of the Respiratory System
Blood Supply
The major function of the lungs is to perform gas exchange, which requires blood from the pulmonary circulation.
- This blood supply contains deoxygenated blood and travels to the lungs where erythrocytes pick up oxygen to be transported to tissues throughout the body.
- The pulmonary artery carries deoxygenated, arterial blood to the alveoli.
- The pulmonary artery branches multiple times as it follows the bronchi, and each branch becomes progressively smaller in diameter.
- One arteriole and an accompanying venule supply and drain one pulmonary lobule. As they near the alveoli, the pulmonary arteries become the pulmonary capillary network.
- The pulmonary capillary network consists of tiny vessels with very thin walls that lack smooth muscle fibers.
- The capillaries branch and follow the bronchioles and structure of the alveoli. It is at this point that the capillary wall meets the alveolar wall, creating the respiratory membrane.
- Once the blood is oxygenated, it drains from the alveoli by way of multiple pulmonary veins, which exit the lungs through the hilum.
Nervous Innervation
The blood supply of the lungs plays an important role in gas exchange and serves as a transport system for gases throughout the body. Innervation by the both the parasympathetic and sympathetic nervous systems provides an important level of control through dilation and constriction of the airway.
- The parasympathetic system causes bronchoconstriction.
- The sympathetic nervous system stimulates bronchodilation.
Reflexes such as coughing, and the ability of the lungs to regulate oxygen and carbon dioxide levels, also result from autonomic nervous system control. Sensory nerve fibers arise from the vagus nerve, and from the second to fifth thoracic ganglia. The pulmonary plexus is a region on the lung root formed by the entrance of the nerves at the hilum. The nerves then follow the bronchi in the lungs and branch to innervate muscle fibers, glands, and blood vessels.
Pleura of the Lungs
Each lung is enclosed within a cavity that is surrounded by the pleura. The pleura (plural = pleurae) is a serous membrane that surrounds the lung. The right and left pleurae, which enclose the right and left lungs, respectively, are separated by the mediastinum.
The pleurae consist of two layers:
- The visceral pleura is the layer that is superficial to the lungs, and extends into and lines the lung fissures (see Figure 7.11).
- The parietal pleura is the outer layer that connects to the thoracic wall, the mediastinum, and the diaphragm.
The visceral and parietal pleurae connect to each other at the hilum. The pleural cavity is the space between the visceral and parietal layers.
The pleurae perform two major functions:
- Produce pleural fluid that that lubricates surfaces, reduces friction to prevent trauma during breathing, and creates surface tension that helps maintain the position of the lungs against the thoracic wall. This adhesive characteristic of the pleural fluid causes the lungs to enlarge when the thoracic wall expands during ventilation, allowing the lungs to fill with air.
- The pleurae also create a division between major organs that prevents interference due to the movement of the organs, while preventing the spread of infection.
Pulmonary Ventilation
The difference in pressures drives pulmonary ventilation because air flows down a pressure gradient, that is, air flows from an area of higher pressure to an area of lower pressure.
- Air flows into the lungs largely due to a difference in pressure; atmospheric pressure is greater than intra-alveolar pressure, and intra-alveolar pressure is greater than intrapleural pressure.
- Air flows out of the lungs during expiration based on the same principle; pressure within the lungs becomes greater than the atmospheric pressure.
Pulmonary ventilation comprises two major steps: inspiration and expiration. Inspiration is the and expiration (Figure 7.12). A respiratory cycle is one sequence of inspiration and expiration.
Two muscle groups are used during normal inspiration the diaphragm and the external intercostal muscles. Additional muscles can be used if a bigger breath is required.
- The diaphragm contracts, it moves inferiorly toward the abdominal cavity, creating a larger thoracic cavity and more space for the lungs.
- The external intercostal muscles contract and moves the ribs upward and outward, causing the rib cage to expand, which increases the volume of the thoracic cavity.
Due to the adhesive force of the pleural fluid, the expansion of the thoracic cavity forces the lungs to stretch and expand as well. This increase in volume leads to a decrease in intra-alveolar pressure, creating a pressure lower than atmospheric pressure. As a result, a pressure gradient is created that drives air into the lungs.
The process of normal expiration is passive, meaning that energy is not required to push air out of the lungs.
- The elasticity of the lung tissue causes the lung to recoil, as the diaphragm and intercostal muscles relax following inspiration.
- The thoracic cavity and lungs decrease in volume, causing an increase in interpulmonary pressure. The interpulmonary pressure rises above atmospheric pressure, creating a pressure gradient that causes air to leave the lungs.
There are different types, or modes, of breathing that require a slightly different process to allow inspiration and expiration:
- Quiet breathing, also known as eupnea, is a mode of breathing that occurs at rest and does not require the cognitive thought of the individual. During quiet breathing, the diaphragm and external intercostals must contract.
- Diaphragmatic breathing, also known as deep breathing, requires the diaphragm to contract. As the diaphragm relaxes, air passively leaves the lungs.
- Costal breathing, also known as a shallow breath, requires contraction of the intercostal muscles. As the intercostal muscles relax, air passively leaves the lungs.
- Forced breathing, also known as hyperpnea, is a mode of breathing that can occur during exercise or actions that require the active manipulation of breathing, such as singing.
- During forced breathing, inspiration and expiration both occur due to muscle contractions. In addition to the contraction of the diaphragm and intercostal muscles, other accessory muscles must also contract.
- During forced inspiration, muscles of the neck contract and lift the thoracic wall, increasing lung volume.
- During forced expiration, accessory muscles of the abdomen contract, forcing abdominal organs upward against the diaphragm. This helps to push the diaphragm further into the thorax, pushing more air out. In addition, accessory muscles help to compress the rib cage, which also reduces the volume of the thoracic cavity.
- During forced breathing, inspiration and expiration both occur due to muscle contractions. In addition to the contraction of the diaphragm and intercostal muscles, other accessory muscles must also contract.
Concept Check
- Breathing normally, place your hand on your stomach take in one full respiratory cycle.
- What type of breathing are you doing?
- Keeping your hand on your stomach, take in one large breath and exhale.
- What type of breathing are you doing?
- Complete 10 jumping jacks, once completed, place your hand on your stomach and take in one full respiratory cycle.
- What type of breathing are you doing?
Respiratory Rate and Control of Ventilation
Breathing usually occurs without thought, although at times you can consciously control it, such as when you swim under water, sing a song, or blow bubbles. The respiratory rate is the total number of breaths that occur each minute. Respiratory rate can be an important indicator of disease, as the rate may increase or decrease during an illness or in a disease condition. The respiratory rate is controlled by the respiratory center located within the medulla oblongata in the brain, which responds primarily to changes in carbon dioxide, oxygen, and pH levels in the blood.
The normal respiratory rate of a child decreases from birth to adolescence:
- A child under 1 year of age has a normal respiratory rate between 30 and 60 breaths per minute.
- By the time a child is about 10 years old, the normal rate is closer to 18 to 30.
- By adolescence, the normal respiratory rate is similar to that of adults, 12 to 18 breaths per minute.
Watch this video:
Media 7.1. Respiratory System, Part 2: Crash Course A&P #32 [Online video]. Copyright 2015 by CrashCourse.
Respiratory System Vocabulary
Alveolar Duc
A tube composed of smooth muscle and connective tissue.
Autonomic
Unconsciously regulates.
Diaphragm
A flat, dome shaped muscle located at the base of the lungs and thoracic cavity.
Dyspnea
Difficulty breathing.
Erythrocytes
Red blood cells.
Eupnea
Normal breathing.
Expiration
Exhalation or the process of causing air to leave the lungs.
Hilum
The hilum of the lungs is a depression on the medial surface of the lungs that forms an opening for the bronchus, blood vessels, and nerves.
Hyperpnea
Forced breathing or breathing that is excessive.
Inferior
Pertaining to below.
Inspiration
Inhalation or process of breathing air into the lungs.
Pulmonary Artery
The pulmonary artery is the artery that arises from the pulmonary trunk.
Sympathetic
Flight or fight response.
Test Yourself
References
Canadian Cancer Society. (2020). Treatments for non–small cell lung cancer. Cancer Information. https://www.cancer.ca/en/cancer-information/cancer-type/lung/treatment/?region=on
Canadian Medical Association. (2018, August). Respirology profile. Canadian Specialty Profiels. https://www.cma.ca/sites/default/files/2019-01/respirology-e.pdf
College of Respiratory Therapists of Ontario. (n.d.). What is a respiratory therapist?. https://www.crto.on.ca/public/what-is-respiratory-therapy/
CrashCourse. (2015, August 24). Respiratory system, part 1: crash course A&P #31 [Video]. YouTube. https://youtu.be/bHZsvBdUC2I
CrashCourse. (2015, August 31). Respiratory system, part 2: crash course A&P #32 [Video]. YouTube. https://youtu.be/Cqt4LjHnMEA
[freshwaterl]. (2009, September 11). Spirometry [Video]. YouTube. https://youtu.be/y9eiVqddVVo
Government of Canada. (2018, May 1). Asthma in Canada. Data Blog, Government of Canada. https://health-infobase.canada.ca/datalab/asthma-blog.html
Government of Canada. (2019, October 21). Lung cancer. Public Health Agency of Canada. https://www.canada.ca/en/public-health/services/chronic-diseases/cancer/lung-cancer.html
Government of Canada. (2019a, October 21). Lung cancer in Canada. Public Health Agency of Canada. https://www.canada.ca/en/public-health/services/publications/diseases-conditions/lung-cancer.html
London Health Sciences Centre. (2020). Welcome to thoracic surgery. https://www.lhsc.on.ca/thoracic-surgery/welcome-to-thoracic-surgery
Image Descriptions
Figure 7.11 image description: This figure shows the lungs and the chest wall, which protects the lungs, in the left panel. In the right panel, a magnified image shows the pleural cavity and a pleural sac. [Return to Figure 7.11].
Figure 7.12 image description: The left panel of this image shows a person inhaling air and the location of the chest muscles. The right panel shows the person exhaling air and the contraction of the thoracic cavity. [Return to Figure 7.12].
Unless otherwise indicated, this chapter contains material adapted from Anatomy and Physiology (on OpenStax), by Betts, et al. and is used under a a CC BY 4.0 international license. Download and access this book for free at https://openstax.org/books/anatomy-and-physiology/pages/1-introduction.
red blood cells
artery that arises from the pulmonary trunk
A concave region where blood vessels, lymphatic vessels, and nerves also enter the lungs
rest and relaxation phase
flight or fight response
unconsciously regulates
inhalation or process of breathing air into the lungs
exhalation or the process of causing air to leave the lungs
normal breathing
forced breathing or breathing that is excessive
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Beliefs
Belief Statement
Nursing, to me, is more than professional abilities; it is a career that embodies compassion, respect, and a commitment to preserving each patient’s dignity and well-being. I believe nurses serve as advocates, healers, and educators, providing holistic care that encompasses the physical, emotional, social, and cultural dimensions of health. This multifaceted role requires a deep understanding of individual needs, paired with the ability to adapt to diverse patient populations and healthcare challenges.
My purpose is to create a healing environment where patients feel valued, safe, and empowered in their care journey. Whether by offering a comforting presence to an anxious patient, collaborating with families to develop a care plan, or respecting cultural practices during treatment, I strive to uphold nursing as both a science and an art. Ultimately, I believe nursing is a calling that demands unwavering empathy, ethical integrity, and a lifelong dedication to learning and improving the lives of others.
My Personal Values
I am guided by ideals that serve as the cornerstone of my dedication to patient care as I begin my nursing career. My approach to nursing is based on the following values: Empathy, Respect, Compassion, Honesty, and Trust. These principles, in my opinion, are crucial for creating deep relationships with patients and coworkers as well as for promoting an atmosphere of honesty and respect. By following these guidelines in every encounter, I hope to deliver care that is not only efficient but also incredibly kind and considerate of each person’s particular need.
Empathy
My practice is guided by empathy because it enables me to feel alongside the patients I met rather than just for them. Being empathetic forces me to experience their joy, suffering, and anxieties as though they were my own, enabling me to offer more than just clinical care. It is about genuinely supporting someone and ensuring that they feel heard, appreciated, and supported in ways that are important to them. Because I know that this connection can aid in healing, empathy gives me the courage to be there for others, even when it can be difficult.
Respect
A fundamental element of nursing ethics and professionalism is respect. According to the CNO Code of Conduct, respect necessitates treating every person with decency, consideration, and recognition of their social, cultural, and personal origins. As a future nurse, I am dedicated to honoring each patient’s distinct values, preferences, and life experiences by approaching every encounter with an open mind and without passing judgment. Respect, in my opinion, is about giving each person personalized care that respects their autonomy and dignity (CNO, 2023).
Trust
Both the CNO and the RNAO stress the importance of trust in the nurse-patient interaction. According to the RNAO’s Best Practice Guideline for Therapeutic Nurse-Client Relationships, reliability and consistent care build trust, which serves as the cornerstone of therapeutic interactions (RNAO, 2006). My goal is to gain and keep patients’ trust by acting in a trustworthy, caring manner that demonstrates my dedication to their welfare and makes them feel secure and supported while in my care.
Accountability
Accountability is my promise to always give it my all. It entails taking accountability for my deeds, growing from my errors, and never stopping trying to get better. For me, being accountable means upholding the ethics and professionalism that nursing demands, learning new things constantly, and providing high-quality care. Accountability helps me stay grounded during times of introspection and serves as a reminder that every choice I make has an impact on the welfare of the people I serve. I pledge to constantly strive for the highest quality of treatment and to continue developing in my position as a nurse.
Honesty
In any relationship, honesty is the cornerstone of trust, and in the nursing profession, it is crucial, in my opinion. Being honest, in my opinion, entails being open and honest with patients, providing information freely, and making sure they feel truly informed about their treatment. Even if it’s a tough topic, I want my patients to know that I will always be honest with them. Sincerity enables me to gain my patients’ trust and reassures them that they can rely on me during their most vulnerable times.
SMART GOALS
A framework for establishing specific, attainable goals is called SMART goals. They are Time-bound (having a clear deadline), Relevant (connected with your larger goals), Achievable (realistic but difficult), Specific (targeted and clear), and Measurable (with criteria to track progress). When pursuing personal or professional development, this method guarantees that your goals are clear, attainable, and quantifiable, which will keep you motivated and on course.
GOAL 1
My first I want to achieve is striving for grades of 75% or higher at the end my clinical placement( April 2025) in long-term care next semester by regularly finishing all patient care tasks that are assigned to me, actively participating in weekly feedback sessions with my clinical instructor, and practicing critical nursing skills for at least an hour each week outside of placement hours to ensure high-quality performance and strengthen my competency.
GOAL 2
After battling seasonal depression in January of last year, I have made the decision to combat the symptoms of seasonal depression in January 2025 by engaging in light therapy every day for 30 minutes, exercising three times a week for at least 30 minutes each time, and attending one social event or social gathering each week. I will prioritize these habits in my calendar and establish daily reminders to make sure these tasks are manageable in addition to my clinical and academic obligations. Through weekly reflections, I will monitor my development and assess the effect on my energy and mood. I’ll evaluate these tactics’ efficacy at the end of the month and modify my strategy to sustain steady progress in my mental health.
Artifacts.
Artifact 1: Acceptance Letter to the Nursing Program.
Receiving the acceptance letter to Trent University’s nursing school in February 2024 was one of the most important turning points in my nursing career.It was with great joy, pride, and validation when I was eventually accepted, proving the worth of my perseverance and hard work.This letter is significant to me personally since it represents my admission into a field I have always wanted to pursue. It is a personal triumph as well as an academic accomplishment, demonstrating that perseverance and hard work pay off.
Artifact 2: My First Scrub Top
One of the most proud and exciting moments of my nursing career was getting my first scrub top. It was like a physical reminder that the dream I had been pursuing for so long was finally coming true. As I held it in my hands, I was overcome by the significance of what it represented—not just a uniform, but also a step toward my goal of becoming the kind, capable caretaker I want to be and an admission into the nursing field. Standing in front of the mirror, I saw myself not just as a student but as someone stepping into a role of responsibility, care, and purpose. It was more than just a piece of clothing—it represented a transition from imagining my future to living it.The first time I wore my scrub top during a PPE lab, I practiced donning and doffing protective equipment, a skill that reminded me of the importance of safety for both patients and healthcare workers.
Artifact 3: Passing My Synergy Assessment
An important turning point in my nursing career was passing my Synergy assessment, which allowed me to start a clinical placement in long-term care the following year. I was relieved and proud when I got the results since I knew I was getting closer to my dream of becoming a nurse.Because it demonstrates development, resiliency, and preparedness for the next stage of my nursing education, I have included this accomplishment as an artifact in my portfolio. I am really excited about the prospect to work in long-term care next year because it will allow me to use the principles and abilities I have worked so hard to develop to positively impact the lives of residents and their families. This relic reminds me of my progress and motivates me to approach my clinical placement with empathy, hard work, and a devotion to greatness.
Artifact 4: Completing My CPR Certification
Another significant turning point in my nursing career was earning my CPR certification through a practical course. In addition to providing me with the chance to practice life-saving skills, the training itself opened my eyes to how crucial it is to maintain composure under duress. Every technique I acquired, such as rescue breathing and chest compressions, strengthened the duty I will be taking on as a future nurse.This accomplishment is more than just a credential; it shows my willingness to assume the duties of patient care, which is why I have included it as an artifact in my portfolio. This credential serves as a reminder of my motivation for choosing nursing: to be there when things count, to give care, and to make a difference when it counts most.
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https://ecampusontario.pressbooks.pub/maamesnursingjourney/chapter/add-more-assignments/#chapter-26-section-1
|
Beliefs
Belief Statement
Nursing, to me, is more than professional abilities; it is a career that embodies compassion, respect, and a commitment to preserving each patient’s dignity and well-being. I believe nurses serve as advocates, healers, and educators, providing holistic care that encompasses the physical, emotional, social, and cultural dimensions of health. This multifaceted role requires a deep understanding of individual needs, paired with the ability to adapt to diverse patient populations and healthcare challenges.
My purpose is to create a healing environment where patients feel valued, safe, and empowered in their care journey. Whether by offering a comforting presence to an anxious patient, collaborating with families to develop a care plan, or respecting cultural practices during treatment, I strive to uphold nursing as both a science and an art. Ultimately, I believe nursing is a calling that demands unwavering empathy, ethical integrity, and a lifelong dedication to learning and improving the lives of others.
My Personal Values
I am guided by ideals that serve as the cornerstone of my dedication to patient care as I begin my nursing career. My approach to nursing is based on the following values: Empathy, Respect, Compassion, Honesty, and Trust. These principles, in my opinion, are crucial for creating deep relationships with patients and coworkers as well as for promoting an atmosphere of honesty and respect. By following these guidelines in every encounter, I hope to deliver care that is not only efficient but also incredibly kind and considerate of each person’s particular need.
Empathy
My practice is guided by empathy because it enables me to feel alongside the patients I met rather than just for them. Being empathetic forces me to experience their joy, suffering, and anxieties as though they were my own, enabling me to offer more than just clinical care. It is about genuinely supporting someone and ensuring that they feel heard, appreciated, and supported in ways that are important to them. Because I know that this connection can aid in healing, empathy gives me the courage to be there for others, even when it can be difficult.
Respect
A fundamental element of nursing ethics and professionalism is respect. According to the CNO Code of Conduct, respect necessitates treating every person with decency, consideration, and recognition of their social, cultural, and personal origins. As a future nurse, I am dedicated to honoring each patient’s distinct values, preferences, and life experiences by approaching every encounter with an open mind and without passing judgment. Respect, in my opinion, is about giving each person personalized care that respects their autonomy and dignity (CNO, 2023).
Trust
Both the CNO and the RNAO stress the importance of trust in the nurse-patient interaction. According to the RNAO’s Best Practice Guideline for Therapeutic Nurse-Client Relationships, reliability and consistent care build trust, which serves as the cornerstone of therapeutic interactions (RNAO, 2006). My goal is to gain and keep patients’ trust by acting in a trustworthy, caring manner that demonstrates my dedication to their welfare and makes them feel secure and supported while in my care.
Accountability
Accountability is my promise to always give it my all. It entails taking accountability for my deeds, growing from my errors, and never stopping trying to get better. For me, being accountable means upholding the ethics and professionalism that nursing demands, learning new things constantly, and providing high-quality care. Accountability helps me stay grounded during times of introspection and serves as a reminder that every choice I make has an impact on the welfare of the people I serve. I pledge to constantly strive for the highest quality of treatment and to continue developing in my position as a nurse.
Honesty
In any relationship, honesty is the cornerstone of trust, and in the nursing profession, it is crucial, in my opinion. Being honest, in my opinion, entails being open and honest with patients, providing information freely, and making sure they feel truly informed about their treatment. Even if it’s a tough topic, I want my patients to know that I will always be honest with them. Sincerity enables me to gain my patients’ trust and reassures them that they can rely on me during their most vulnerable times.
SMART GOALS
A framework for establishing specific, attainable goals is called SMART goals. They are Time-bound (having a clear deadline), Relevant (connected with your larger goals), Achievable (realistic but difficult), Specific (targeted and clear), and Measurable (with criteria to track progress). When pursuing personal or professional development, this method guarantees that your goals are clear, attainable, and quantifiable, which will keep you motivated and on course.
GOAL 1
My first I want to achieve is striving for grades of 75% or higher at the end my clinical placement( April 2025) in long-term care next semester by regularly finishing all patient care tasks that are assigned to me, actively participating in weekly feedback sessions with my clinical instructor, and practicing critical nursing skills for at least an hour each week outside of placement hours to ensure high-quality performance and strengthen my competency.
GOAL 2
After battling seasonal depression in January of last year, I have made the decision to combat the symptoms of seasonal depression in January 2025 by engaging in light therapy every day for 30 minutes, exercising three times a week for at least 30 minutes each time, and attending one social event or social gathering each week. I will prioritize these habits in my calendar and establish daily reminders to make sure these tasks are manageable in addition to my clinical and academic obligations. Through weekly reflections, I will monitor my development and assess the effect on my energy and mood. I’ll evaluate these tactics’ efficacy at the end of the month and modify my strategy to sustain steady progress in my mental health.
Artifacts.
Artifact 1: Acceptance Letter to the Nursing Program.
Receiving the acceptance letter to Trent University’s nursing school in February 2024 was one of the most important turning points in my nursing career.It was with great joy, pride, and validation when I was eventually accepted, proving the worth of my perseverance and hard work.This letter is significant to me personally since it represents my admission into a field I have always wanted to pursue. It is a personal triumph as well as an academic accomplishment, demonstrating that perseverance and hard work pay off.
Artifact 2: My First Scrub Top
One of the most proud and exciting moments of my nursing career was getting my first scrub top. It was like a physical reminder that the dream I had been pursuing for so long was finally coming true. As I held it in my hands, I was overcome by the significance of what it represented—not just a uniform, but also a step toward my goal of becoming the kind, capable caretaker I want to be and an admission into the nursing field. Standing in front of the mirror, I saw myself not just as a student but as someone stepping into a role of responsibility, care, and purpose. It was more than just a piece of clothing—it represented a transition from imagining my future to living it.The first time I wore my scrub top during a PPE lab, I practiced donning and doffing protective equipment, a skill that reminded me of the importance of safety for both patients and healthcare workers.
Artifact 3: Passing My Synergy Assessment
An important turning point in my nursing career was passing my Synergy assessment, which allowed me to start a clinical placement in long-term care the following year. I was relieved and proud when I got the results since I knew I was getting closer to my dream of becoming a nurse.Because it demonstrates development, resiliency, and preparedness for the next stage of my nursing education, I have included this accomplishment as an artifact in my portfolio. I am really excited about the prospect to work in long-term care next year because it will allow me to use the principles and abilities I have worked so hard to develop to positively impact the lives of residents and their families. This relic reminds me of my progress and motivates me to approach my clinical placement with empathy, hard work, and a devotion to greatness.
Artifact 4: Completing My CPR Certification
Another significant turning point in my nursing career was earning my CPR certification through a practical course. In addition to providing me with the chance to practice life-saving skills, the training itself opened my eyes to how crucial it is to maintain composure under duress. Every technique I acquired, such as rescue breathing and chest compressions, strengthened the duty I will be taking on as a future nurse.This accomplishment is more than just a credential; it shows my willingness to assume the duties of patient care, which is why I have included it as an artifact in my portfolio. This credential serves as a reminder of my motivation for choosing nursing: to be there when things count, to give care, and to make a difference when it counts most.
|
pressbooks
|
2025-03-22T05:09:32.662687
|
11-19-2024
|
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"subject": "Education"
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|
https://ecampusontario.pressbooks.pub/maamesnursingjourney/chapter/add-more-assignments/#chapter-26-section-2
|
Beliefs
Belief Statement
Nursing, to me, is more than professional abilities; it is a career that embodies compassion, respect, and a commitment to preserving each patient’s dignity and well-being. I believe nurses serve as advocates, healers, and educators, providing holistic care that encompasses the physical, emotional, social, and cultural dimensions of health. This multifaceted role requires a deep understanding of individual needs, paired with the ability to adapt to diverse patient populations and healthcare challenges.
My purpose is to create a healing environment where patients feel valued, safe, and empowered in their care journey. Whether by offering a comforting presence to an anxious patient, collaborating with families to develop a care plan, or respecting cultural practices during treatment, I strive to uphold nursing as both a science and an art. Ultimately, I believe nursing is a calling that demands unwavering empathy, ethical integrity, and a lifelong dedication to learning and improving the lives of others.
My Personal Values
I am guided by ideals that serve as the cornerstone of my dedication to patient care as I begin my nursing career. My approach to nursing is based on the following values: Empathy, Respect, Compassion, Honesty, and Trust. These principles, in my opinion, are crucial for creating deep relationships with patients and coworkers as well as for promoting an atmosphere of honesty and respect. By following these guidelines in every encounter, I hope to deliver care that is not only efficient but also incredibly kind and considerate of each person’s particular need.
Empathy
My practice is guided by empathy because it enables me to feel alongside the patients I met rather than just for them. Being empathetic forces me to experience their joy, suffering, and anxieties as though they were my own, enabling me to offer more than just clinical care. It is about genuinely supporting someone and ensuring that they feel heard, appreciated, and supported in ways that are important to them. Because I know that this connection can aid in healing, empathy gives me the courage to be there for others, even when it can be difficult.
Respect
A fundamental element of nursing ethics and professionalism is respect. According to the CNO Code of Conduct, respect necessitates treating every person with decency, consideration, and recognition of their social, cultural, and personal origins. As a future nurse, I am dedicated to honoring each patient’s distinct values, preferences, and life experiences by approaching every encounter with an open mind and without passing judgment. Respect, in my opinion, is about giving each person personalized care that respects their autonomy and dignity (CNO, 2023).
Trust
Both the CNO and the RNAO stress the importance of trust in the nurse-patient interaction. According to the RNAO’s Best Practice Guideline for Therapeutic Nurse-Client Relationships, reliability and consistent care build trust, which serves as the cornerstone of therapeutic interactions (RNAO, 2006). My goal is to gain and keep patients’ trust by acting in a trustworthy, caring manner that demonstrates my dedication to their welfare and makes them feel secure and supported while in my care.
Accountability
Accountability is my promise to always give it my all. It entails taking accountability for my deeds, growing from my errors, and never stopping trying to get better. For me, being accountable means upholding the ethics and professionalism that nursing demands, learning new things constantly, and providing high-quality care. Accountability helps me stay grounded during times of introspection and serves as a reminder that every choice I make has an impact on the welfare of the people I serve. I pledge to constantly strive for the highest quality of treatment and to continue developing in my position as a nurse.
Honesty
In any relationship, honesty is the cornerstone of trust, and in the nursing profession, it is crucial, in my opinion. Being honest, in my opinion, entails being open and honest with patients, providing information freely, and making sure they feel truly informed about their treatment. Even if it’s a tough topic, I want my patients to know that I will always be honest with them. Sincerity enables me to gain my patients’ trust and reassures them that they can rely on me during their most vulnerable times.
SMART GOALS
A framework for establishing specific, attainable goals is called SMART goals. They are Time-bound (having a clear deadline), Relevant (connected with your larger goals), Achievable (realistic but difficult), Specific (targeted and clear), and Measurable (with criteria to track progress). When pursuing personal or professional development, this method guarantees that your goals are clear, attainable, and quantifiable, which will keep you motivated and on course.
GOAL 1
My first I want to achieve is striving for grades of 75% or higher at the end my clinical placement( April 2025) in long-term care next semester by regularly finishing all patient care tasks that are assigned to me, actively participating in weekly feedback sessions with my clinical instructor, and practicing critical nursing skills for at least an hour each week outside of placement hours to ensure high-quality performance and strengthen my competency.
GOAL 2
After battling seasonal depression in January of last year, I have made the decision to combat the symptoms of seasonal depression in January 2025 by engaging in light therapy every day for 30 minutes, exercising three times a week for at least 30 minutes each time, and attending one social event or social gathering each week. I will prioritize these habits in my calendar and establish daily reminders to make sure these tasks are manageable in addition to my clinical and academic obligations. Through weekly reflections, I will monitor my development and assess the effect on my energy and mood. I’ll evaluate these tactics’ efficacy at the end of the month and modify my strategy to sustain steady progress in my mental health.
Artifacts.
Artifact 1: Acceptance Letter to the Nursing Program.
Receiving the acceptance letter to Trent University’s nursing school in February 2024 was one of the most important turning points in my nursing career.It was with great joy, pride, and validation when I was eventually accepted, proving the worth of my perseverance and hard work.This letter is significant to me personally since it represents my admission into a field I have always wanted to pursue. It is a personal triumph as well as an academic accomplishment, demonstrating that perseverance and hard work pay off.
Artifact 2: My First Scrub Top
One of the most proud and exciting moments of my nursing career was getting my first scrub top. It was like a physical reminder that the dream I had been pursuing for so long was finally coming true. As I held it in my hands, I was overcome by the significance of what it represented—not just a uniform, but also a step toward my goal of becoming the kind, capable caretaker I want to be and an admission into the nursing field. Standing in front of the mirror, I saw myself not just as a student but as someone stepping into a role of responsibility, care, and purpose. It was more than just a piece of clothing—it represented a transition from imagining my future to living it.The first time I wore my scrub top during a PPE lab, I practiced donning and doffing protective equipment, a skill that reminded me of the importance of safety for both patients and healthcare workers.
Artifact 3: Passing My Synergy Assessment
An important turning point in my nursing career was passing my Synergy assessment, which allowed me to start a clinical placement in long-term care the following year. I was relieved and proud when I got the results since I knew I was getting closer to my dream of becoming a nurse.Because it demonstrates development, resiliency, and preparedness for the next stage of my nursing education, I have included this accomplishment as an artifact in my portfolio. I am really excited about the prospect to work in long-term care next year because it will allow me to use the principles and abilities I have worked so hard to develop to positively impact the lives of residents and their families. This relic reminds me of my progress and motivates me to approach my clinical placement with empathy, hard work, and a devotion to greatness.
Artifact 4: Completing My CPR Certification
Another significant turning point in my nursing career was earning my CPR certification through a practical course. In addition to providing me with the chance to practice life-saving skills, the training itself opened my eyes to how crucial it is to maintain composure under duress. Every technique I acquired, such as rescue breathing and chest compressions, strengthened the duty I will be taking on as a future nurse.This accomplishment is more than just a credential; it shows my willingness to assume the duties of patient care, which is why I have included it as an artifact in my portfolio. This credential serves as a reminder of my motivation for choosing nursing: to be there when things count, to give care, and to make a difference when it counts most.
|
pressbooks
|
2025-03-22T05:09:32.674348
|
11-19-2024
|
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|
https://ecampusontario.pressbooks.pub/maamesnursingjourney/chapter/add-more-assignments/#chapter-26-section-3
|
Beliefs
Belief Statement
Nursing, to me, is more than professional abilities; it is a career that embodies compassion, respect, and a commitment to preserving each patient’s dignity and well-being. I believe nurses serve as advocates, healers, and educators, providing holistic care that encompasses the physical, emotional, social, and cultural dimensions of health. This multifaceted role requires a deep understanding of individual needs, paired with the ability to adapt to diverse patient populations and healthcare challenges.
My purpose is to create a healing environment where patients feel valued, safe, and empowered in their care journey. Whether by offering a comforting presence to an anxious patient, collaborating with families to develop a care plan, or respecting cultural practices during treatment, I strive to uphold nursing as both a science and an art. Ultimately, I believe nursing is a calling that demands unwavering empathy, ethical integrity, and a lifelong dedication to learning and improving the lives of others.
My Personal Values
I am guided by ideals that serve as the cornerstone of my dedication to patient care as I begin my nursing career. My approach to nursing is based on the following values: Empathy, Respect, Compassion, Honesty, and Trust. These principles, in my opinion, are crucial for creating deep relationships with patients and coworkers as well as for promoting an atmosphere of honesty and respect. By following these guidelines in every encounter, I hope to deliver care that is not only efficient but also incredibly kind and considerate of each person’s particular need.
Empathy
My practice is guided by empathy because it enables me to feel alongside the patients I met rather than just for them. Being empathetic forces me to experience their joy, suffering, and anxieties as though they were my own, enabling me to offer more than just clinical care. It is about genuinely supporting someone and ensuring that they feel heard, appreciated, and supported in ways that are important to them. Because I know that this connection can aid in healing, empathy gives me the courage to be there for others, even when it can be difficult.
Respect
A fundamental element of nursing ethics and professionalism is respect. According to the CNO Code of Conduct, respect necessitates treating every person with decency, consideration, and recognition of their social, cultural, and personal origins. As a future nurse, I am dedicated to honoring each patient’s distinct values, preferences, and life experiences by approaching every encounter with an open mind and without passing judgment. Respect, in my opinion, is about giving each person personalized care that respects their autonomy and dignity (CNO, 2023).
Trust
Both the CNO and the RNAO stress the importance of trust in the nurse-patient interaction. According to the RNAO’s Best Practice Guideline for Therapeutic Nurse-Client Relationships, reliability and consistent care build trust, which serves as the cornerstone of therapeutic interactions (RNAO, 2006). My goal is to gain and keep patients’ trust by acting in a trustworthy, caring manner that demonstrates my dedication to their welfare and makes them feel secure and supported while in my care.
Accountability
Accountability is my promise to always give it my all. It entails taking accountability for my deeds, growing from my errors, and never stopping trying to get better. For me, being accountable means upholding the ethics and professionalism that nursing demands, learning new things constantly, and providing high-quality care. Accountability helps me stay grounded during times of introspection and serves as a reminder that every choice I make has an impact on the welfare of the people I serve. I pledge to constantly strive for the highest quality of treatment and to continue developing in my position as a nurse.
Honesty
In any relationship, honesty is the cornerstone of trust, and in the nursing profession, it is crucial, in my opinion. Being honest, in my opinion, entails being open and honest with patients, providing information freely, and making sure they feel truly informed about their treatment. Even if it’s a tough topic, I want my patients to know that I will always be honest with them. Sincerity enables me to gain my patients’ trust and reassures them that they can rely on me during their most vulnerable times.
SMART GOALS
A framework for establishing specific, attainable goals is called SMART goals. They are Time-bound (having a clear deadline), Relevant (connected with your larger goals), Achievable (realistic but difficult), Specific (targeted and clear), and Measurable (with criteria to track progress). When pursuing personal or professional development, this method guarantees that your goals are clear, attainable, and quantifiable, which will keep you motivated and on course.
GOAL 1
My first I want to achieve is striving for grades of 75% or higher at the end my clinical placement( April 2025) in long-term care next semester by regularly finishing all patient care tasks that are assigned to me, actively participating in weekly feedback sessions with my clinical instructor, and practicing critical nursing skills for at least an hour each week outside of placement hours to ensure high-quality performance and strengthen my competency.
GOAL 2
After battling seasonal depression in January of last year, I have made the decision to combat the symptoms of seasonal depression in January 2025 by engaging in light therapy every day for 30 minutes, exercising three times a week for at least 30 minutes each time, and attending one social event or social gathering each week. I will prioritize these habits in my calendar and establish daily reminders to make sure these tasks are manageable in addition to my clinical and academic obligations. Through weekly reflections, I will monitor my development and assess the effect on my energy and mood. I’ll evaluate these tactics’ efficacy at the end of the month and modify my strategy to sustain steady progress in my mental health.
Artifacts.
Artifact 1: Acceptance Letter to the Nursing Program.
Receiving the acceptance letter to Trent University’s nursing school in February 2024 was one of the most important turning points in my nursing career.It was with great joy, pride, and validation when I was eventually accepted, proving the worth of my perseverance and hard work.This letter is significant to me personally since it represents my admission into a field I have always wanted to pursue. It is a personal triumph as well as an academic accomplishment, demonstrating that perseverance and hard work pay off.
Artifact 2: My First Scrub Top
One of the most proud and exciting moments of my nursing career was getting my first scrub top. It was like a physical reminder that the dream I had been pursuing for so long was finally coming true. As I held it in my hands, I was overcome by the significance of what it represented—not just a uniform, but also a step toward my goal of becoming the kind, capable caretaker I want to be and an admission into the nursing field. Standing in front of the mirror, I saw myself not just as a student but as someone stepping into a role of responsibility, care, and purpose. It was more than just a piece of clothing—it represented a transition from imagining my future to living it.The first time I wore my scrub top during a PPE lab, I practiced donning and doffing protective equipment, a skill that reminded me of the importance of safety for both patients and healthcare workers.
Artifact 3: Passing My Synergy Assessment
An important turning point in my nursing career was passing my Synergy assessment, which allowed me to start a clinical placement in long-term care the following year. I was relieved and proud when I got the results since I knew I was getting closer to my dream of becoming a nurse.Because it demonstrates development, resiliency, and preparedness for the next stage of my nursing education, I have included this accomplishment as an artifact in my portfolio. I am really excited about the prospect to work in long-term care next year because it will allow me to use the principles and abilities I have worked so hard to develop to positively impact the lives of residents and their families. This relic reminds me of my progress and motivates me to approach my clinical placement with empathy, hard work, and a devotion to greatness.
Artifact 4: Completing My CPR Certification
Another significant turning point in my nursing career was earning my CPR certification through a practical course. In addition to providing me with the chance to practice life-saving skills, the training itself opened my eyes to how crucial it is to maintain composure under duress. Every technique I acquired, such as rescue breathing and chest compressions, strengthened the duty I will be taking on as a future nurse.This accomplishment is more than just a credential; it shows my willingness to assume the duties of patient care, which is why I have included it as an artifact in my portfolio. This credential serves as a reminder of my motivation for choosing nursing: to be there when things count, to give care, and to make a difference when it counts most.
|
pressbooks
|
2025-03-22T05:09:32.686545
|
11-19-2024
|
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https://ecampusontario.pressbooks.pub/maamesnursingjourney/chapter/course-2-assignment-add-assignment-title/
|
REFLECTION
Choosing to pursue nursing was a decision rooted in my desire to give back and make a meaningful difference in people’s lives. I have had a strong desire to help people achieve their best selves since I was a small child. To do this, nursing provides a special chance to integrate empathy, critical thinking, and practical care. I can empower patients, encourage healing, and offer consolation during their most vulnerable times in my line of work. I have always been driven to pursue a career in healthcare because I come from a household with few healthcare professionals. My life’s ambition has been to work in healthcare, which has inspired me to overcome obstacles and put in a lot of effort to achieve this goal. Being able to contribute to this vital profession as one of the few members of my family has made me feel proud and purposeful.
My journey into nursing was not without its challenges. I started my first year at Trent University in September 2023 with the intention of eventually enrolling in the nursing program. It was a challenging setback when I was first turned down for the program because I didn’t meet the math requirement. However, I enrolled in a math course and worked diligently to meet the criteria, keeping my focus on the end goal. I was thrilled and relieved when I received my acceptance letter for the nursing school in February 2024. I felt a sense of success and thankfulness after months of hard labor and uncertainty. Knowing that all of my hard work had paid off, it was a moment that confirmed my decision to become a nurse.
Despite the joy of being accepted, my first semester in the nursing program was incredibly challenging. The demands of coursework, and adapting to the expectations of a professional program were overwhelming at times. There were moments when I felt like giving up, doubting my ability to keep up with the pace and pressure. After my NURS1001H midterm, my doubts in my abilities grew, and I found myself questioning if I could continue at this pace. I was under increasing strain and worried about my academic standing. Fortunately, I was able to change my viewpoint after speaking with my parents and reminded myself that my grades do not determine who I am. I came to see that failures are a chance for development and that they should inspire one to work even harder rather than give up. I resolved to return to school as best I could. This reflection on my growth and resilience helped me focus on my long-term goals and solidified my commitment to the nursing program.
The CNO Code of Conduct (2023) has served as a guide for me during this journey. It highlights the significance of upholding patient dignity, preserving trust via skillful treatment, and cooperating to advance wellbeing. My dedication to professionalism and sensitivity in my coursework and clinical work was strengthened by these values. Furthermore, the CNO Scope of Practice (2023) inspired me to keep expanding my knowledge and abilities in order to fulfill these duties by reminding me of the wide range of roles nurses play in therapeutic care, patient advocacy, and health promotion.
As I think back on my first semester, I see that nursing is about more than just clinical expertise and technical know-how; it’s also about resiliency, empathy, and overcoming obstacles. The RNAO (2022) underlined the significance of resilience and mental health, urging me to embrace self-care techniques like mindfulness and getting help in order to properly handle stress.
I am incredibly appreciative of the chance to participate in the nursing program and the knowledge I have gained this semester. I am committed to making the greatest academic recovery possible and to overcoming obstacles because I know that every step I take will contribute to my development into the kind and capable nurse I want to be.
|
pressbooks
|
2025-03-22T05:09:32.695449
|
11-19-2024
|
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"institution": "Trent University",
"subject": "Education"
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|
https://ecampusontario.pressbooks.pub/maamesnursingjourney/chapter/course-2-assignment-add-assignment-title/#chapter-31-section-1
|
REFLECTION
Choosing to pursue nursing was a decision rooted in my desire to give back and make a meaningful difference in people’s lives. I have had a strong desire to help people achieve their best selves since I was a small child. To do this, nursing provides a special chance to integrate empathy, critical thinking, and practical care. I can empower patients, encourage healing, and offer consolation during their most vulnerable times in my line of work. I have always been driven to pursue a career in healthcare because I come from a household with few healthcare professionals. My life’s ambition has been to work in healthcare, which has inspired me to overcome obstacles and put in a lot of effort to achieve this goal. Being able to contribute to this vital profession as one of the few members of my family has made me feel proud and purposeful.
My journey into nursing was not without its challenges. I started my first year at Trent University in September 2023 with the intention of eventually enrolling in the nursing program. It was a challenging setback when I was first turned down for the program because I didn’t meet the math requirement. However, I enrolled in a math course and worked diligently to meet the criteria, keeping my focus on the end goal. I was thrilled and relieved when I received my acceptance letter for the nursing school in February 2024. I felt a sense of success and thankfulness after months of hard labor and uncertainty. Knowing that all of my hard work had paid off, it was a moment that confirmed my decision to become a nurse.
Despite the joy of being accepted, my first semester in the nursing program was incredibly challenging. The demands of coursework, and adapting to the expectations of a professional program were overwhelming at times. There were moments when I felt like giving up, doubting my ability to keep up with the pace and pressure. After my NURS1001H midterm, my doubts in my abilities grew, and I found myself questioning if I could continue at this pace. I was under increasing strain and worried about my academic standing. Fortunately, I was able to change my viewpoint after speaking with my parents and reminded myself that my grades do not determine who I am. I came to see that failures are a chance for development and that they should inspire one to work even harder rather than give up. I resolved to return to school as best I could. This reflection on my growth and resilience helped me focus on my long-term goals and solidified my commitment to the nursing program.
The CNO Code of Conduct (2023) has served as a guide for me during this journey. It highlights the significance of upholding patient dignity, preserving trust via skillful treatment, and cooperating to advance wellbeing. My dedication to professionalism and sensitivity in my coursework and clinical work was strengthened by these values. Furthermore, the CNO Scope of Practice (2023) inspired me to keep expanding my knowledge and abilities in order to fulfill these duties by reminding me of the wide range of roles nurses play in therapeutic care, patient advocacy, and health promotion.
As I think back on my first semester, I see that nursing is about more than just clinical expertise and technical know-how; it’s also about resiliency, empathy, and overcoming obstacles. The RNAO (2022) underlined the significance of resilience and mental health, urging me to embrace self-care techniques like mindfulness and getting help in order to properly handle stress.
I am incredibly appreciative of the chance to participate in the nursing program and the knowledge I have gained this semester. I am committed to making the greatest academic recovery possible and to overcoming obstacles because I know that every step I take will contribute to my development into the kind and capable nurse I want to be.
|
pressbooks
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2025-03-22T05:09:32.703465
|
11-19-2024
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https://ecampusontario.pressbooks.pub/marilynlelearnyjourney/chapter/nursing-philosophy-what-does-nursing-and-being-a-nurse-means-to-me/
|
Being a nurse means promoting autonomy and dignity through patient care. It is not enough to simply take care of patients, instead need to teach them how to take care of themselves so they are less likely to return to the hospital. Nurses are responsible for providing patients with the knowledge and tools to live a better and healthier life through therapeutic communication and health teaching. This type of care is not selective. A nurse should provide this type of quality and holistic care to every patient no matter their creed, culture, age, gender, or economic status. It is important for nurses to self reflect and acknowledge their biases so that they can provide the best care possible. Nurses should always lead with empathy and understanding so that the patient is always the focus.
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pressbooks
|
2025-03-22T05:09:32.713623
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11-19-2024
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https://ecampusontario.pressbooks.pub/marilynlelearnyjourney/chapter/nursing-philosophy-what-does-nursing-and-being-a-nurse-means-to-me/#chapter-59-section-1
|
Being a nurse means promoting autonomy and dignity through patient care. It is not enough to simply take care of patients, instead need to teach them how to take care of themselves so they are less likely to return to the hospital. Nurses are responsible for providing patients with the knowledge and tools to live a better and healthier life through therapeutic communication and health teaching. This type of care is not selective. A nurse should provide this type of quality and holistic care to every patient no matter their creed, culture, age, gender, or economic status. It is important for nurses to self reflect and acknowledge their biases so that they can provide the best care possible. Nurses should always lead with empathy and understanding so that the patient is always the focus.
|
pressbooks
|
2025-03-22T05:09:32.723819
|
11-19-2024
|
{
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https://ecampusontario.pressbooks.pub/marilynlelearnyjourney/chapter/values-beliefs/
|
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Belief Statement
I believe in incorporating accountability, competence, commitment, and respect into my nursing practice. By holding myself accountable for my actions, demonstrating competence in my skill, being committed to my client’s well-being, as well as showing respect to every person, I will be able to deliver compassionate and high quality care.
License
To the extent possible under law, Marilyn Le has waived all copyright and related or neighboring rights to Marilyn Le's Nursing Journey, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:32.738890
|
11-19-2024
|
{
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"url": "https://ecampusontario.pressbooks.pub/marilynlelearnyjourney/chapter/values-beliefs/",
"book_url": "https://ecampusontario.pressbooks.pub/marilynlelearnyjourney/front-matter/introduction/",
"title": "Marilyn Le's Nursing Journey",
"author": "Marilyn Le",
"institution": "Trent University",
"subject": "Nursing"
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|
https://ecampusontario.pressbooks.pub/marilynlelearnyjourney/chapter/values-beliefs/#chapter-75-section-1
|
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Belief Statement
I believe in incorporating accountability, competence, commitment, and respect into my nursing practice. By holding myself accountable for my actions, demonstrating competence in my skill, being committed to my client’s well-being, as well as showing respect to every person, I will be able to deliver compassionate and high quality care.
License
To the extent possible under law, Marilyn Le has waived all copyright and related or neighboring rights to Marilyn Le's Nursing Journey, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:32.753724
|
11-19-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/marilynlelearnyjourney/chapter/values-beliefs/#chapter-75-section-1",
"book_url": "https://ecampusontario.pressbooks.pub/marilynlelearnyjourney/front-matter/introduction/",
"title": "Marilyn Le's Nursing Journey",
"author": "Marilyn Le",
"institution": "Trent University",
"subject": "Nursing"
}
|
https://ecampusontario.pressbooks.pub/marilynlelearnyjourney/chapter/values-beliefs/#chapter-75-section-2
|
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Belief Statement
I believe in incorporating accountability, competence, commitment, and respect into my nursing practice. By holding myself accountable for my actions, demonstrating competence in my skill, being committed to my client’s well-being, as well as showing respect to every person, I will be able to deliver compassionate and high quality care.
License
To the extent possible under law, Marilyn Le has waived all copyright and related or neighboring rights to Marilyn Le's Nursing Journey, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:32.768437
|
11-19-2024
|
{
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"url": "https://ecampusontario.pressbooks.pub/marilynlelearnyjourney/chapter/values-beliefs/#chapter-75-section-2",
"book_url": "https://ecampusontario.pressbooks.pub/marilynlelearnyjourney/front-matter/introduction/",
"title": "Marilyn Le's Nursing Journey",
"author": "Marilyn Le",
"institution": "Trent University",
"subject": "Nursing"
}
|
https://ecampusontario.pressbooks.pub/marilynlelearnyjourney/chapter/values/
|
My values
-
Accountability
-
Competence
-
Commitment
-
Respect
As a student nurse, I believe in incorporating accountability, competence, commitment, and respect into my nursing practice.
Accountability is a core value to me because I believe the importance of nurses is to perform a standard of practice that is ethical, legal, and professional through their actions, decisions, and behaviors. I currently work in the hospital on a surgical unit, and I strive to be responsible for my patient’s care and promote positive outcomes based on my practice; however, I do not hesitate to admit my mistakes and face challenges directly to improve my practice. Accountability to me is consistently seeking ways to improve skills and expand my knowledge. An example of taking accountability is looking at monographs when I am administering intravenous medications to ensure that they do not interact with the intravenous fluid that is currently running.
Competence in nursing relates to having the knowledge, skill, and confidence to provide safe, effective and high-quality care. This aspect of my nursing practice makes sure that patient needs are met and delivered through evidence-based care. An example is using the knowledge learned in theory class and best practice guidelines, and then applying it to real life practical scenarios, such as clinical placements. Additionally, competence involves the ability to analyze situations and make informed decision quickly and effectively. An example of this would be recognizing the signs and symptoms of sepsis and acting on it to save the patient’s life.
Commitment refers to ongoing learning such as updating skills, attending classes to further enhance my education, and attending workshops to remain proficient in different skills. This value is important to me because I want to continue to provide consistent high-quality care to my patients. Another example of commitment is including my patient within their plan of care and advocating for their best interests. In this way, I am committing myself fully to my patient as their nurse. Therefore I believe commitment means being committed to your patients, while also being committed to your professional growth and development.
Respect in nursing I view respect as not just honoring the dignity and rights of clients but as well as families, colleagues, etc. It is key to building trust and enhancing positive relationships in healthcare settings. In my practice, I value listening to patients and involving them in decision making to reflect their values and goals as well as recognizing that every client has their own unique needs, preferences, and beliefs. I value respecting my colleagues and professor’s opinions, contributions, and expertise. This fosters a welcoming environment where everyone feels valued and allows for a more welcoming environment to collaborate with one another and have no fears to ask questions without feeling shamed.
|
pressbooks
|
2025-03-22T05:09:32.778252
|
11-19-2024
|
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"url": "https://ecampusontario.pressbooks.pub/marilynlelearnyjourney/chapter/values/",
"book_url": "https://ecampusontario.pressbooks.pub/marilynlelearnyjourney/front-matter/introduction/",
"title": "Marilyn Le's Nursing Journey",
"author": "Marilyn Le",
"institution": "Trent University",
"subject": "Nursing"
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|
https://ecampusontario.pressbooks.pub/marilynlelearnyjourney/chapter/values/#chapter-111-section-1
|
My values
-
Accountability
-
Competence
-
Commitment
-
Respect
As a student nurse, I believe in incorporating accountability, competence, commitment, and respect into my nursing practice.
Accountability is a core value to me because I believe the importance of nurses is to perform a standard of practice that is ethical, legal, and professional through their actions, decisions, and behaviors. I currently work in the hospital on a surgical unit, and I strive to be responsible for my patient’s care and promote positive outcomes based on my practice; however, I do not hesitate to admit my mistakes and face challenges directly to improve my practice. Accountability to me is consistently seeking ways to improve skills and expand my knowledge. An example of taking accountability is looking at monographs when I am administering intravenous medications to ensure that they do not interact with the intravenous fluid that is currently running.
Competence in nursing relates to having the knowledge, skill, and confidence to provide safe, effective and high-quality care. This aspect of my nursing practice makes sure that patient needs are met and delivered through evidence-based care. An example is using the knowledge learned in theory class and best practice guidelines, and then applying it to real life practical scenarios, such as clinical placements. Additionally, competence involves the ability to analyze situations and make informed decision quickly and effectively. An example of this would be recognizing the signs and symptoms of sepsis and acting on it to save the patient’s life.
Commitment refers to ongoing learning such as updating skills, attending classes to further enhance my education, and attending workshops to remain proficient in different skills. This value is important to me because I want to continue to provide consistent high-quality care to my patients. Another example of commitment is including my patient within their plan of care and advocating for their best interests. In this way, I am committing myself fully to my patient as their nurse. Therefore I believe commitment means being committed to your patients, while also being committed to your professional growth and development.
Respect in nursing I view respect as not just honoring the dignity and rights of clients but as well as families, colleagues, etc. It is key to building trust and enhancing positive relationships in healthcare settings. In my practice, I value listening to patients and involving them in decision making to reflect their values and goals as well as recognizing that every client has their own unique needs, preferences, and beliefs. I value respecting my colleagues and professor’s opinions, contributions, and expertise. This fosters a welcoming environment where everyone feels valued and allows for a more welcoming environment to collaborate with one another and have no fears to ask questions without feeling shamed.
|
pressbooks
|
2025-03-22T05:09:32.787589
|
11-19-2024
|
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"subject": "Nursing"
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|
https://ecampusontario.pressbooks.pub/marilynlelearnyjourney/chapter/values/#chapter-111-section-2
|
My values
-
Accountability
-
Competence
-
Commitment
-
Respect
As a student nurse, I believe in incorporating accountability, competence, commitment, and respect into my nursing practice.
Accountability is a core value to me because I believe the importance of nurses is to perform a standard of practice that is ethical, legal, and professional through their actions, decisions, and behaviors. I currently work in the hospital on a surgical unit, and I strive to be responsible for my patient’s care and promote positive outcomes based on my practice; however, I do not hesitate to admit my mistakes and face challenges directly to improve my practice. Accountability to me is consistently seeking ways to improve skills and expand my knowledge. An example of taking accountability is looking at monographs when I am administering intravenous medications to ensure that they do not interact with the intravenous fluid that is currently running.
Competence in nursing relates to having the knowledge, skill, and confidence to provide safe, effective and high-quality care. This aspect of my nursing practice makes sure that patient needs are met and delivered through evidence-based care. An example is using the knowledge learned in theory class and best practice guidelines, and then applying it to real life practical scenarios, such as clinical placements. Additionally, competence involves the ability to analyze situations and make informed decision quickly and effectively. An example of this would be recognizing the signs and symptoms of sepsis and acting on it to save the patient’s life.
Commitment refers to ongoing learning such as updating skills, attending classes to further enhance my education, and attending workshops to remain proficient in different skills. This value is important to me because I want to continue to provide consistent high-quality care to my patients. Another example of commitment is including my patient within their plan of care and advocating for their best interests. In this way, I am committing myself fully to my patient as their nurse. Therefore I believe commitment means being committed to your patients, while also being committed to your professional growth and development.
Respect in nursing I view respect as not just honoring the dignity and rights of clients but as well as families, colleagues, etc. It is key to building trust and enhancing positive relationships in healthcare settings. In my practice, I value listening to patients and involving them in decision making to reflect their values and goals as well as recognizing that every client has their own unique needs, preferences, and beliefs. I value respecting my colleagues and professor’s opinions, contributions, and expertise. This fosters a welcoming environment where everyone feels valued and allows for a more welcoming environment to collaborate with one another and have no fears to ask questions without feeling shamed.
|
pressbooks
|
2025-03-22T05:09:32.796533
|
11-19-2024
|
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|
https://ecampusontario.pressbooks.pub/marilynlelearnyjourney/chapter/goals/
|
My Goals
Goal 1: Time Management (Short term goal)
By the end of the Winter 2025 semester, I will improve my time management skills by creating a weekly study and clinical preparation schedule, ensuring that I dedicate at least 2 hours daily to coursework and clinical review. I will evaluate my progress at the end of each week by tracking completed tasks using a planner and adjusting the schedule to stay on track.
Goal 2: Reduce Stress Level (Long term goal)
By the end of the Winter 2025 semester, I will have reduced my stress levels by incorporating 30 minutes of physical activity (such as walking, yoga, or stretching) into my daily routine, practicing mindfulness exercises at least three times a week, and tracking my progress using a stress management app while reflecting on changes in my mood and energy once a week.
|
pressbooks
|
2025-03-22T05:09:32.804209
|
11-19-2024
|
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|
https://ecampusontario.pressbooks.pub/marilynlelearnyjourney/chapter/goals/#chapter-162-section-1
|
My Goals
Goal 1: Time Management (Short term goal)
By the end of the Winter 2025 semester, I will improve my time management skills by creating a weekly study and clinical preparation schedule, ensuring that I dedicate at least 2 hours daily to coursework and clinical review. I will evaluate my progress at the end of each week by tracking completed tasks using a planner and adjusting the schedule to stay on track.
Goal 2: Reduce Stress Level (Long term goal)
By the end of the Winter 2025 semester, I will have reduced my stress levels by incorporating 30 minutes of physical activity (such as walking, yoga, or stretching) into my daily routine, practicing mindfulness exercises at least three times a week, and tracking my progress using a stress management app while reflecting on changes in my mood and energy once a week.
|
pressbooks
|
2025-03-22T05:09:32.811816
|
11-19-2024
|
{
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"url": "https://ecampusontario.pressbooks.pub/marilynlelearnyjourney/chapter/goals/#chapter-162-section-1",
"book_url": "https://ecampusontario.pressbooks.pub/marilynlelearnyjourney/front-matter/introduction/",
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"author": "Marilyn Le",
"institution": "Trent University",
"subject": "Nursing"
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|
https://ecampusontario.pressbooks.pub/marilynlelearnyjourney/chapter/reflection/
|
Personal Reflection
Preparing for my First Clinical Placement
My first clinical placement will start this spring/summer. As I expand my nursing knowledge and transition into the RN role, it will give me a chance to strengthen my clinical knowledge, further build on my experience as a current PRN, and refine the skills necessary to provide comprehensive patient care.
My future goal is to be working in the intensive care unit. Clinical education is an important part of the education process because clinical instructors are involved in making measurable changes in students’ ability to perform clinical care by highlighting their strengths and weaknesses in instructor and student interactions (Yekefallah et al., 2021). I plan to approach my first clinical placement through constant reflection and I will think critically by applying the knowledge learned in my seminar and lectures in the clinical practice setting.
Continuity of Reflection
Self reflection has been a ongoing process throughout my academic and clinical experience. In RPN school I struggled to make connections between theoretical concepts and their practical applications in patient care. For example, understanding the underlying principles of pathophysiology and linking them to the clinical signs I observed in patients was challenging. However, through consistent reflection, I noticed patterns and integrated knowledge more effectively into my practice.
Reality shock is often a factor among student nurses who have mismatched expectations and reality of professional practice, lack confidence in working independently, and inability to multitask which further fails to establish a supportive network (Aldosari et al., 2021). I aim to grow my professional development through reflection and avoid experiencing reality shock in practice by actively working through challenges that come from transitioning from academic knowledge into clinical application. This nursing transition from knowledge into clinical practice may be difficult in terms of my ability to handle the complexities of a patients, multitasking, and decision-making which differs from controlled academic scenarios.
Connecting between experience and knowledge
My experience as an RPN has provided me with a strong foundation of practical skills and patient centered care, which I now integrate into my RN education. For example, in my NURS 1550 course, understanding polypharmacy in older adults is built on my previous exposure to medication management. Applying this knowledge, I explore how theoretical frameworks, such as patient safety and pharmacokinetics, enhance my ability to critically analyze case studies. This connection reinforces my growth as I bridge my RPN skills with the expanded scope of practice required as an RN.
Real life experiences
The program allows me to connect the education provided by the seminars to help guide my critical thinking and practice as I progress to the next semester. The seminars often present me with case studies that stimulate real-world scenarios, enabling me to apply theoretical knowledge to practical situations. These case studies challenge me to analyze complex patient cases, evaluate potential interventions, and consider ethical implications. For example, working through case studies such as in NURS 1550 “polypharmacy in older adults”. My prior work with older adults as an RPN allows me to recognize signs of adverse drug reactions, however, it further refines my ability to assess patient’s needs, risk factors, and develop evidence-based care plans.
This is important to me because I can take this knowledge to the clinical setting, where it enhances my ability to deliver safe, high-quality care. It equips me to make informed decisions, and I can advocate for patients effectively, and meaningfully contribute to the interdisciplinary health care team.
Challenging my perspectives
As an RPN, transitioning into the RN program has pushed me to expand and challenge my perspectives in profound ways. In my role as an RPN, I often focused on delivering hands on care and following established care plans. While this role developed my technical skills and patient centered approach, the RN program has required me to adopt a broader, more critical view of nursing practice
This semester I am reframing my approach of care. Instead of relying strictly on protocols. I am now encouraged to think critically, question existing protocols, and integrate theoretical frameworks into patient care. The exposure to different perspectives both in seminars and group work has helped enhance my practice.
Coaching and mentorships
Guidance from both instructors and peers has been invaluable. Both my professors and teaching assistants have provided constructive feedback on my assignment, which improves my analytical skills. This classroom model has pushed me to collaborate with other classmates which is essential in the nursing practice.
Conclusion
As I prepare for my first clinical placement this spring/summer, I will work on building on my RPN experience in the winter semester and expanding on my clinical skills to provide comprehensive patient care. My goal in working in the intensive care unit drives me to integrate critical thinking, evidence-based practices, and theoretical knowledge into real world situations. Reflecting on my experience, including challenges faced in linking theory to practice, I am to mitigate reality shock by actively engaging with the complexities of clinical care. Furthermore, guidance from instructors and peers has been invaluable in helping me refine my skills. I am confident that this clinical placement will further strengthen my abilities as I transition into the RN role.
|
pressbooks
|
2025-03-22T05:09:32.823423
|
11-19-2024
|
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"subject": "Nursing"
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|
https://ecampusontario.pressbooks.pub/marilynlelearnyjourney/chapter/reflection/#chapter-117-section-1
|
Personal Reflection
Preparing for my First Clinical Placement
My first clinical placement will start this spring/summer. As I expand my nursing knowledge and transition into the RN role, it will give me a chance to strengthen my clinical knowledge, further build on my experience as a current PRN, and refine the skills necessary to provide comprehensive patient care.
My future goal is to be working in the intensive care unit. Clinical education is an important part of the education process because clinical instructors are involved in making measurable changes in students’ ability to perform clinical care by highlighting their strengths and weaknesses in instructor and student interactions (Yekefallah et al., 2021). I plan to approach my first clinical placement through constant reflection and I will think critically by applying the knowledge learned in my seminar and lectures in the clinical practice setting.
Continuity of Reflection
Self reflection has been a ongoing process throughout my academic and clinical experience. In RPN school I struggled to make connections between theoretical concepts and their practical applications in patient care. For example, understanding the underlying principles of pathophysiology and linking them to the clinical signs I observed in patients was challenging. However, through consistent reflection, I noticed patterns and integrated knowledge more effectively into my practice.
Reality shock is often a factor among student nurses who have mismatched expectations and reality of professional practice, lack confidence in working independently, and inability to multitask which further fails to establish a supportive network (Aldosari et al., 2021). I aim to grow my professional development through reflection and avoid experiencing reality shock in practice by actively working through challenges that come from transitioning from academic knowledge into clinical application. This nursing transition from knowledge into clinical practice may be difficult in terms of my ability to handle the complexities of a patients, multitasking, and decision-making which differs from controlled academic scenarios.
Connecting between experience and knowledge
My experience as an RPN has provided me with a strong foundation of practical skills and patient centered care, which I now integrate into my RN education. For example, in my NURS 1550 course, understanding polypharmacy in older adults is built on my previous exposure to medication management. Applying this knowledge, I explore how theoretical frameworks, such as patient safety and pharmacokinetics, enhance my ability to critically analyze case studies. This connection reinforces my growth as I bridge my RPN skills with the expanded scope of practice required as an RN.
Real life experiences
The program allows me to connect the education provided by the seminars to help guide my critical thinking and practice as I progress to the next semester. The seminars often present me with case studies that stimulate real-world scenarios, enabling me to apply theoretical knowledge to practical situations. These case studies challenge me to analyze complex patient cases, evaluate potential interventions, and consider ethical implications. For example, working through case studies such as in NURS 1550 “polypharmacy in older adults”. My prior work with older adults as an RPN allows me to recognize signs of adverse drug reactions, however, it further refines my ability to assess patient’s needs, risk factors, and develop evidence-based care plans.
This is important to me because I can take this knowledge to the clinical setting, where it enhances my ability to deliver safe, high-quality care. It equips me to make informed decisions, and I can advocate for patients effectively, and meaningfully contribute to the interdisciplinary health care team.
Challenging my perspectives
As an RPN, transitioning into the RN program has pushed me to expand and challenge my perspectives in profound ways. In my role as an RPN, I often focused on delivering hands on care and following established care plans. While this role developed my technical skills and patient centered approach, the RN program has required me to adopt a broader, more critical view of nursing practice
This semester I am reframing my approach of care. Instead of relying strictly on protocols. I am now encouraged to think critically, question existing protocols, and integrate theoretical frameworks into patient care. The exposure to different perspectives both in seminars and group work has helped enhance my practice.
Coaching and mentorships
Guidance from both instructors and peers has been invaluable. Both my professors and teaching assistants have provided constructive feedback on my assignment, which improves my analytical skills. This classroom model has pushed me to collaborate with other classmates which is essential in the nursing practice.
Conclusion
As I prepare for my first clinical placement this spring/summer, I will work on building on my RPN experience in the winter semester and expanding on my clinical skills to provide comprehensive patient care. My goal in working in the intensive care unit drives me to integrate critical thinking, evidence-based practices, and theoretical knowledge into real world situations. Reflecting on my experience, including challenges faced in linking theory to practice, I am to mitigate reality shock by actively engaging with the complexities of clinical care. Furthermore, guidance from instructors and peers has been invaluable in helping me refine my skills. I am confident that this clinical placement will further strengthen my abilities as I transition into the RN role.
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pressbooks
|
2025-03-22T05:09:32.838344
|
11-19-2024
|
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https://ecampusontario.pressbooks.pub/marilynlelearnyjourney/chapter/artefacts/
|
Artefacts
My first artifact is my diploma from Durham College from when I graduated from the RPN program. This diploma symbolizes the beginning of my professional career. It also represents my professional development as I decided to continue my education and am now working on receiving my BScN degree. This diploma is a reminder of what I can accomplish when I am passionate about something. My goal is to become the best nurse I can be, and this all started with a strong education.
My second artifact is the surgical symposium. This is an annual workshop that I attend to learn the latest surgical skills. I started attending this workshop because I did not feel confident in my surgical nursing skills after switching from a medicine unit. This workshop is a representation of my commitment to professional growth and development. It is also proof of my determination to become the best nurse I can be. I plan to always attend workshops and seminars throughout my career so that I can stay up to date on the best practice guidelines and expand my knowledge and skills.
This artifact is my acceptance letter into the Trent Nursing program. To get into this program, I needed to take one year of Honor Science so that I could upgrade my GPA. This acceptance letter represents my tenacity when working towards my goals. In Honor Science, I had to work hard to get good grades as I was competing with other students for a spot in the nursing program. In RPN school, I struggled to achieve a high GPA so this acceptance letter also represents my humility in knowing that I needed to better myself to earn a spot. I believe this translates into my practice because humility is an important trait for nurses to have. Overconfidence leads to mistakes and the development of an ego, so I believe finding a balance between confidence and humility is important to finding success in this field.
This artifact is my CPR certificate, which I received through heart and stroke a few months ago. This photo represents my commitment to patient safety and my ongoing dedication to improving my skills as a nurse. Achieving my CPR certificate not only enhances my confidence in emergencies but reinforces my responsibility to provide the highest standards of care. This certificate further reflects my readiness to continue to expand my knowledge by updating essential skills that directly impact patient care.
My last artifact is the ICU. The ICU is where I would like to work after obtaining my RN license. This artifact represents my future goals and my motivation to succeed. To be an ICU nurse, you have to be confident, competent, and resourceful. I consider ICU nurses to be the best of the best in the nursing field. I aspire to reach that level in my career and I will work hard to get there. ICU nurses are constantly saving lives and I believe there is nothing more dignified than saving a life. I joined this profession to make a difference in people’s lives and I believe being an ICU nurse is the best way I can do that.
|
pressbooks
|
2025-03-22T05:09:32.849987
|
11-19-2024
|
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https://ecampusontario.pressbooks.pub/marilynlelearnyjourney/chapter/artefacts/#chapter-127-section-1
|
Artefacts
My first artifact is my diploma from Durham College from when I graduated from the RPN program. This diploma symbolizes the beginning of my professional career. It also represents my professional development as I decided to continue my education and am now working on receiving my BScN degree. This diploma is a reminder of what I can accomplish when I am passionate about something. My goal is to become the best nurse I can be, and this all started with a strong education.
My second artifact is the surgical symposium. This is an annual workshop that I attend to learn the latest surgical skills. I started attending this workshop because I did not feel confident in my surgical nursing skills after switching from a medicine unit. This workshop is a representation of my commitment to professional growth and development. It is also proof of my determination to become the best nurse I can be. I plan to always attend workshops and seminars throughout my career so that I can stay up to date on the best practice guidelines and expand my knowledge and skills.
This artifact is my acceptance letter into the Trent Nursing program. To get into this program, I needed to take one year of Honor Science so that I could upgrade my GPA. This acceptance letter represents my tenacity when working towards my goals. In Honor Science, I had to work hard to get good grades as I was competing with other students for a spot in the nursing program. In RPN school, I struggled to achieve a high GPA so this acceptance letter also represents my humility in knowing that I needed to better myself to earn a spot. I believe this translates into my practice because humility is an important trait for nurses to have. Overconfidence leads to mistakes and the development of an ego, so I believe finding a balance between confidence and humility is important to finding success in this field.
This artifact is my CPR certificate, which I received through heart and stroke a few months ago. This photo represents my commitment to patient safety and my ongoing dedication to improving my skills as a nurse. Achieving my CPR certificate not only enhances my confidence in emergencies but reinforces my responsibility to provide the highest standards of care. This certificate further reflects my readiness to continue to expand my knowledge by updating essential skills that directly impact patient care.
My last artifact is the ICU. The ICU is where I would like to work after obtaining my RN license. This artifact represents my future goals and my motivation to succeed. To be an ICU nurse, you have to be confident, competent, and resourceful. I consider ICU nurses to be the best of the best in the nursing field. I aspire to reach that level in my career and I will work hard to get there. ICU nurses are constantly saving lives and I believe there is nothing more dignified than saving a life. I joined this profession to make a difference in people’s lives and I believe being an ICU nurse is the best way I can do that.
|
pressbooks
|
2025-03-22T05:09:32.861062
|
11-19-2024
|
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https://ecampusontario.pressbooks.pub/marilynlelearnyjourney/chapter/references/
|
References
References
Aldosari, N., Pryjmachuk, S., & Cooke, H. (2021). Newly qualified nurses’ transition from learning to doing: A scoping review. International Journal of Nursing Studies, 113, 103792. https://doi.org/10.1016/j.ijnurstu.2020.103792
Yekefallah, L., Dehghankar, L., Shafaee, M., Mohamadi, S., & Moradi, M. (2021). ICU Students’ Experiences of an Effective Clinical Instructor: A Phenomenological Study. Journal of Qualitative Research in Health Sciences, 10(2), 124-133. doi: 10.22062/jqr.2021.193588.0
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pressbooks
|
2025-03-22T05:09:32.870835
|
11-19-2024
|
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"title": "Marilyn Le's Nursing Journey",
"author": "Marilyn Le",
"institution": "Trent University",
"subject": "Nursing"
}
|
https://idaho.pressbooks.pub/starterguideonline/chapter/chapter-1/
|
1 People
Faculty, subject matter experts, instructional designers, and learning technologists are key to success of high quality online course design and delivery.
Key Questions
Who are the stellar faculty or SMEs that can commit to produce high quality courses within programs?
Who are your instructional designers and instructional support staff?
Who are your marketing and communications experts?
Who are your technical team members? Learner analysts? Dashboard creators? Troubleshooters?
Who are the curriculum writers, digital pedagogy experts, and education technology planners?
Examples
EGYPT
American University of Cairo has a digital education unit dedicated to supporting the design and development of online and blended learning programs. AUC invests heavily in internal and external professional development and relies on local and international talent building a culture of learning within the center. AUC has committed to support all programs in-house via a centralised unit, and tries to attract programs and their faculty/ SMEs by holding regular events, active outreach and showcasing exemplar projects. AUC has internal marketing and communications; however, investing in this area has been identified as being important during feasibility studies and launching of programs.
UNITED STATES
The eCampus Center at Boise State University in Idaho, USA has several staff dedicated to expanding online degrees and classes beyond the traditional boundaries to meet the academic needs of students anytime and anywhere. These instructional designers and instructional support staff partner with instructors, departments, and institution leadership to create a high-quality online learning environment for students at the university and around the world.
INDIA
Global University Systems has two institutions under its umbrella in India: Pearl Academy, New Delhi and University of Petroleum & Energy Studies (UPES), Dehradun. Pearl Academy is a non-degree professional certification, 27-year old premium private academy that offers over 30 courses related to Design, Fashion, Media and Fashion Business. UPES is a degree-offering state-government recognised university offering over 64 UG and PG courses. GUS believes in digital transformation and being a future-ready facilitator of learning. So, since 2015, Pearl and UPES have been adopting blended methods of learning for all its UG and PG courses. GUS India has a full spectrum of talent (digital marketers, instructional designers, product team managers, learning management systems and data analysts) to support digital pedagogy.
|
pressbooks
|
2025-03-22T05:09:32.882703
|
03-18-2021
|
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"title": "Market Matching for Online Higher Education Programs",
"author": "Hoda Mostafa, Priya Mary Mathew, TJ Bliss",
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"subject": "Educational administration and organization, Higher education, tertiary education, Open learning, distance education"
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|
https://idaho.pressbooks.pub/starterguideonline/chapter/asset-courses-and-programs/
|
2 Courses and Programs
Look for unique courses and programs that offer value in the world and can sustain themselves.
Key Questions
What niche, uniquely valuable, or universally popular courses does your institution offer? Do any of your programs or courses have an edge?
How can you compete with other similar programs? What is your edge?
Do you have accreditation that potential learners will see as credible?
What are the full costs to offer each of your courses and programs?
Which platform will be used to deliver the courses?
Which courses will be fully online? Which ones will be hybrid?
Examples
EGYPT
American University in Cairo is branded as one of the region’s global universities and is home to renowned scholars in several niche areas such as Egyptology, Middle Eastern Studies, Islamic Finance, and Regional Economics and Policy.
UNITED STATES
The University of Idaho has a unique undergraduate program in Forestry. Building off a 100-year tradition of training leaders in forest science and management, the Forestry program (accredited by the Society of American Foresters) is one of the top-ranked programs for quality and value in the United States. Students work directly with world-class faculty in the laboratory and unique outdoor settings throughout the program. An online version of this program could be attractive to people from across the globe, especially in the context of climate change research and response.
INDIA
Pearl Academy and University of Petroleum & Energy Studies, both Global University Systems entities in India, have been using the BlackBoard Learning Management System since 2014, when they initiated blending 10% of all their courses. At present, up to 30% of courses are blended. Even in pandemic times, 70% of classes were done synchronously and the remainder asynchronously. Due to its early adoption of e-learning methods, the faculty is now competent to create MOOC courses for public use. This will have a huge strategic impact on the positioning of the institutes.
|
pressbooks
|
2025-03-22T05:09:32.893781
|
03-18-2021
|
{
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"url": "https://idaho.pressbooks.pub/starterguideonline/chapter/asset-courses-and-programs/",
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"author": "Hoda Mostafa, Priya Mary Mathew, TJ Bliss",
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"subject": "Educational administration and organization, Higher education, tertiary education, Open learning, distance education"
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|
https://idaho.pressbooks.pub/starterguideonline/chapter/asset-technology/
|
3 Technology
Technology is vital when it supports valuable course content and programming; but the technology itself should not be the product offering.
Key Questions
Does your institution have appropriate technology for offering fully online courses (LMS, A/V equipment and software, captioning services, remote proctoring, etc.)?
Are your learning spaces hy-flex enabled?
Are non-academic (support) offices like registrar, regulatory and accreditation, examination center, attendance, and student engagement attuned to digital pedagogy? Are they ready to go paperless by use of SAP or other Data Management Systems? Are these offices competent to collate data and rely on data-driven dashboards to take decisions? In short, are all departments in the institution equipped with data science skills?
Examples
EGYPT
American University in Cairo is currently developing wrap-around services and examining the student experience roadmap. AUC uses Moodle for all current online programming and is investing in developing it further. Two spaces on campus have been identified for hybrid flexible learning.
UNITED STATES
The State Board of Education in Idaho has recently established a statewide contract to provide the Canvas Learning Management System to all eight institutions of higher education. This provision will allow for all online courses to be offered using the same LMS, which will simplify and unify the teaching and learning experience for instructors and students.
INDIA
Blackboard and instructional design is not new to faculty in Global University Systems India organisations. During the pandemic, the CourseraforCampus programme was adopted by all 800 faculty and the entire community did Virtual Teacher Specialisation within 60 days. Faculty were so charged up that on an average each one completed five online courses under this programme. GUS is undergoing a data-driven transformational training starting from top management. Learner Analytics is a skillset that all faculty are getting trained at by mid-next year. Evidence-based decision making is the culture that is being adopted by the organisation. This required a lot of energising communication and vision sharing by the CEO as well as other strategic leaders. Change management strategies are being ably handled by the HR team. IT team is walking the talk, slowly and steadily with all.
|
pressbooks
|
2025-03-22T05:09:32.904151
|
03-18-2021
|
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|
https://idaho.pressbooks.pub/starterguideonline/chapter/asset-other/
|
4 Hidden Assets
Hidden assets can be the difference maker in successful online course and program offerings.
Key Question
What other assets does your institution possess that could be valuable for building online course content?
Examples
EGYPT
American University in Cairo is currently building a thematic course on “Cairo” around rich library digital archives and rare books. The institution is also developing an online core curriculum (similar to a series of short stackable credentials) in their online business diplomas.
UNITED STATES
Universities and colleges in Idaho have generally lower tuition relative to similar-sized institutions in other states and countries, which could allow Idaho institutions to attract out-of-state students looking for high quality, high value postsecondary education. For example, the College of Western Idaho and Boise State University have partnered to offer a regionally accredited, fully online bachelor’s degree for just under $21K. Other comparable online programs range from $26K at Western Governors University to $63K at Arizona State University Online.
INDIA
University of Petroleum & Energy Studies has partnered with LSBF to impart their online English language programme to Indian students. Global University Systems India is in talks with University of California Irwin to create an online course for K-12 teachers in India. Pearl Academy is tying up with an international retail brand to give virtual internship to its fashion retail students.
|
pressbooks
|
2025-03-22T05:09:32.914194
|
03-18-2021
|
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"subject": "Educational administration and organization, Higher education, tertiary education, Open learning, distance education"
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|
https://idaho.pressbooks.pub/starterguideonline/chapter/learners/
|
5 Learners
The learner is the most important consideration in online education, and all other aspects should consider learner needs and interests first.
Key Questions
Who are your potential learners?
How many learners in your region are interested in your portfolio and within your reach?
Are there subsets of learners that have a special interest in engaging in your institution?
Are your learners interested more in academic credits or in professional training?
Examples
EGYPT
American University in Cairo is a traditionally residential campus for undergraduate, graduate and continuing/executive education. AUC’s potential pool of online learners are broadly stated, including those who recognise the AUC brand in the region and seek a flexible high quality online education, international students, and post-secondary learners/youth seeking social mobility and career growth (mainly continuing ed and extended ed). Freely available market research is relatively scarce. However an interest in business, data science, computer and IT fields is trending. The potential for growth in extended/professional education and high quality niche graduate programs is an area of interest for AUC.
UNITED STATES
Idaho has a higher than average concentration of active duty military and military veterans, compared to other states in the U.S. Online programs could be designed to build on training that military personnel and veterans have already received. Some programs could even be created in collaboration with military agencies, to provide maximum benefit to these potential students.
INDIA
Learners in Global University Systems India study either undergraduate and graduate courses from schools of engineering, computer science, law, health sciences, fashion design, product design, communication design, media, business, and management. Overall there are 14,000 students in the GUS. Indian institutes have larger cohorts than those in America or Europe. Also, digital tech usage and internet penetration is not equally distributed in vast India. So, the attainment gap amongst learners is huge. Having said that, learners are young (17 to 24 year olds) and active, enthusiastic adopters of technology. So, while will and skill is there, it is the infrastructure that needs extra attention.
|
pressbooks
|
2025-03-22T05:09:32.929097
|
03-18-2021
|
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"url": "https://idaho.pressbooks.pub/starterguideonline/chapter/learners/",
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|
https://idaho.pressbooks.pub/starterguideonline/chapter/market/
|
6 Market
A robust understanding of the market will improve efficiency in online program development and delivery.
Key Questions
How much are people willing to pay for your offerings?
What employment opportunities are available for learners who complete your program(s)?
Who else is offering similar courses and programs in this market and at what price?
Life-long learning is fast becoming a basic necessity. How do we keep our alumni engaged with us throughout their lives?
Examples
EGYPT
Unemployment indices in Egypt in 2020 are hovering around 10% with around 60% of the population under the age of 30. Education plays a role in social mobility and American University in Cairo sees an opportunity for post-secondary education via extended and continuing education programs online in both English and Arabic at an affordable price. Competition for job readiness and up-skilling from providers such as Coursera (ITIDA initiative) are especially attractive. AUC can look for gaps in this market (for example: business skills, soft skills, health sciences).
UNITED STATES
Idaho is home to the Idaho National Laboratory (INL), one of the national laboratories of the United States Department of Energy. INL has historically focused on nuclear research, but it has recently shifted some focus to cybersecurity. The lab has 5000 employees, and it will be hiring more and more people with advanced degrees in cybersecurity in the future. As Idaho colleges and universities pivot to provide cybersecurity programs in response to INL’s workforce needs, more businesses may move into the state to take advantage of Idaho’s business-friendly economy and a growing cybersecurity workforce.
INDIA
The online education market in India is expected to reach USD 5 billion by 2024, expanding at a rate of about 44% in the next five-year period. Ease of learning, flexibility, and a wide range of study materials have influenced the overall growth of the industry. However, the lack of formal recognition and accreditation, and abundance of freely available content presents a critical threat to the growth of the sector. The Indian online education market is segmented into primary and secondary supplemental education, test preparation, re-skilling and certification, higher education language, and casual learning.
|
pressbooks
|
2025-03-22T05:09:32.940623
|
03-18-2021
|
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|
https://idaho.pressbooks.pub/starterguideonline/chapter/asset-identity-and-brand/
|
7 Identity and Brand
Do not underestimate the power of identity and brand; many potential students prioritize brand before anything else.
Key Questions
What aspects of your institution’s identity and brand are particularly unique or valuable?
How can you leverage your brand and identity using the assets you identified?
Experiential aspects of our entire value chain will impact the competitive advantage of our brand. How do we design our services around student satisfaction?
Examples
EGYPT
American University in Cairo is Egypt’s Global University. In 2018-2019 the School of Global Affairs and Public Policy launched the world’s first fully online Digital Media Diploma in Arabic via the Kamal Adham Center. A success story of sorts, this one-year cohort-based diploma leveraged a market and skills gap as well as built on AUC’s brand and locale.
UNITED STATES
Idahoans are known for being independent and hard-working. This identity aligns well with the characteristics needed to be successful as an online student. The Idaho State Board of Education is launching a new digital campus called Online Idaho. This new venture could leverage Idaho’s unique identity to attract students who see in themselves or who want to align themselves with these positive character traits.
INDIA
Global University Systems Indian institutes have not yet ventured into 100% online courses. However, both institutes have successfully adopted blended methods of teaching for the last three years. In 2020, they both received the QS-IGAUGE E-LEAD certification. E-LEAD certification is awarded to institutes based on their technological competencies. Both GUS India institutes received 150 out of 150, which means both are fully equipped according to E-LEAD parameters.
|
pressbooks
|
2025-03-22T05:09:32.952166
|
03-18-2021
|
{
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"url": "https://idaho.pressbooks.pub/starterguideonline/chapter/asset-identity-and-brand/",
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|
https://idaho.pressbooks.pub/starterguideonline/chapter/institutional-priorities/
|
8 Institutional Priorities
Even the most effective online program is doomed if it is misaligned with institutional priorities.
Key Questions
What are your institutional priorities that relate to online education?
How do these institutional priorities connect to market needs?
Examples
EGYPT
American University in Cairo has identified Innovation and Digital Transformation as key pillars. AUC has also prioritised resources to take first small steps towards a digital presence in the region, with seven fully online professional certificates/diplomas with the AUC brand. Seven AUC EDRAAK MOOCs have been launched since 2015, albeit slowly to experiment with multiple modalities. The university committed resources to staff a digital education unit to design and develop programs in-house, up to 3 programs per year.
UNITED STATES
While each Idaho’s eight institutions have unique missions and priorities, Idaho’s colleges and universities all value access, affordability, and transparency. The development of a statewide digital campus is an example of how these eight institutions are working together to leverage online courses and programs to increase access, affordability, and transparency for all current and potential students.
INDIA
Digital transformation and digital pedagogy are of highest priority from the top in Global University Systems India. Some evidences are found in the media coverage of the CEO of GUS :
|
pressbooks
|
2025-03-22T05:09:32.962245
|
03-18-2021
|
{
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"url": "https://idaho.pressbooks.pub/starterguideonline/chapter/institutional-priorities/",
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"author": "Hoda Mostafa, Priya Mary Mathew, TJ Bliss",
"institution": "",
"subject": "Educational administration and organization, Higher education, tertiary education, Open learning, distance education"
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|
https://idaho.pressbooks.pub/starterguideonline/chapter/potential-portfolio/
|
9 Potential Portfolio
Pulling all the relevant assets together into a single, well-defined portfolio is an effective and efficient method for online program development.
Key Question
What set of people, courses, technology, and other assets would best meet learner needs, match the current or future market, and leverage your institutional identity, brand, and priorities?
What is the future like? If Artificial Intelligence were to be used to grade assessments, what new pedagogical / technical skills will be needed in teachers? In students? In administrators?
Will demands on gamification , UI/UX increase? If yes, then how will this impact our course portfolio?
If a large part of industry shifts to use of robots and automation, then how do employability of learners change?
If a large part of society starts heavy consumption of entertainment products (5D fantasy games, etc.), how will that impact the design of curriculum and contents?
Examples
EGYPT
Building on regional market trends and institutional strengths will be key at American University in Cairo:
- Build in-house design and development capacity
- Smart outsourcing with agile project management
- Identify popular high revenue graduate programs that have a trending market need and creatively build a unique program that sets AUC as a regional cut above the rest. For example, an MBA infused with local and regional content, case studies, subject matter experts OR a Healthcare Diploma with local data, subject matter experts, and use cases are attracting both local and international learners.
UNITED STATES
The College of Eastern Idaho (CEI) is well-positioned to develop an online program portfolio that could attract many new students. For example, CEI could develop a set of very affordable Bachelor of Applied Technology (BAT) online degree programs. These programs would be attractive to technicians working in any industries that require Associate of Applied Science (AAS) degrees. Most companies want a BAT degree to help their employees advance to manager level. CEI already offers AAS degrees and building on top of these to create a portfolio of online BAT degrees is much less expensive than developing new programs from scratch.
INDIA
University of Petroleum & Energy Studies and Pearl Academy have plans to have certification and diploma courses designed for the students who for some reason can not take regular admission in the institutes. The Ministry of Education has welcomed faculty to create MOOCs for their national platform and the UPES team is creating six courses to be completed by the end of 2021.
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03-18-2021
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https://ecampusontario.pressbooks.pub/michaellearnyjourney/chapter/test-2/
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Belief Statement
I believe that nursing is a compassionate, holistic practice, dedicated to promoting the health and well-being of individuals and communities. As a future nurse, I will ensure that the care I provide is grounded in scientific knowledge, while also being empathetic and person-centred. I will recognize that every patient is unique and deserves respect, kindness, and dignity. I want to be a nurse because I believe that making a positive difference and helping others is an incredibly rewarding job. Nurses are also so much more than just caregivers; they are teachers, counsellors, and advocates. It is a profession that allows one to continuously learn and grow, both professionally and personally. Because of this, I aspire to become a nurse who provides meaningful insight and quality care throughout my career.
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pressbooks
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2025-03-22T05:09:32.981398
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11-20-2024
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https://ecampusontario.pressbooks.pub/michaellearnyjourney/chapter/chapter-1/
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4 Personal Values
Personal Values Statement
As I begin my nursing career, the core values that I resonate with help shape and guide me in both my personal and professional life. These values are what I believe to be essential in providing compassionate, ethical, and effective patient care. I further understand that my values should also align with CNO standards and the expectations of the nursing profession. This ensures I practice safe and professional nursing care.
Compassion: Approaching each patient with kindness, empathy, and understanding is pivotal to creating close and trustworthy patient-client relationships. I firmly believe in the guiding principle of “treat others the way you want to be treated.” This simple yet profound philosophy shapes my interactions with patients, reminding me to always offer respect and patience in every encounter. Compassion allows me to see patients in a more holistic view, allowing for greater and more detailed care that’s centred around their specific needs (CNO, 2019). Furthermore, this value will help me create safe and supportive environments that will help others feel safe and heard (CNO, 2019).
Integrity: To act with honesty, trust, accountability, and transparency in the nursing practice. This means adhering to professional standards to ensure I always provide safe and evidence-based care (CNO, 2019). Integrity involves patient advocacy and protecting patient confidentiality. Nurses with integrity prioritize ethical decision-making, are transparent in their communications, and seek to resolve conflicts in a way that aligns with the best interests of patients (CNO, 2019).
Respect: I am committed to upholding respect for all patients, colleagues, and members of the healthcare team. My goal is to foster inclusive environments where everyone feels valued, regardless of their background, beliefs, or health status (CNO, 2019). This commitment is aligned with the CNO’s professional standards, which highlight the importance of cultivating mutual respect in nursing practice (CNO, 2019). I strive to honour each patient’s autonomy by actively listening to their concerns and collaborating with them in the decision-making process regarding their care.
Collaboration: Nursing is a team-oriented profession, and I recognize the importance of collaboration in delivering the best possible outcomes for patients. I believe that high-quality healthcare is built on strong teamwork, where nurses, healthcare professionals, and patients work together. By fostering open communication and valuing the contributions of all team members, I aim to create a cooperative and respectful environment that supports holistic care (CNO, 2019). Collaboration also allows for the exchange of knowledge and experiences, ensuring that patients receive comprehensive and well-informed care.
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pressbooks
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2025-03-22T05:09:32.990810
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11-20-2024
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https://ecampusontario.pressbooks.pub/michaellearnyjourney/chapter/smart-goals/
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Smart Goals
SMART Goals for Winter 2025 Semester
To continue progressing in my nursing education and clinical practice, I have set two specific, measurable, achievable, relevant, and time-bound (SMART) goals for the Winter 2025 semester. These goals will help me focus on both my academic growth and clinical competency.
Goal #1 (Short Term): By the end of the first week of the Winter 2025 semester, I will organize major due dates and designate study times for all courses to ensure academic success.
Specific: I will organize my semester schedule by reviewing all course syllabi, marking important deadlines (exams, assignments, projects), and designating times for studying/working.
Measurable: I will complete my semester organization and scheduling by the end of the first week of classes.
Achievable: I will dedicate 2 hours each day during the first week of the semester to organize my academic and personal calendar, ensuring all due dates and commitments are noted.
Relevant: Effective organization will help me stay on top of my academic and professional responsibilities, reducing stress and increasing productivity.
Time-Bound: This goal will be completed by the end of the first week of the semester.
Activities to Achieve This Goal:
- Review all course syllabi for assignment and exam due dates.
- Create a digital calendar to mark all important dates.
- Use a daily planner to organize my days around deadlines.
- Set reminders for due dates in case some weeks become busier than others.
- Allow flexibility in study times in case unforeseen circumstances arise that may alter the schedule.
- Hold weekly review sessions to ensure I’m staying on track and to identify areas that may need adjustment.
Resources Needed to Achieve This Goal:
- Course syllabi and materials
- A planner
- Calendar
- A time-management app
Timeline:
- Start immediately: Obtain the necessary resources before the start of the semester so they’re ready when you begin. On the first day of classes, review the syllabi for each course.
- Ongoing: For every day you have a class during the first week of the semester, add major due dates to your calendar and planner.
- By the end of the first week: Ensure that all important deadlines are noted and organized for the rest of the semester. Then, look forward to the new semester with confidence!
Goal #2 (Long Term): I will enhance my clinical assessment skills by performing at least 12 patient assessments with proper advisor feedback by the end of the school year.
Specific: I will improve my ability to conduct comprehensive and accurate patient assessments, focusing on physical assessments, vital signs, and documentation during my clinical placements.
Measurable: I will aim to perform at least three full patient assessments with proper documentation per week during my clinical placement. After each assessment, I will seek feedback from my advisor to identify areas for improvement.
Achievable: I will review relevant course materials, including assessment techniques and documentation standards, and actively seek opportunities to practice and refine these skills.
Relevant: Strengthening my clinical assessment skills is critical to my role as a nurse. It will enable me to identify changes in patient conditions early, provide appropriate interventions, and ensure patient safety. This goal also aligns with my long-term aspiration to become a competent and confident nurse.
Time-Bound: I will have conducted and received feedback on at least 12 complete patient assessments by the end of the Winter 2025 term.
Activities Needed to Achieve This Goal:
- Attend all scheduled clinical placements.
- Actively engage with advisors and patients, asking for feedback after each assessment.
- Review and study relevant textbooks, resources, and videos on physical assessment techniques.
- Practice assessment techniques, especially in areas where I feel less confident or need improvement.
- Utilize simulation labs or practice with peers whenever possible.
Resources Needed to Achieve This Goal:
- Access to patient assessment resources like textbooks, online modules, and protocol guidelines.
- Support and feedback from my clinical preceptor and nursing faculty.
- Opportunities to practice clinical skills in both the clinical setting and simulation labs.
Timeline:
- Start immediately: Plan and prepare for the start of clinical next semester. Maintain a positive and enthusiastic attitude toward preparation, viewing every opportunity as a chance to learn something new.
- Ongoing: Start small and gradually build your skill set. Attend all clinical placements and orientations and use critiques as constructive guidance to improve your practice.
- By the end of the semester: I will have completed 12 patient assessments with critical feedback, applying this knowledge to future clinical placements and my ongoing nursing career.
By setting these SMART goals, I am establishing a solid foundation to guide my development as a nursing student, ensuring I meet the required standards for both clinical practice and academic performance. These goals will also help me stay organized, reduce stress, and ultimately lead to a more productive and balanced semester.
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pressbooks
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2025-03-22T05:09:33.004543
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11-20-2024
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Personal Reflection
My nursing journey has been filled with growth, reflection, and transformation. Initially, I dreamed of becoming a veterinarian, but after facing repeated rejections, I felt disheartened and uncertain about my future. However, I eventually realized I needed to take control and started researching career options. This led me to nursing, a profession that combined my love for science with my desire to care for others. With encouragement and insight from my mother, a nurse, and my sister, a nurse practitioner, I applied to Trent’s nursing program and was accepted, marking a significant milestone in my journey.
Before pursuing the program, I worked in the veterinary field for over five years, where I gained valuable experience in animal care. As a veterinary assistant, I was responsible for ensuring the well-being of patients, which has been crucial in shaping my approach to nursing. Compassionate care is key in both fields, and my veterinary background provides me with a unique perspective, particularly in understanding the emotional and psychological aspects of patient care. That compassion has the power and influence to guide how one makes decisions through self-reflection and prioritization of needs to ensure optimal outcomes (Raustøl & Tveit 2023).
While I am new to nursing, I am not entirely new to the themes of care and assessment that I first encountered in veterinary practice. I now find myself in what I would call a “post-novice”, or advanced beginner stage—strengthening one’s understanding of new theory behind clinical practice and learning how to apply it in real-life situations (Ozdemir, 2019). Studying nursing requires a lot of strength and dedication; it’s about developing critical thinking skills and learning how to apply them to nursing care (Ozdemir, 2019). I’m beginning to gain confidence in making informed clinical judgments, however, I recognize that I still have a long way to go before reaching a stage of mastery (Ozdemir, 2019).
One of the biggest challenges has been adjusting to the academic workload after several years away from school. But more importantly, I recognize that nursing students must also learn how to manage stress and avoid burnout. The healthcare field is demanding, and maintaining balance through mindfulness and self-care is essential to long-term success (Aryankhesal et al., 2019; Dall’Ora et al., 2020). I’ve started incorporating these practices into my routine to ensure I remain focused and healthy (Dall’Ora et al., 2020).
An unexpected benefit of nursing school has been the sense of community it fosters. Despite busy schedules, the support and friendliness of my classmates are motivating, reminding me that we share the same goal of becoming skilled, compassionate nurses. My coursework in NURS 1001 has also deepened my understanding of nursing practice, particularly the importance of ethical patient-centred care, where the patient is an active participant in their own healthcare decisions. This focus on holistic care—caring for the whole person rather than just addressing their medical needs—has solidified my passion for the profession.
Reflecting on this transition from veterinary care to nursing, I am excited about the journey ahead. The challenges I’ve faced in the past have been opportunities for improvement, and I am learning and refining the skills I need to succeed both in my clinical placements and in my future as a nurse. I am genuinely excited about what lies ahead and confident in the knowledge and experiences I’ve gained so far. As I continue my studies, I maintain a positive outlook and a deep commitment to making a meaningful difference in the lives of others.
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pressbooks
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2025-03-22T05:09:33.013655
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11-20-2024
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4 Artifacts
- University Undergraduate Diploma
This is my official diploma in Biomedical Sciences from the University of Guelph. Before beginning nursing school, I completed an undergraduate degree to develop my skills and explore potential career paths. For me, this diploma represents the foundation of my academic journey and the start of my professional career, reflecting my commitment to continuous education and personal growth. The knowledge and competencies I gained through this program have been invaluable in shaping my approach to nursing. It provided me with critical thinking abilities, a solid scientific background, and an enduring curiosity—qualities I believe are essential to succeed in nursing. The diploma symbolizes the resilience and determination required to excel in the nursing field. It aligns with the core values of the profession, including lifelong learning, academic excellence, and a strong knowledge base—all of which are essential to becoming an exceptional nurse in the future. Ultimately, it affirms my preparedness to begin the nursing program and take the next steps toward earning my licensure as a registered nurse. It marks not only an end but the beginning of a new chapter in my education and professional development. Where I will continue to expand on the knowledge and skills I’ve gained, striving to make a meaningful contribution to the healthcare field.
- Trent’s Acceptance Letter and Scholarship
This artifact marks the beginning of my nursing journey, symbolizing the first step toward further education and professional development. It reflects my academic dedication, potential, and readiness to succeed in the demanding and dynamic field of nursing. Being accepted into this program affirms that I am prepared to pursue specialized education and training that will equip me with the skills needed to provide high-quality care. My decision to pursue nursing is deeply rooted in personal experiences and a genuine desire to make a meaningful impact in people’s lives. I am committed to developing the knowledge and expertise necessary to foster compassionate care, building lasting relationships with patients, and contributing positively to their health and well-being. I am eager to embrace the responsibilities of being a nurse, enhance my interpersonal communication skills, and navigate the complexities of patient care across diverse settings. The financial support provided by my scholarship is invaluable, as it alleviates financial barriers and enables me to focus on my studies, ensuring that I can fully dedicate myself to the pursuit of a nursing career.
- Stethoscope
A stethoscope is one of the most important tools a nurse uses in their career. This piece of medical equipment will accompany me throughout my transition from a student to a future practicing nurse. It symbolizes my dedication and duty to the profession and my preparedness to perform nursing assessments, obtain vital signs, and provide meaningful and quality-centered care. As I progress through my clinical placements, my stethoscope will be a reminder of the skills and knowledge I am developing. It will guide me as I learn to navigate the complexities of patient care, supporting me in the core values of nursing—compassion, expertise, and dedication. It is a reminder of my love for the profession and the responsibility I carry to uphold the highest standards of care. Every time I use it, I will be reminded not only of my professional duties but also of the privilege I have in making a difference in the lives of others.
- Synergy Pass
There was a significant sense of relief when I received my Synergy pass before the November due date. I began gathering the necessary information for my assessment in the summer, wanting to ensure I had everything in place well ahead of time. This pass symbolized my proactive approach and commitment to starting my nursing journey. It allowed me to thoroughly review and update essential areas of nursing practice, including infection control, safety protocols, and CPR training—key components for maintaining high standards in patient care. Staying current with the latest practices and regulations is vital in the nursing profession, and obtaining this pass reflects my commitment to ongoing professional development. It symbolizes not only my readiness to begin my nursing career but also my dedication to maintaining the skills required to provide safe, effective care. The Synergy pass highlights the profession’s emphasis on competency and patient-centered care. By successfully completing this checklist, I’ve aligned myself with the nursing profession’s high standards, demonstrating my ability to carry out fundamental nursing tasks in a timely and effective manner. I am excited to apply the knowledge and skills I’ve gained through various trainings and courses to real-world settings, where I can continue to grow and contribute to improving patient outcomes.
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pressbooks
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11-20-2024
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References
References
Aryankhesal, A., Mohammadibakhsh, R., Hamidi, Y., Alidoost, S., Behzadifar, M., Sohrabi, R., & Farhadi, Z. (2019). Interventionson reducing burnout in physicians and nurses: A systematic review. Medical Journal of the Islamic Republic of Iran, 33, 77–77. https://doi.org/10.47176/mjiri.33.77
College of Nurses of Ontario. (2019). Code of conduct. https://www.cno.org/globalassets/docs/ prac/49040_code-of-conduct.pdf
Dall’Ora, C., Ball, J., Reinius, M., & Griffiths, P. (2020). Burnout in nursing: a theoretical review. HUMAN RESOURCES FOR HEALTH, 18(1), 1–41. https://doi.org/10.1186/s12960-020-00469-9
Ozdemir, N. G. (2019). The Development of Nurses’ Individualized Care Perceptions and Practices: Benner’s Novice to Expert Model Perspective. International Journal of Caring Sciences, 12(2), 1–7. http://proxy.lib.trentu.ca/login?url=https://www.proquest.com/scholarly-journals/development-nurses-individualized-care/docview/2303666905/se-2
Raustøl, A., & Tveit, B. (2023). Compassion, emotions and cognition: Implications for nursing education. Nursing ethics, 30(1), 145–154. https://doi.org/10.1177/09697330221128903
(*All images and pictures are either my own or obtained from a free source website: freepik)
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pressbooks
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11-20-2024
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https://ecampusontario.pressbooks.pub/jmodupejourney/chapter/nursing-philosophy/
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Core Beliefs & Values
As a nursing professional, my practice is anchored in fundamental principles that guide my patient care, personal growth, and commitment to healthcare excellence. These core values reflect my dedication to holistic, compassionate, and ethical nursing, emphasizing human dignity, continuous learning, and the profound responsibility of supporting individuals through their health journeys
As a student nurse, I believe that incorporating compassion and empathy, respect for human dignity, integrity and ethical practices, commitment to excellence, and collaboration and teamwork into my practice will strengthen my ethical values and improve the patient experience. I am dedicated to continuously developing these qualities throughout my career in order to offer care that is individualized and aligned with the unique needs of each patient.
Compassion and Empathy
The College of Nurses of Ontario (CNO) defines compassion as identifying and meeting the needs or suffering of others out of a sincere wish to be of assistance. It includes providing patients with both practical and emotional support while exhibiting compassion, consideration, and care for their welfare. In order to demonstrate compassion, nurses must work to lessen suffering and advance the comfort, security, and dignity of the people they are caring for. Conversely, empathy is the capacity to comprehend and experience another person’s emotions. Nurses must listen intently, be physically present with the patient, and respect their feelings and experiences. Building relationships based on empathy helps nurses develop the trust and respect that are necessary for good communication and patient-centered. Compassion and empathy work together as the cornerstones of therapeutic alliances (CNO, 2019).
Empathy involves a direct identification with patients’ distress—feeling and experiencing it almost as if it were your own. Therefore, empathy—allows us to deeply understand one another’s pain and also their joy, which can be enormously supportive of the therapist-client relationship (Newport Healthcare, 2023)
Respect for Human Dignity
Every patient has a unique worth that ought to be acknowledged and appreciated, regardless of their cultural, religious, or philosophical views, since human dignity is a global notion. As a nurse, this entails valuing each patient’s individuality and making sure that their rights and values are respected while they are receiving treatment. You approach patients with an open mind and heart rather than assuming anything or passing judgment on them because of their race, ethnicity, socioeconomic status, or religious views. This could entail, for example, finding out your patient’s preferred means of communication, learning about their cultural or religious customs, or honoring their individual choices regarding medical care (e.g., respecting a patient’s decision to refuse a particular type of treatment due to cultural or religious reasons). Nurses can create a healthcare environment that really respects human dignity and encourages patient-centered care by engaging patients with an open mind and heart(Studio P., 2023)
Integrity and Ethical Practices
Maintaining the trust and respect of patients, families, and coworkers while delivering compassionate, high-quality care requires nurses to incorporate integrity and ethical behaviors. In their practice, nurses frequently have to make tough choices, speak up for patients, and maintain ethical standards. Nurses can make sure that their activities are in line with their professional obligations and the moral standards of care by adopting integrity and ethical practices (CNO 2020).
Commitment to Excellence
One essential component of professional practice in nursing is the importance of dedication to quality. It involves aiming to give patients the best care possible, advancing one’s knowledge and abilities constantly, and upholding professional norms. Excellence-driven nurses exhibit professionalism, responsibility, and a commitment to lifelong learning and growth. They take the initiative to look for methods to advance healthcare, improve patient care, and improve their own practice such as the CNO’s Professional Standards (CNO,2019) or Ethics Practice Standard.
Collaboration and Teamwork
Collaboration and efficient teamwork are frequently the keys to providing excellent nursing care. Collaboration is essential to nursing practice because it enables medical professionals from different specialties to work together to give patients comprehensive care. Working closely with doctors, therapists, and other healthcare team members to create and carry out care plans that take into account each person’s holistic requirements, nurses play a critical part in this cooperative endeavor. Nurses contribute their own viewpoint and experience to this collaborative process, offering insightful information and knowledge that raises the standard of patient care overall. Nurses ensures that every aspect of the patient’s health is taken into consideration as well as treated by actively participating in interdisciplinary conversations and sharing their observations and evaluations.
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pressbooks
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2025-03-22T05:09:33.043250
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11-21-2024
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Reflection
Over my years as a healthcare worker, there have been moments where I have felt immense self-adoration because of the progress of my patient, however in the same timeframe there have been times where professional limitations have stopped me from doing the right thing.
As a Registered Practical Nurse. I have worked in healthcare environments, where I have gained important knowledge and skills related to providing direct patient care. I have, however, come into several restrictions as to my scope of practice over time, which has led me to decide on Trent University’s Registered Nurse (RN) program. The limited capacity to independently evaluate and plan patient care, and the limited participation in leadership positions and decision-making are two particular difficulties that stand out.
.
Challenge 1: Limited Capacity to Evaluate and Plan Patient Care
My area of practice as an RPN includes providing direct patient care, which includes helping with everyday living tasks, monitoring vital signs, and giving medications. When it comes to carrying out thorough examinations and creating care plans on my own, my role is restricted. This limitation is most noticeable when dealing with complicated patient situations that call for extensive professional judgment. For nurses like me who are capable of taking on more responsibility. RPNs often face challenges due to the necessity of working under the guidance of RNs or other healthcare professionals (Lavoie-Tremblay et al., 2011). RPN’s frequently struggle to make independent clinical decisions, especially when it comes to patient assessment and treatment planning, which has a big influence. This challenge has inspired me to look for a more independent position where I can directly participate in patient care planning and better use my clinical skills. For example as an RPN working in a long-term care facility. I was assigned to care for Mr. T, a resident with multiple chronic conditions. During my routine assessment, I noticed that his blood pressure was high, he appeared more fatigued and reported shortness of breath, which may indicate a worsening heart failure. I monitor his vital signs and follow the care plan in place. I was not authorized to make significant changes to his treatment, such as adjusting medications or ordering tests. Recognizing the need for advanced evaluation. I consult with the supervising RN or physician to ensure Mr. T. receives the appropriate care and an updated treatment plan.
Challenge 2: Restricted Leadership Opportunities and Decision-Making
The absence of participation in leadership and decision-making in the healthcare team is another issue I deal with as an RPN. Although registered nurses and other healthcare professionals frequently work together. RPNs usually have limited leadership and decision-making authority. In addition to leading teams and advocating for patients at a higher level. Registered nurses are expected to make important decisions on patient care. However, as an RPN, I frequently find that I am unable to lead the team or have a significant impact on choices, which restricts my ability to advance professionally. (Parsons & Pearson, 2016). This limitation impairs my capacity to fully participate in the healthcare team in addition to affecting my professional development. I will be able to take on leadership responsibilities as I transition to an RN position. Given me greater direct control over team interactions and patient outcomes. I will be able to take on leadership responsibilities as I transition to an RN position. For instance a resident’s condition was fast deteriorating after she experienced unexpected problems following surgery. Although I was able to monitor her vital signs, give her medications, and provide basic care. I quickly realized that Ms. C might need to change her treatment plan and seek help from a specialist. However, as an RPN I do not have the authority to decide certain important aspects of her care, such as changing her prescriptions. I had to wait for permission to proceed and submit to the on-call Registered Nurse (RN).
Additionally, my opportunities to participate in leadership roles and decision-making were often limited. As an RPN, I am typically not in a position to lead teams or make key decisions about patient care strategies or staffing assignments. While I can provide valuable input and support. I am not always empowered to take on leadership roles, especially in situations where critical decisions need to be made quickly. This restriction on leadership opportunities has impeded my professional growth, as I felt that my ability to make a meaningful impact on team management and patient care coordination is constrained by my scope of practice (CNO, 2019)
Why the Transition to RN at Trent University?
The RN program at Trent University offers an excellent opportunity to overcome these challenges and take my nursing career to the next level. By gaining a deeper understanding of advanced nursing concepts, clinical decision-making, and leadership. I will be better equipped to assess complex patient needs, develop care plans, and lead teams effectively. The program’s emphasis on leadership, critical thinking, and evidence-based practice will provide me with the skills I need to make healthier and knowledgeable decisions. Which will eventually improve the standard of care I offer patients. Will be able to pursue leadership and specialty nursing responsibilities. This change is in line with my long-term objective of developing into a self-sufficient, well-rounded nurse who can make a significant contribution to patient care and the advancement of the healthcare system.
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pressbooks
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2025-03-22T05:09:33.053754
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11-21-2024
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https://ecampusontario.pressbooks.pub/jmodupejourney/chapter/quality-assurance/
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SMART GOALS
GOAL #1
Medication administration:
Administration of medications is an area of my work that I am interested in improving, arm to learn. My learning objective for my winter semester is to obtain the essential knowledge, skill, understanding, and ability to calculate and give medication dosages to patients safely and correctly. By the end of this summer clinical placement, I hope to be able to confidently carry out this critical element of patient care. The “Ten Rights” for Medication Administration serves as an important guide to ensure the safe and successful administration of medications to patients (Bodell, M. 2022). These rights assist healthcare providers in reducing the risk of medication errors and improving patient safety. Through the summer semester, I will conduct medical management research in a clinical internship. I hope to have extensive learning knowledge of various medication types, indications, contraindications, and appropriate dosages. Be familiar with drugs commonly used in clinical practice. Succeeding this timeline, I will concentrate on learning patient safety principles and best practices for medication administration. Learn how to avoid medication errors, identify potential drug interactions, and effectively manage adverse reaction
GOAL #2
Awareness of Hygiene and Safety Procedures
Goal: To become proficient in patient safety gradually while also learning the skills required for safe maintenance procedures that use appropriate sanitation techniques for infections control. lab participating and following established safety protocols and proper use of PPE in winter semester. Maintain a clean, safe atmosphere in lab, learn how to properly wash my hands, and make sure instruments are cleansed and sanitized. To enhance evidence-based practices, will stay up to date on policy developments from organizations like the BDC and apply this knowledge (BDC, 2024). By staying informed about the latest developments in infection control and safety standards. I will be able to consistently improve my skills, contribute to a safer healthcare environment, and ensure that my actions align with the most current recommendations in the field.
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2025-03-22T05:09:33.062673
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11-21-2024
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https://ecampusontario.pressbooks.pub/jmodupejourney/chapter/course-2-assignment-add-assignment-title/
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Artifact #1
Trent University Offer of Admission
An important turning point in my academic career has been reached with Trent University’s admissions offer. In addition to recognizing my prior academic success, this offer also acknowledges my potential for success at one of Canada’s top universities. This offer is remarkable because it represents the start of a new chapter in my life, one in which I will be able to interact with a lively and diverse academic community. Improve my intellectual skills, and pursue my long-term professional objectives. The offer also acknowledges my commitment and diligence, which motivates me to keep striving for academic success in future endeavors. I’m thrilled to be a part of the Trent community, where I can develop and contribute in a nurturing environment.
Artifact #2
Diploma Practical Nursing
Getting my Diploma in Practical Nursing from Durham College in 2024 is a significant accomplishment that reflects my development on the personal and professional fronts. My dedication to the field of healthcare and my commitment to delivering compassionate, high-quality care are demonstrated by this accomplishment. My education has equipped me with the clinical, critical thinking, and communication skills I need to become a skilled and compassionate nurse. In addition to being the outcome of diligence and tenacity this accomplishment. Durham College’s Practical Nursing program has given me a thorough education by fusing academic understanding with practical clinical experience. I was able to put my knowledge of patient care, medication administration, and health promotion to use while working in a variety of healthcare environments during my training.
Artifact #3
Personal Support Worker Certificate
This artifact shows comprehension of and competence in giving essential care and support to people with various healthcare issues. It represents an understanding of fundamental knowledge and the growth of important skills in helping vulnerable people with activities of daily living while being compassionate and empathic toward them.
Artifact #4
Falls Prevention, Patient Handling, and Client Care Consideration Certificate
This artifact provides a thorough examination of useful fall prevention techniques, patient handling techniques, and important factors to take into account when delivering the best possible patient care in a healthcare setting. It also outlines how I should prioritize patient safety. Through the completion of this certification, I have gained in-depth knowledge and practical skills related to preventing falls
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2025-03-22T05:09:33.072356
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11-21-2024
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https://ecampusontario.pressbooks.pub/jmodupejourney/chapter/add-more-course-2-assignments/
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Patient center care
My nursing philosophy is always centered on achieving the best possible patient outcomes. It is critical for me that my patients are always comfortable, safe, and at ease. Compassion and human dignity is two of my most important basic nursing beliefs. I am a really compassionate person and I want every one of my patients to feel understood and supported by my care. The dignity of people is really important to me. I respect and value the individuality of each person I care for. I plan to keep their dignity by treating them with empathy, care and never underestimating their worth. I care about all of my patients, whatever their reason for being in the hospital, and I want to help them find a safe zone. I want my patients to believe that I go above and beyond in my duty to make them feel at ease and cared for. Being sick or in a hospital setting is a very vulnerable status, and my desire is that my patients.
Therapeutic relationship with my client
My patients, be able to openly express themselves to me and have faith in our therapeutic nurse-client relationship. My goal is to build my profession towards providing a secure, respectful, and transparent atmosphere for my clients. I am constantly striving to learn and develop to provide the finest care possible. I hope to make a good difference in my clients’ lives and contribute to their general well-being by maintaining human dignity, promoting honesty, and earning their trust. These guidelines for nurses define my profession, influencing how I interact with patients, colleagues, and the healthcare system. I aspire to provide compassionate, patient-centered care by identifying the purpose of nursing, emphasizing nursing, prioritizing the nurse-patient relationship, providing holistic care, advocating for my patients, using evidence-based practice, and adhering
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2025-03-22T05:09:33.080613
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11-21-2024
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https://ecampusontario.pressbooks.pub/jmodupejourney/chapter/course-2-reflection/
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Reference
Bodell, M. (2022, June 17). The 10 rights of Medication Administration. NursingNotes. https://nursingnotes.co.uk/resources/10-rights-of-medication-administration/
How to build empathy and compassion for yourself and your clients, and why both are so important. Newport Healthcare. (2023, January 31). https://www.newporthealthcare.com/resources/our-company-culture/build-compassion/
Infection control. BC Centre for Disease Control. (n.d.). http://www.bccdc.ca/health-professionals/clinical-resources/covid-19-care/infection-control
Lavoie-Tremblay, M., O’Rourke, J., & Dubois, M.-F. (2011). The RPN-to-RN transition: From theory to practice. Journal of Nursing Education and Practice, 5(2), 72-79.
Standards & Guidelines. (n.d.). College of Nurses of Ontario. https://www.cno.org/standards-learning/standards-guidelines/
Parsons, J., & Pearson, L. (2016). Role of the practical nurse in an evolving healthcare environment: Challenges and opportunities. Nursing Leadership, 29(1), 57-72.
The vital role of teamwork and collaboration in nursing. (n.d.-a). Retrieved from https://blog.diversitynursing.com/blog/the-vital-role-of-teamwork-and-collaboration-in-nursing
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2025-03-22T05:09:33.088820
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11-21-2024
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https://fscj.pressbooks.pub/mossculture/chapter/intro22_23/
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1 Introduction to 2022-2023 Essays
The inaugural issue of Moss Culture features essays published by three former FSCJ Honors students. These essays share a focus on crises in Northeast Florida history, though they explore very different topics and time periods. While none of these crises are unprecedented or unique to Northeast Florida, each author reveals the distinctive effects they had and continue to have on Jacksonville’s history and culture.
Molly Paris’s essay, “Myths and Misrepresentations: The Distorted Image of the Timucua Two-Spirit People Across Three Centuries,” explores a crisis of representation that began with French and Spanish colonists in the sixteenth century and persisted for nearly 450 years. She traces the long and tragic history of how colonial writers and, ironically, well-meaning academics in the twenty-first century spread and perpetuated “derogatory stereotypes” of the non-binary Two-Spirit people and thus marginalized a group central to Timucuan culture.
In his essay, “The Great Fire of 1901: How Government Response Raised Jacksonville from the Ashes,” Carson Welch takes a unique perspective on perhaps the greatest crisis to befall Jacksonville in its history. He argues that the swift and decisive action taken by leaders in local and state government after the fire helps explain Jacksonville’s extraordinary rebirth as an economic hub of Florida and the South.
Jennifer Cika explores an environmental crisis that sullied Jacksonville’s reputation for many years in her essay, “What’s That Smell?: The Politics and Economics of Odor Control in Jacksonville during the 1980s.” Jacksonville was widely known during this time as “the city that stinks,” a place that prioritized the interests of the industries that created the odor problems over the well-being of its citizens and its own repute.
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pressbooks
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2025-03-22T05:09:33.097495
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03-10-2025
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|
https://fscj.pressbooks.pub/mossculture/chapter/whatsthatsmell/
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2 What’s that Smell?
The Politics and Economics of Odor Control in Jacksonville during the 1980s
Jennifer Cika
Jacksonville, Florida’s bio-environmental services and division received an unprecedented number of complaints in the 1980s. “What’s that smell?” they asked Evelyn Rogers, a clerk for the air pollution branch of Jacksonville.1 That was just one of many calls that Evelyn and her team were doing their best to handle. Jacksonville had experienced air pollution since the 1940s. The 1940s was the time when Jacksonville began industrializing and creating more businesses for its growing city. The deforestation and the continuous construction of new businesses contributed to the pollution. Because the state government took no action to address the issue, it continued to become a significant problem until 2000. But why did it take so long? All the available scientific evidence linked the cause of pollution to restaurants, paper mills, fertilizer factories, chemical companies, and processing food plants. Despite it being clear about what was happening, local and state government did nothing to close these facilities down. Financial gain of the city and generating more money and profit from businesses would be the only explanation that makes sense for why it took so long for them to make a change and start prioritizing their residents’ lives. In the 1980s, Jacksonville developed a reputation for having an unpleasant odor and prioritizing money over the lives of its residents. This resulted from facilities emitting harmful toxins into the air, causing a stench, and the governments and facilities’ ineffective responses.
The size of Jacksonville’s ecological footprint increased along with the city’s population growth in the years preceding and during the 1980s. The demand for more land increased, which was dangerous given how humans harm the ecosystem to suit their needs. For instance, the construction of paper mills, fertilizer factories, chemical companies, processing food plants, and other businesses that brought in money for a stable economy severely threatened the environment and public health. During the 1980s, deforestation and the development of new companies destroyed biodiversity and released toxic chemicals into the air. Northeast Florida’s toxicity testing from the 1980s documented pollutants emitted by each facility and provided research that indicated whether a business was contributing to air pollution. Although it only shows research on twenty facilities, many more companies released hazardous substances into the air: pentachlorophenol, ammonia, chlorine, and many other chemicals.2
Another contributor to pollution or to Jacksonville’s odor problem was wastewater plants. The largest domestic plant on the St. Johns River was killing fish in laboratory tests. The plant had failed 11 of 17 toxicity tests. The plant receives toxic waste from 100,000 business customers. The toxic wastes from those business emitted sewage like bathroom and kitchen waste, drain water from washing machines, pesticides that seep from lawns, grease from restaurants, wastewater from organic chemical manufactures, oil from waste oil recovery businesses, and inks from printing operations. All these harmful chemicals and wastes entered the plant as sewage and gets dumped into the St. Johns River. Polluted lakes, rivers, ponds, and streams not only affect water quality but also contribute to air pollution.
Facilities and businesses were not the only contributors to Jacksonville’s odor problem and air pollution. Increased commercial development like the creation of new roads, bridges, and highways resulted in more carbon-dioxide emissions from automobiles. For example, traffic on Blanding Boulevard had grown by nearly 4,000 cars per day during the first half of the 1980s. The state Department of Environmental Regulation officials determined that the traffic was in violation of the state air-pollution standards. Scientists expected traffic to release increasing levels of carbon-monoxide into the air.
Exacerbating the traffic problem in the 1980s was Jacksonville’s toll system. The tolls city drivers paid helped the city fund construction of new bridges. Drivers had to stop and pay the toll before crossing some bridges, which led to a back of vehicles waiting in line to cross. Some bridges that had established a toll system were the Mathews, Fuller Warren, and Hart bridges.5
Another contributor to air pollution was littering. People living in rural areas threw their garbage out on their lands while those in more urban areas dumped it in their yards or on roadsides. Many businesses started organized dumping on vacant lots or lands.6 This waste disposal problem along with Jacksonville’s population. Residents’ concerns about the appalling smell in their neighborhood also increased daily. In addition to careless waste disposal, the smell was caused by chemical and paper plants that released hazardous chemicals in air. The city’s apparent neglect of these environmental and air quality issues made city residents increasingly angry.
“The Smell of Money” documentary was created by WJXT-TV in 1985 and highlights how the government and other public officials were failing to address the pollution problem. Duval County’s lung-cancer deaths remained some of the highest in the nation and were linked to acid air pollution.7 The documentary’s name came from the fact that there were no effective actions taken by the city government and other public officials. “The Smell of Money” is a perfect phrase to represent Jacksonville during the 1980s. The government could not care less about what was causing the pollution or harming residents’ health. They were solely interested in the enterprises and factories that would allow them to earn a profit and make money. Addressing the issue would only cause them to lose money and profit. No amount of fulminating against or studying of the problem would eliminate it. Only treatment facilities and anti-air pollution devices would do that task, and both are enormously expensive. The city would have to spend millions of dollars cleaning up rivers and sewage if the pollution issue were to be addressed and fixed. Even Jacksonville’s Electric Authority (JEA) was against the anti-pollution movement. They preferred to continue operating the Northside coal-fired plant without equipment to reduce sulfur dioxide emissions. Don Bayly, chief of Jacksonville’s bioenvironmental services says, “They didn’t volunteer to close the plant down until we talked them into it.”
Other than JEA, there were many other facilities that denied these accusations and made it much harder to solve the issue. Solite, which is a one-thousand-acre clay-mining plant north of Green Cove Springs in Clay County, was accused of emitting hazardous waste for years and polluting the environment. The company began denying these accusations. “There’s a need for what we do here and we’re not polluting anything,” said John Kuiken, senior plant manager and Solite employee for about twenty-five years.9
Jacksonville’s residents’ odor complaints peaked in the late 1980s because of the city government provided little to no effort in fixing the problem. In 1989, there were 4,552 complaints in Jacksonville. Jeanne Oster was one of those who complained. She lived in Arlington in 1989 and expressed wonder about whether the walks she had taken for the past seven years had been doing her more harm than good.10 “The Smell of Money” documentary features an older woman named Mattie Browning. She recounts how everything changed after an oil spill spewed hazardous chemicals into the air. It was so horrible that her neighborhood had to get evacuated. As a result, Mattie had to wear a mask around her house and outside, or even sometimes to sleep. “It makes my life miserable and has worsened my condition” says Mattie.11 Another person featured in the documentary is an older man named Joseph Hagan who explains how every time he steps outside he feels his lungs burn. “It feels acid-like, like there is something burning my lungs” says Hagan.12
Resident complaints continued in Jacksonville into the 1990s. In 1996, Anita James, a community activist who lived in the New Berlin neighborhood near the Dames Point Bridge tried to address harmful emissions coming from the Celotex Corporations gypsum plan that made sheet rock and other building materials.13 Jacksonville’s residents would not have had these health difficulties if the state government and other political officials had sought to address the pollution problem earlier in the city’s history.
During the 1980s, Jacksonville developed a reputation for having an unpleasant odor and prioritizing money over the lives of its residents. Companies like paper mills, fertilizer factories, chemical companies, processing food plants, and other businesses severely threatened the environment and public health. Although there was a large amount of evidence and proof from anti-pollution companies that pointed to the firms responsible for the pollution of air and water, the state government did nothing. The businesses that were fined for causing pollution denied these accusations. The government did not want to act against these companies because they generated revenue and jobs for the city. In addition to all the accusations and proof about the companies spreading pollution and emitting toxic chemicals into the air, there was also a peak in odor complaints during the decade—so many in fact that city and environmental groups could not keep up. These complaints contributed to Jacksonville’s reputation as a foul smelling city that prioritized business over the wellbeing of the people. Hopefully, Jacksonville will not experience anything like this again, and if we do, we will have learned from our mistakes.
Jennifer Cika
Jennifer is a student at the University of North Florida where she is pursuing a Bachelor’s of Business Administration in Management with a minor in Human Resource Management. She aspires to lead and manage her own company. She is interested in corporate laws and maintaining a sustainable organizational culture.
Bibliography
Anderson, Michael. “Fighting Back, Solite Officials: We Don’t Pollute.” Florida Times-Union. December 7, 1994.
Burr, John. “Pollution Fears May Stop Project.” Florida Times-Union. August 14, 1985.
Holland, Nanette. “Weather Complaints: Pollution gripes geared to climate. Florida Times-Union. March 7, 1987.
Crooks, James B. Crooks. Jacksonville: The Consolidation Story, from Civil Rights to the Jaguars. Gainesville: University Press of Florida, 2019.
Keneagy, Beverly. “Nose News Good News on Northside.” Florida Times-Union. September 12, 1992.
Piggott, Jim, and Francine Frazier. “A Look Back: The Toll Jacksonville’s Toll System Had on the City’s History.” WJXT News4JAX, June 8, 2022. https://www.news4jax.com/news/local/2022/06/07/a-look-back-the-toll-jacksonvilles-toll-system-had-on-the-citys-history/.
Rosema, Carrie. Florida Times-Union. February 28th, 1996.
“State Toxicity Tests in Northeast Florida through April 1985.” Florida Times-Union. April 30, 1985
“The Problem Now Is Money, Not Apathy.” Florida Times-Union. June 24, 1989.
WJXT-TV. The Smell of Money. 1985. Television documentary. https://vimeo.com/71583053
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pressbooks
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2025-03-22T05:09:33.115198
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03-10-2025
|
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https://fscj.pressbooks.pub/mossculture/chapter/mythsandmisrepresentations/
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3 Myths and Misrepresentations
The Distorted Image of the Timucua Two-Spirit People Across Three Centuries
Molly Paris
When the modern Indigenous Timucua first contacted Europeans in 1564, over 200,000 Timucuans lived in what is today Northeast Florida and South Georgia. By 1595, the Timucuan population had dropped to 50,000; by the 1700s, fewer than 1,000 existed. Timucuan culture died out primarily because of European colonialism and Christian beliefs. By applying Eurocentric gendered Christian beliefs to Timucuan culture, the Timucuans, specifically the Two-Spirit Timucua people, suffered a second death at the hands of twentieth and twenty-first century academia. These practices caused specific harm to Two-Spirit Timucuans and their unique identities that persist in modern North American Indigenous communities today. Given the prominent status afforded Two-Spirit people within the Timucuan culture, why did sixteenth-century missionaries and explorers knowingly try to obliterate their true identity and status, and why did scholars perpetuate assumptions made by the sixteenth-century French and Spanish for over 300 years?1
Timucuan Two-Spirits were non-binary individuals who were afforded high status within Timucuan society because of their ability to transverse between the Timucua’s cosmology of pure, impure, and polluted. Binary Timucuans could not go between states, so Two-Spirits took on the roles of nursing, battlefield medics, and diplomats because of their spiritual dexterity to navigate the states more easily.
Throughout time most cultures romanticized saving soldiers on the battlefield, tending to the sick and diseased, and being part of a diplomatic corps. Mother Teresa was given a Nobel prize for humanity in 1979 and canonized as Saint Teresa of Calcutta in 2016 for tending to the poor and sick in slums. Rudyard Kipling immortalized a battlefield water boy in his epic poem, Gung Din, ending with the famous line, “By the livin’ Gawd that made you, you’re a better man than I am, Gunga Din!”2 However, explorers, missionaries, historians, and anthropologists chose to denigrate Two-Spirit Timucuans for doing precisely the same roles as Saint Teresa and Gunga Din.
Other than archaeological artifacts, all we have left of Timucuan culture are a few written accounts from French and Spanish explorers, missionaries, adventurers, and later interpretations of those accounts from modern historians and anthropologists. What little those sources expressed about the Timucuan Two-Spirit was derogatory and misidentified them as inferior people in Timucuan society. Instead of giving Two-Spirits the same respect that Timucuan society bestowed upon them or that Europeans gave other similar binary-gendered people performing the same roles, twentieth and twenty-first century academics chose to perpetuate the sixteenth-century French and Spanish derogatory stereotypes of Two-Spirit people and turn those same admired roles into minor or peripheral ones.
Societal Roles within the Timucuan Culture
The Timucua oriented their societies around villages. Each village had its own individual hierarchy and was a matrilineal society. In a matrilineal society ancestral lineage and inheritance are traced through the mother, not the father. The next in line for becoming a chief would come from a niece or nephew through his sister. Although a matrilineal society, it was not matriarchal, so women usually did not lead as chiefs, shamans, or medicine men. Timucuans did not conform to a two-gender binary of male and female. They accepted a third gender, now known as a Two-Spirit in the modern English language. A Two-Spirit person is of neutral gender and can go between Timucuan’s ordered world of purity, impurity, and pollution. The Timucuans made sense of their world or cosmology using a trinity model of purity, impurity, and pollution, forming a synthesis within the Timucuan culture. Purity is the highest state of the trinity, and pollution is the lowest. Impurity was the state between pollution and purity and where the Timucuan believed you lived your everyday life. Binary-gendered Timucuans stayed in one state of their cosmology, while Two-Spirit Timucuans held the special privilege or skill of traveling between the states. Two-Spirit people could blend in and out of complicated societal standings that single-gendered people could not.
The ability to traverse Timucua society gave the Two-Spirit people abundant practice in diplomacy, making them great negotiators between different tribes and incoming European explorers. Tamara Shircliff Spike explains, “Their transgender identities embodied and symbolized their purpose as intermediaries between men and women, war and peace, sickness and health, purity and pollution, life and death.”3
European colonial writers belittled Two-Spirits by using derogatory names such as “berdache” and “hermaphrodites” even while describing noble acts that European Christians valorized.4 French explorer René Laudonnière’s cartographer and illustrator Jacques Le Moyne de Morgues wrote:
When a chief goes out to war, the “hermaphrodites” carry the provisions. When any Indian is dead of wounds or disease, two “hermaphrodites” take a couple of stout poles, fasten cross-pieces on them, and attach to these a mat woven of reeds. On this they place the deceased… … Persons having contagious diseases are also carried to places appointed for the purpose, on the shoulders of the “hermaphrodites”, who supply [those ill] with food, and take care of them, until they get quite well again.5
Le Moyne also wrote about the “hermaphrodites” bringing drinks to the warriors during battle, like Gunga Din but again with contempt and derision.6 René Laudonnière also wrote of noble Two-Spirits acts during the same expedition using derogatory connotations:
There are in this country a large number of “hermaphrodites” who do all the heaviest labor and bear the victuals when the group go to war. They paint their faces and fluff out their hair with feathers in order to make themselves as repulsive as possible.7
These noble acts of military and civilian humanitarianism by the Two-Spirit Timucuan, as recorded by Le Moyne and Laudonnière, did little to win over the French explorers as La Moyne further claims they “are considered odious by the Indians themselves, who, however, employ them, as they are strong, instead of beast of burden.”8 Through the Eurocentric colonists’ eye, Two-Spirits are not respected within their own community, tolerated only because they have great strength, whereas binary people doing the same work are considered heroes.
Tamara Shircliff Spike’s work on Timucuan healing and burial practices counters the false assumptions made by Laudonnière and La Moyne. Spike’s research shows how significant and valuable working with the dead and sick was within Timucuan society, which translates into the high esteem in which their tribes held Two-Spirits. According to Spike, Two-Spirits bore the loads of sacred and pure which put them as intermediaries between the Upper and Under Worlds. She concludes that Two-Spirits, along with shamans and healers, could enter a state of purity which meant they could enter “the Upper World, the place of the gods and the ancestors, a place of order,” within the Timucua cosmology.9
The Distortions of Twentieth-Century Historians and Anthropologists
Laudonnière and La Moyne’s misrepresentations persisted well into the twentieth century. The “berdache” label continued to be used until the 1980s and came to be associated with social failure based on gender misidentification. Eventually, when scholars began to place Two-Spirit people in their rightful status within Indigenous communities, they still used derogatory terms and excluded Indigenous voices from the conversation. The derogatory term “berdache” was still used in the late twentieth century to describe Two-Spirits as this quote from Thayer’s 1980 essay in the Journal of Anthropology illustrates, “The ‘berdache’ can best be analyzed as a symbolic figure who occupied an interstitial place in the religious and social systems of the Plains.”10
The term “berdache” morphed within the Western academic culture from the sixteenth-century names of “hermaphrodites.” They suggested that if you are a biological male with White Eurocentric values but do not present as “male,” then you are not man enough and have to become more feminized. This same scenario applies in reverse for biological “females.” Sabine Lang describes it as the “‘ failure’ paradigm.”11 If you fail at being your biological gender, you try to become another gender. The eminent father of child psychology, Erik Erikson, even contributed to this “failed” warrior paradigm as he studied Indigenous children in the 1940s.12 He first proposed his famous stages of childhood development in his book Childhood and Society published in 1950.
Reckonings and Reflections: Historians and Anthropologists in the 1990s
The 1990s became a decade of self-reflection for academics. In the 1980s, a push for gay rights and acceptance became more mainstream while gender and sexuality studies became accepted and encouraged in academia. In popular culture, more movies included gay characters, including ones shown in loving and stable relationships, such as the 1993 Academy Award-winning film Philadelphia. The film depicted a loving gay couple fighting unlawful dismissal for contracting AIDS. It humanized a much maligned and feared disease, thought at first only to affect gay males.
During this awakening era, anthropologists, archaeologists, historians, and other academics started to acknowledge and apologize for the harm inflicted upon the Two-Spirit community caused by misrepresentations. Historically, academics had repeated the same derogatory portrayals found in works by La Moyne and Laudonnière and left out Indigenous voices instead of doing actual research and observations on Two-Spirit peoples. In the 1997 anthology, Two-Spirit People, a collection of works and speeches of anthropologists and Indigenous voices, Sue Ellen Jacobs reflects on her past work and the harm academia caused to Two-Spirit Indigenous people:
This pressure, in all cases, has forced the “berdache” into a position of a stigmatized member of society. . . . I had reacted to what anthropologists and other social scientists had written about Native American cultural institutions; no Indian voices were in the writing I found. My observation was that European American colonialism and imperialism has resulted in the loss of status for members of society reported to have previously held specific, accepted positions in their tribes.13
In the same anthology, Clyde M. Hall writes of the on-going struggle to rectify the misrepresentations of the past: “I can tell you that it [the harm] should not be regarded as something that has come full circle, not even partially, not even a quarter of the way, or an eighth of the way.”14
The term Two-Spirit was first used in 1990 at the Winnipeg Native American/First Nations Gay and Lesbian Conference. It was the best English term Native Americans could use to help describe a complex cultural substructure of gender identity that has more than 300 ways of being described in Indigenous languages. In 1993, the American Anthropological Association Conference held a session called “Revisiting the North American ‘Berdache’ Empirically and Theoretically,” which was part of an apology tour of conferences, books, and papers starting in the early 1990s. The Winnipeg conference was the beginning of the end of derogatory terms used to describe Indigenous Two-Spirits but not the end of the harm and misinterpretation of how tribes treated Two-Spirits.15
Two-Spirit Representation in the Twenty-First Century
Despite these reckoning and apologies, Two-Spirit Timucuans are still seen through Laudonniére and La Moyne’s sixteenth-century lenses well into the twenty-first century. For example, an article written by Glenn Emery for the Jacksonville Historical Society describes Two-Spirits as “’berdaches’ [who] received the most demanding and unpleasant responsibilities. These included hauling provisions for men going to war, tending to people with contagious diseases, and preparing dead bodies for burial.”16 Emery manages in two sentences to use offensive terminology, demean the roles of the Two-Spirit within the Timucuan community, and further perpetuate the unfounded and disproven misinformation surrounding Two-Spirit Timucuans. In addition to the persistent use of derogatory language, some scholars in the early twenty-first century romanticize the Two-Spirit Timucua, which creates another kind of distortion. In 2013, Heather Martel argued in the Journal of the History of Sexuality that Pedro Menendez attacked the French Huguenots in Fort Caroline because the French were falling in love with the Two-Spirit Timucuans.17 Gregory D. Smithers writes that Timucuan Two-Spirits saved Laudonniére and his men’s lives by giving them water upon arrival.18 Maybe they did, but then Smithers makes the leap that Timucuan Two-Spirits were the keeper of the rivers. There has not been any evidence to support that Timucuan Two-Spirits purified or protected the rivers or waterways used by their tribes. Although romanticizing Two-Spirits is a step away from derogatory and demeaning representation, romanticizing still turns them into something they may not be, once again depriving them of their authentic selves.
A few months before Smithers released his water-keepers article, he released an excellent book entitled Reclaiming Two-Spirits. He does a brilliant job of laying out the history of Timucuan Two-Spirits and covers a broader swathe of Two-Spirits within North American Indigenous communities. Smithers then segues into the stories and voices of modern-day Two-Spirits, finishing with Two-Spirits reclaiming their past and how they can move forward for their present and future. Timucuan Two-Spirits deserve the work of Tamara Shircliff Spike and Gregory D. Smithers.19 Further re-investigation and reparation research is warranted to give Two-Spirit Timucuans the historical respect they truly deserve.
Is it possible for academics to re-examine past work for prejudicial mistakes? Dr. Ashley, associate professor of archaeology at the University of North Florida, explains that restorative archaeology work toward Timucuan Two-Spirits is made more challenging because of the Native American Graves Protection Repatriation Act (NAGPRA) of 1990.20 Dr. Ashley says that archaeologists today are much more aware of their preconceived prejudices, and current peer-approved research does a better job of pointing out conclusions made from possible unrealized prejudices. Bill Delaney’s article “Florida LGBTQ History: Timucua Two-Spirits” gives hope of Two-Spirit Timucuans coming out of the shadows and presents how their historical examples of noble acts pave the way for today’s LGBTQ+ to be respected and revered for their noble acts just like binary Europeans.21
Molly Paris
Molly an anthropology major transferring to the University of Florida in the Spring of 2025. In the Spring of 2024, she received an academic achievement award for anthropology. Her focus is Timucuan culture and gender identity. She plans to use public or community-based anthropology platforms to show how much we can learn from our diverse Northeast Florida cultures and make everyone feel respected and valued.
Bibliography
Emery, Glenn. “Timucuan Appearance” The Jacksonville Historical Society. 2019. https://www.jaxhistory.org/jacksonville-first-residents/tiimucuan-appearance/.
Hall, Clyde M. “You Anthropologists Make Sure You Get Your Words Right,” in Two-Spirit People-Native American Gender Identity, Sexuality, and Spirituality, edited by Sue-Ellen Jacobs and W. Thomas, S. Lang. Urbana and Chicago: University of Illinois Press, 1997.
Delaney, Bill. “Florida LGBTQ History: Timucua Two-Spirits.“ The Jaxson Mag, June 16, 2021. https://www.thejaxsonmag.com/article/florida-lgbtq-history-timucua-two-spirits/ Florida LGBTQ history: Timucua two-spirits (thejaxsonmag.com).
Jacobs, Sue-Ellen. “Is the “Berdache” a Phantom in Western Imagination?” Sue-Ellen Jacobs, Wesley Thomas, and Sabine Lang, eds. Two-Spirit People Native American Gender Identity, Sexuality, and Spirituality. Urbana and Chicago: University of Illinois Press 1997.
Jacobs, Sue-Ellen, Wesley Thomas, and Sabine Lang, eds. “Introduction.” Two-Spirit People Native American Gender Identity, Sexuality, and Spirituality. Urbana and Chicago: University of Illinois Press, 1997.
Kipling, Rudyard. Gunga Din. https://www.poetryfoundation.org/poems/46783/gunga-din
Lang, Sabine. Men as Women, Women as Men. Austin: University of Texas Press, 1998.
Laudonnière, René. Three Voyages. Trans. Charles E. Bennet. Tuscaloosa: University of Alabama, 2001.
Le Moyne de Morgues, Jacques. Narrative of Le Moyne: An Artist who Accompanied the French Expedition to Florida Under Laudonnière. Boston: James R. Osgood and Company, 1875.
Martel, Heather. “Colonial Allure: Normal Homoeroticism and Sodomy in French and Timucuan Encounters in Sixteenth-Century Florida.” Journal of the History of Sexuality 22, no. 1 (2013): 34–64.
Smithers, Gregory D. “Two-Spirit People Reclaim Their Place as Water Protectors.” New Security Beat, June 1, 2022. https://www.newsecuritybeat.org/2022/06/two-spirit-people-reclaim-place-water-protectors.
________________. Reclaiming Two-Spirits, Sexuality, Spiritual Renewal & Sovereignty in Native America. Boston: Beacon Press, 2022.
Spike, Tamara Shircliff. “Sucking, Blood, and Fire: Timucuan Healing Practices in Spanish Florida,” Florida Historical Quarterly. 94, no. 2 (Fall 2015): 143–168.
__________________. “Death and Death Ritual Among the Timucua of Spanish Florida,” in La Florida to La California: Franciscan Evangelization in the Spanish Borderlands, edited by Timothy J. Johnson and Gert Melville, 143-168. Gainesville: University Press of Florida, 2015.
Thayer, James Steel. “The Berdache of the Northern Plains: A Socioreligious Perspective.” Journal of Anthropological Research 1980 36:3, 287-293. The Berdache of the Northern Plains: A Socioreligious Perspective
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03-10-2025
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https://fscj.pressbooks.pub/mossculture/chapter/greatfireof1901/
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4 The Great Fire of 1901
How Government Response Raised Jacksonville from the Ashes
Carson Welch
“It is not necessary for me to say that our city has met with as great a disaster as has ever fallen upon an American city, nothing but a barren waste remains… but there is immediate relief necessary, and for this purpose action must be taken at once.”1
C. E. Garner, president of Jacksonville’s Board of Trade
As the people of Jacksonville, Florida woke up to the final workday of the week on Friday, May 3, 1901, they were unaware of the fact that most of downtown Jacksonville would burn to the ground before the day ended. While the speed of the fire and its consequences for the people of Jacksonville were remarkable, the recovery and relief efforts in the days after the fire were equally swift and consequential. The Governor of Florida, the Mayor of Jacksonville, the Jacksonville City Council, and other city boards and committees took immediate, decisive action in response to the Great Fire of 1901, which demonstrated the resilience and focus of Jacksonville’s people and institutions.
On May 3, 1901, a small fire began at the Cleveland Fiber Factory on the northwest side of downtown Jacksonville. Over the course of roughly eight hours, the fire swept across the urban landscape and damaged or destroyed roughly 130 street-blocks in the city.2 Many of Jacksonville’s houses, shops, mills, factories, churches, hotels, and government buildings were reduced to ash as the fire spread rapidly from west to east through Jacksonville’s downtown. Contemporary estimates of the loss caused by the fire were as high as 15 million dollars.3 The Great Fire of 1901 flattened Jacksonville’s urban core, and what followed was the displacement of thousands of people and the disruption of economic activity. Although only seven people died in the fire, over nine thousand were left homeless.4 The destruction of the fire created an immediate, widespread need for food, clothing, housing, and economic recovery.
In the first week after the fire, the response of state and local government was swift, focused, and effective. The first governmental response to the fire was the proclamation of martial law in Jacksonville by Governor William S. Jennings. On the evening of May 3, State’s Attorney Augustus Hartridge “telegraphed the governor on behalf of a group of ‘prominent citizens’ that martial law be declared,” and the Governor declared martial law in Jacksonville before the sun rose the next day.5 Just hours after the fire, the Governor responded to fears that Jacksonville would quickly become a lawless, chaotic city.
Some citizens criticized Governor Jennings for imposing martial law on Jacksonville because of the strict, authoritative control exercised by the occupying Florida State Troops. However, the presence of troops in the chaotic hours after the fire successfully protected the city, for the most part, from the looting and anarchy that could have followed the fire’s destruction. On May 5, Governor Jennings issued a special order that provided for commissaries, surgeons, law enforcement officials, and housing personnel to be established in Jacksonville to support the occupying soldiers.6 Moreover, the Governor greatly helped the recovery efforts by forming a special relief committee of six members on May 4 and giving the committee $20,000 to spend for the relief effort. While the Governor’s response to the fire impacted both the relief effort and the martial law after the fire, the City Council and City Boards focused primarily on distributing necessary provisions for Jacksonville’s thousands of displaced residents.
On Saturday, May 4, the day after the fire incinerated the core of Jacksonville, government officials began organizing. C. E. Garner, president of the Board of Trade, called the members of the Board to meet at 10:30am that morning, and the Board of Trade formed the Jacksonville Relief Association. Mayor J. E. T. Bowden, who had offered the rooms of his large home to some of the people made homeless by the fire, said on that Saturday morning that the people of Jacksonville should “make the best of a bad situation and work to recover what we have lost without waste of time.”7 Mayor Bowden then called for the City Council, the Board of Bond Trustees, and the Board of Public Works to meet and prepare for emergency response. City Councilman Harry Mason personally donated $250 of his own money to the relief effort and, since he owned a portion of the surviving Everett Hotel, he let the City Council conduct business in some of its rooms.8
The Board of Trade collected a total of $14,000 in donations the day after the fire, which included a $5,000 donation from railroad mogul Henry Flagler.9 The Jacksonville Relief Association created seven committees to address seven specific points of need: the Finance Committee, the Bureau of Information, the Commissary Department, the Bureau of Employment, the Bureau of Lodging, the Bureau of Sanitation, and the Bureau of Transportation.10 The Jacksonville Relief Association quickly began the work of distributing food and clothes to the thousands of homeless Jacksonville residents. The Relief Association had successfully fed two thousand people on May 4, the very day the association was formed.11 Two days later, on May 6, the Relief Association fed 6,500 people. The Relief Association received shipments by rail from suppliers and relief committees as nearby as St. Augustine and as far away as Charleston.12
Not only was food a focus of relief efforts, but housing was a primary concern, too. On May 7, four days after fire, Jacksonville’s homeless residents slept not only in churches and schools in Jacksonville’s unburned suburbs, but they also slept in 200 tents that were sent to Jacksonville by train. Then, on May 8, 2,000 tents were erected in multiple “villages of canvas” throughout the city.13
In addition to the Jacksonville Relief Association, specialty relief associations were created to meet the city’s needs. A Women’s Relief Corps was formed to address the needs of the women left devastated by the fire, and the Corps “did valiant service” to Jacksonville’s homeless women.14 Additionally, at the recommendation of the Board of Trade, the Colored Relief Association was formed to confer with the Jacksonville Relief Association and to consider the relief needs of Jacksonville’s African American community. Because the Board of Trade and the Jacksonville Relief Association were run almost exclusively by White men, the Colored Relief Association was formed to “minister to the specific needs of black citizens” at a time when Jim Crow laws kept Whites and Blacks separate in Jacksonville’s public spaces.15 The formation of the Colored Relief Association reflects not only a focused response to homelessness and hunger in the Black community after the fire, but it also reflects how segregation defined Jacksonville’s institutions during the Jim Crow Era, and even during response to a great disaster.
The swiftness of the relief response allowed Jacksonville to experience an economic rebound and to rebuild after the fire. The food, clothing, and shelter provided by the Jacksonville Relief Association and the other boards and committees made it possible for rebuilding to begin as soon as the heat from the fire was gone. On May 7, businessmen and real estate developers had already begun making plans to rebuild some of the lost buildings, in addition to building entirely new structures in Jacksonville’s urban core.16
Although the responses of the Governor, the City Council, the city boards, and the relief associations required meetings, deliberations, and bureaucratic processes, their responses secured order and fed, clothed, and housed the homeless in the first three days after the fire. The immediate and unpredicted need for food, clothes, and housing further highlights the remarkable speed and effectiveness of the relief response. Author Benjamin Harrison wrote that the relief effort “…was a business system that worked with the monotony of a machine, but with its unfailing regularity… there was to be no more suffering, and Jacksonville walked strongly forward to its appointed future.”17
The relief effort of the members of municipal government boards and associations represents not only focus and determination, but compassion and neighborly spirit. The people who served Jacksonville’s citizens in these bodies began the process of rebuilding Jacksonville from the ground up by tending to the most basic needs of Jacksonville’s suffering citizens. Furthermore, the relief response to the Great Fire of 1901 is arguably the most consequential action taken by Jacksonville’s city government in its history because it managed to resuscitate a city whose social and economic center was demolished. That very resuscitation was essential to the growth of Jacksonville as a major residential and economic center that occurred during the twentieth century. Because of state and local government response, the Bold New City of the South rebounded from one of the most destructive fires in American history.
Carson Welch
Carson is a student at the University of North Florida where he studies history. He plans to go to law school following graduation and hopes to become a civil litigator. Carson is a native of Jacksonville, Florida, and was inspired to study local history by his grandmother, a Jacksonville native, who sparked and fostered Carson’s interest in local history and in Florida history more generally.
Bibliography
Foley, Bill, Wayne W. Wood, Emily R. Lisska, and Carole L. Fader. The Great Fire of 1901. Jacksonville, Fla: The Jacksonville Historical Society, 2001.
Gold, Pleasant Daniel. History of Duval County Including Early History of East Florida. St Augustine, Fla: The Record Company, 1929.
Harrison, Benjamin. Acres of Ashes; the Story of the Great Fire That Swept over the City of Jacksonville, Florida, on the Afternoon of Friday, May 3, 1901. Jacksonville, Florida, J. A. Holloman, 1901.
“Jacksonville Devastated by a Most Destructive Conflagration.” Florida Times-Union and Citizen, May 4, 1901.
“Jacksonville Faces the Emergency and the Relief Work Begins.” Florida Times-Union and Citizen, May 4, 1901.
“Succor for Jacksonville’s Distressed; Loss of Lives as Well as Property.” Florida Times-Union and Citizen, May 5, 1901.
“Systematic Work is Improving Rapidly Conditions in the City.” Florida Times-Union and Citizen, May 7, 1901.
“The Military Rule Perfected; Important Orders Promulgated.” Florida Times-Union and Citizen, May 7, 1901.
“Work is Progressing in Clearing Up Debris; Many Tents Set Up.” The Florida Times-Union, May 8, 1901.
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2025-03-22T05:09:33.165816
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03-10-2025
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https://fscj.pressbooks.pub/mossculture/chapter/__unknown__-3/
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5 Introduction to 2023-2024 Essays
Scott Matthews
The essays in our second issue of Moss Culture spotlight people who, though largely forgotten today, blazed vital and enduring trails in Jacksonville’s cultural history. In her essay, “The Vision of Memphis Wood: Artist, Educator, Advocate,” Pam Landa captures the unique character and contributions of Memphis Wood whose art and teaching revolutionized the understanding and appreciation of modern art in Jacksonville between 1929 and 1984. Wood encouraged generations of students to create innovative art without fear of judgement. She also helped establish the Jacksonville Art Museum, the precursor to today’s Museum of Contemporary Art (MOCA), that introduced the Jacksonville community to the avant-garde.
In the early 1980s, Ray McKelvey lit another new path by igniting Jacksonville’s punk rock scene with his band, Stevie Stiletto and the Switchblades. As Constantino Ventresca shows in his essay, “Never Mind the Pistols, Here’s the Switchblades: An Account of Punk Rock in Jacksonville,” the band embraced a do-it-yourself (DIY) ethos that echoed Memphis Wood’s call for innovation and non-conformity. In a city known almost exclusively as a center of Southern rock, Stevie Stiletto and the Switchblades provided Jacksonville youths with a rawer and more rebellious sound and movement that lives on today.
Though not artists or musicians like Memphis Wood and Ray McKelvey, Sydney Smith and St. Elmo “Chic” Acosta nevertheless created their own enduring contribution to Jacksonville’s culture during the early twentieth. In his essay, “The Jacksonville Zoo and Gardens: A Treasure of the City,” Brian Little uncovers the roles these men played in creating Jacksonville’s modern zoo during the 1910s and 1920s. Little also traces the zoo’s history up the present day. He shows how Smith and Acosta’s legacy lives on at today’s zoo, which continues to educate residents about animal safety, conservation efforts, and our entwined destines with the animal kingdom.
Taken together these essays emphasize a common theme: our city’s culture has always been a creation of people who decided to stand in a bright sun and cast a sharp shadow. Their examples should still inspire us. Don’t like what you see, hear, or feel today? Then invent, invent, invent.
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2025-03-22T05:09:33.175907
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03-10-2025
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https://fscj.pressbooks.pub/mossculture/chapter/jaxzoo/
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6 The Jacksonville Zoo and Gardens
A History of a City Treasure
Brian A. Little
The Jacksonville Zoo and Gardens is a city treasure for both the citizens of Jacksonville and the tourists. I chose to write about the zoo due to wanting to learn more about the history of the zoo and its purpose. There is a strong possibility that everyone in Jacksonville has heard about the Zoo. However, it has a rich and surprising history. This essay will delve into that history and examine the history of two elephants, animal care, and the benefits zoos provide for wild and endangered animals. The zoo has come a long way since its origins in the Springfield neighborhood in Downtown Jacksonville. For the citizens of Jacksonville, the Jacksonville Zoo and Gardens remains a city treasure for all to enjoy.
The history of the of the Jacksonville Zoo and Gardens may surprise the residents of Jacksonville. Before the Zoo existed, there were attempts to have an animal display in Jacksonville. In 1888, Jacksonville hosted the Sub-Tropical Exposition with plants and live animals, but the Yellow Fever Epidemic torpedoed the event. Next, Charles D. Fraiser opened an ostrich farm in the 1890s on the Eastside, but he moved it to St. Augustine which became the Alligator Farm in the 1920s. The next attempt at a zoo was Dixieland Park that opened in 1907 and closed in 1908. Eventually, the Zoo, known as the Municipal Zoo, opened on May 12, 1914.1 Jacksonville Park Commissioner Sydney Smith started the zoo at Third and Broad Streets near Hogan Creek with a single animal: a red tail deer. Called the Municipal Zoo, it grew fast with the support of the citizens of Jacksonville.
Superintendent Sydney Smith worked hard in making sure the Municipal Zoo was a success. Shortly after the Zoo opened, Smith took a trip to Atlanta, Georgia. He wanted to “study their park systems, and how to apply it” to the Municipal Zoo along with learning how to provide better housing, better caring, and feeding of the animals.2 Smith also credited the citizens of Jacksonville and the children for their support of the Zoo. The Superintendent stated that the children “are enthusiastic workers who contributed small animals like rabbits and squirrels and contributed pennies and nickels” to help in the “purchase of an elephant or other notable animals.”3 The next superintendent, St. Elmo W. “Chic” Acosta, took on the desire and drive to provide the Zoo with an elephant years later. However, the fast growth of the Zoo created problems for Jacksonville.
First, the Zoo was nearly wiped out in a flood on December 21, 1916, when Hogans Creek overflowed its banks. Second, the nearby residents started to complain about the smell of the animals and their feces. “Chic” Acosta (who succeeded Smith in 1919) and the city leaders knew that the Zoo needed to move to a new location and an 11-acre spot was chosen near the Trout River.4 The city council approved the budget to move the Zoo and to provide monies for the convict labor which cleared out the area for the zoo’s new location. This was convenient since there was a prison farm near the planned location for the new Zoo.5 On July 19, 1925, the renamed Municipal Zoo and Museum of Natural History opened to the public. In 1971, facing dire financial straits, the Zoo formed the Jacksonville Zoological Society, Inc. to oversee business operations. It was successful, which saved the Zoo and started a campaign to improve its infrastructure and animal care. By June 2004, the Zoo took its current name of the Jacksonville Zoo and Gardens.
Regarding how animal treatment has changed at the Zoo, an examination of two elephants provided a useful comparison and contrast. The separate cases of Miss Chic and Ali revealed the distinct lives of two elephants. After the Jacksonville Zoo opened at the Trout River on July 19, 1925, Acosta immediately started a fundraising drive to secure an elephant for the Zoo. After raising $3,000 dollars for the Baby Elephant Fund, he purchased a 500 lb. 3-year-old Indian Elephant from a German animal handler, Carl Hagenbeck, of Hagenbeck’s Menagerie in Hamburg.6 The elephant, Miss Chic, was the star at the Zoo upon her debut on July 13, 1926. While she was treated rather humanely during her time, there were some concerning issues. First, she was contained and transported in a small wooden crate from Hamburg to Boston to Jacksonville.7 After her arrival at the Zoo and before her debut, Acosta grew concerned that Miss Chic may become hysterical with the crowds, so he chained “her two hind feet to a post in the middle of her enclosure.”8 Thankfully, there were no incidents of hysteria, and the elephant was friendly and docile with people throughout her time at the Zoo. However, her treatment is unacceptable today. Finally, Miss Chic died of a heart attack at 40-years-old on November 9, 1963. Elephants have a life expectancy of 70-80 years. Miss Chic developed heart problems that were either ignored or the zoo personnel did not recognize her health problems due to a lack of medical knowledge. While her medical treatment could have been better, this is in sharp contrast to the care Ali received in 2024.
Shortly before March 30, 2024, Ali, an African Elephant that had been donated to the Zoo by the singer Michael Jackson in 1997, had surgery to remove his right tusk. Due to the risk of infection of his broken tusk, an international team of veterinary specialists from South Africa to India and the United States (Florida and California) assisted in the complicated and specialized task of dental surgery on a 11,000 lb. elephant.9 Also, the team spent six months crafting the specialized tools and trained Ali not to panic to prepare him for the surgery. This contrasts with chaining Miss Chic in case she had a panic attack. In addition, the veterinarians confronted Ali’s growing health danger of infection before it happened; therefore, the surgeons minimized Ali’s pain. The surgery represented a medical feat of endurance for the Jacksonville Zoo. These specialists from all over the world “worked flawlessly to provide the ivory tower of medicine for Ali.”10
On the lighter side of changes to the health of Jacksonville’s Zoo animals occurred after the summer of 1971. Due to a lack of appropriate cleanliness in the polar bear enclosure, algae started to grow, and it turned the bears’ fur green.11 Contrary to popular belief, polar bear fur is translucent, not white, and it only appears white by reflecting all visible light. No harm befell the polar bears. While the Zoo does not have polar bears now, proper facilities will have to be built to ensure their cleanliness and well-being.
To ensure animal safety and well-being, zoos protect the animals from being fed by visitors. However, this practice was not always in place. For example, in the video A Day at the Zoo, filmed circa 1963, a visiting family fed cotton candy to the elephants.12 This behavior is forbidden to protect the animals. Zoo animals are fed a specialized diet based on the needs of the species. An unfortunate incident happened at the Jacksonville Zoo in the 1970s. A woman visitor brought in a partial loaf of moldy rye bread that contained ergot. Ergot, believed to be responsible for the Salem Witch Trials in February 1692 to May 1693, contains alkaloids that cause vivid hallucinations, violent convulsions, and spontaneous abortions/miscarriages. A pregnant zebra and a Brindled gnu suffered the violent abortions of their young due to ergot poisoning.13 By not allowing visitors to feed the animals, zoos protect the animals and allow visitors to enjoy the animals without harming them.
Finally, zoos continue to promote breeding programs and conservation efforts. However, an opinion writer, Bob Truett, was critical of zoos saving endangered species, and he further argued that too many conservation groups jaded humanity; thereby, weakening the good that conservation groups want to perform on vulnerable animals.14 The evidence gathered by this author disputes his claims about the weakening of conservation groups. Furthermore, one such group, the U.S. Fish and Wildlife Service (USFWS) argued that they are making a difference in protecting endangered animals, and that zoos are often the last stop before endangered animals become extinct in the wild.15 In the end, zoos, conservation groups, and breeding programs save animals from human depredation and allow people to see and experience animals that they may never get to witness in the wild.
In examining the history of the Jacksonville Zoo and Gardens, the elephant care of Miss Chic and Ali, animal protection, conservation, and breeding, one issue stands out: zoos are a boon to animals and people. While an animal enclosure cannot compete with the vast wilderness and space of Nature, animals are protected and given the best medical care while living in a zoo. Scientific knowledge about animal biology and behavior has benefitted in the care, feeding, and comfort of wild animals. Finally, zoos provide education for school children and students. Philanthropists provide money, investments, and endowments to improve the environments of zoos. As former Mayor Alvin Brown stated in 2014 on the centennial of the Zoo, he said that the “Zoo contributes to our quality of life” in the city and beyond.16
Brian Little earned his Associate of Arts Degree from Florida State College at Jacksonville and his Bachelor of Arts in History and my Master’s in European History from the University of North Florida. He is primarily interested in German history with a focus on the Nazi/World War II era. He hopes to enter a Ph.D. program and earn his doctorate in German history. As a hard-of-hearing student, he has worked very hard to earn his degrees. He has taken German, French, and Spanish language courses for his studies and enjoyment.
Works Cited
Brown, Alvin (Mayor). “Message from the Mayor.” In Celebrating 100 Years—Jacksonville
Zoo and Gardens, editors Diane David, Alan Rost, Betty Grogan. Jacksonville, Florida: Jacksonville Zoo and Gardens, 2014.
Cravey, Beth Reese. “Infected Tusk Leads to Surgery.” The Florida Times Union, March 30, 2024: 1A-2A.
Cruz, Josue A. “Wild Things.” Jacksonville Magazine (August 2018): 32-33.
Graham, Judy. “The Way It Was.” Kitabu IV, no. 1 (January 1975): 11.
Reed, Merlyn B. “Why Can’t We Feed the Animals?” Kitabu IV, no. 21 (April 1979): 1.
Roberts, Pauline G. “What a Great Day for the Zoo…” Kitabu Iv, no. 3 (July 1975): 10.
Roberts, Pauline G. History of the City Zoo. Compiled by Pauline G. Roberts (Scrapbook), Jacksonville, Florida: Self-Published, 1978.
State Archives of Florida (circa 1963.) “A Day at the Zoo.” Florida Memory. Last accessed at April 25, 2024. https://www.floridamemory.com/items/show/252977
Stepzinski, Teresa. “We Must Find a Way to ‘Co-Exist.’” The Florida Times Union, March 3, 2024: 1A-2A.
Truett, Bob. “Species That Should Be Endangered.” Kitabu IV, no. 16 (May 1978): 1-5.
Truett, Bob. “Endangered Species and Zoos.” Kitabu IV, no. 18 (July 1978): 1-2.
Unknown Author. “New Local Zoo Proves To Be Great Success.” The Florida Times Union, May 28, 1914: 11.
Unknown Author. “Real Interest and Enthusiasm Assure Success of Local Zoo.” The Florida Times Union, June 1, 1914: 5.
Unknown Author. “Supt. Of Parks Plans Big Zoo for This City.” The Florida Times Union, June 29, 1914: 7.
Unknown Author. “May Move City Zoo to Location Out Main Street.” The Florida Times Union, August 15, 1924: 10.
Unknown Author. “City Council Adopts 1925 Budget After Long Session.” The Florida Times Union, October 8, 1924: 7.
Unknown Author. “Green Polar Bear?” Jax Zoo Kitabu 1, no. 1 (Summer 1971): 1
Unknown Author. “Zoos Are Good for Animals…And People.” Kitabu IV, no. 3 (July 1975): 12-13.
Unknown Author. “Your Zoo: The Importance of Breeding Programs.” Kitabu (January/February 1985): 2.
Unknown Author. Celebrating 100 Years—Jacksonville Zoo and Gardens, editors Diane David, Alan Rost, Betty Grogan. Jacksonville, Florida: Jacksonville Zoo and Gardens, 2014.
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7 The Vision of Memphis Wood
Jacksonville Artist, Educator, and Advocate
Pam Landa
One night, decades before the internet would reshape the way we view the world and interact with one another, a husband and wife stepped out on the town to enjoy an art exhibit. While these events were typically fun opportunities to socialize with friends, view local art creations and acquire a piece for home, a frustrated gentleman, carrying a piece of art and not quite as excited as his wife, asked her, “What do we need this for?” As artists Vina Schemer and Memphis Wood crossed their path; Wood turned and answered in her soft, Dacula, Georgia accent: “To please your eye.”[1] That was not the first or last time Memphis Wood would be clear about her intention for art and its value to the Jacksonville community.
In the early 1900s, as women exercised more independence, including moving away from home for new opportunities, Memphis Wood migrated to Jacksonville to fulfill a dream of teaching art. When Wood arrived in 1929, at the age of 27, the city was experiencing a housing crisis and hardships of the Great Depression, but her dreams of being an artist were so hopeful that no challenge seemed too great. Memphis Wood would spend over half a century realizing that dream: teaching and making art in Jacksonville, including 32 years as an art teacher for the Duval County School system, as a charter member and instructor at the Jacksonville Art Museum (JAM, now the Museum of Contemporary Art) and the Jacksonville Children’s Museum (now the Museum of Science and History), as part of the Crown Craftsmen, and as a full-time instructor for five years at Jacksonville University.[2] Before retiring to Atlanta, in 1984, Memphis Wood’s 56-year career in Jacksonville would keep her center stage in creating, teaching, and expanding the field of visual art. Memphis Wood, who did not see an oil painting until she was 17, had effectively changed the professional and educational landscape of Jacksonville’s art community through her leadership role in arts organizations and mentorship as a teacher. She left a legacy that challenges today’s artists to find their style, never stop creating, and be good stewards of our city’s arts community.
In the fall of 2023, as I searched for an essay topic in my FSCJ “History of Jacksonville” course, I found myself struggling to find new and valuable info to share. I had originally chosen a subject from an e-book, The Artists of Old Florida, but felt like the author, Alfred Frankel, who has studied Florida’s art history for more than thirty years, had been more thorough than I was capable of in one semester.[3] I reached out, asking for guidance about which Jacksonville artist he had not covered in his book, which covered the period from 1840 to 1960, and was thrilled when he answered right away. He recommended Memphis Wood, along with a suggestion to purchase a Jacksonville Art Museum scrapbook he had found on eBay. I soon found myself well outside my comfort zone as I moved from being just a student to a historian. I poured over the scrapbook, with its 1972 construction paper wearing with every turn, I toured Jacksonville locations to see Wood’s work in person, and I enjoyed tea and conversation with her fellow artists and friends. At the end of my research, I was fortunate to attend a perfectly timed retrospective show, tracing the lines of her stitchwork with my eyes, noting that every color choice and stitch direction seemed summoned by her creative intuition rather than technical training. Her work seemed to say, “let go and feel it.” What I learned about Wood, and the Jacksonville art community, woke me up in the middle of the night with an answer to my topic question and delivered the valuable information I had been craving.
Memphis Wood was born in Dacula, Georgia, just north of Atlanta, as one of six children on her family’s farm. Wood’s initial exposure to art was as a witness to her aunts’ talent for sewing quilts and hand-stitched dresses. When Wood was a senior in high school, art lessons were taught in her small town, and she saw her very first oil painting. That was it: Memphis Wood wanted to be an artist, and her older sister, who taught outside of town, sent her 50 cents a week for lessons. She worked as a teacher after high school graduation until her sister convinced her to earn a college degree. When their mother passed, whom Wood had been caring for, it felt like it was time to leave.[4] As her longtime friend and fellow artist, Vina Schemer, tells the story: “[Memphis] packed her bags, put on her hat … waited for the Greyhound bus, and went to Athens.”[5] She waited tables to pay for classes at the state teacher’s college in Athens, then accepted a temporary position teaching in Andrews, South Carolina. At the time, teachers were expected to cover academics with a period reserved for art, but Wood only wanted to do art, and the other instructors only wanted to teach academics. The principal agreed to the teachers’ proposal for dividing up the curriculum, and Wood became the art teacher.[6]
As the job was temporary, she sent out resumes nationwide and received offers from North Carolina and Florida. In a short film produced by FCCJ (now FSCJ) for their series Kalliope: A Journal of Women’s Art, Wood recalled that “Florida was such a glamorous place to be, so I chose to come here.”[7] This was a fortunate decision for the students of Landon Junior-Senior High School, as Wood would teach there for 32 years and influence countless students as one of only three dedicated art teachers in Duval County.[8] Her impact and influence were widely felt; you do not have to search long to find her students as many have become artists themselves and proudly include her name in their biographies and interviews.
Memphis Wood arrived in Jacksonville as an oil painter, but she was repeatedly pulled toward crafting, starting when the school system allocated just 25 cents for supplies, per student, per term, and Wood ventured to the local salvage yard for lumber and unique pieces her students could use. Ever enthusiastic and resourceful, Wood recalled the “lovely” sculpture and jewelry pieces they created in class, and her desire for students to explore and experiment through the artistic process.[9] Wood continued to explore crafts, recalling a much earlier experience when she visited New York and saw an exhibit by fashion designer and embroidery artist, Mariska Karasz, later consuming her time on a family vacation when she played with yarn patterns on a piece of outstretched linen.[10] Working with colorful, three-dimensional textiles influenced Wood’s artistic choices and projects throughout the rest of her career.
Reading about Memphis Wood’s extensive career in arts education and her impact on her students, I reached out to artist and writer Helen Ashmead whose online biography said she was a former student. Ashmead graciously accepted the first of my interviews and shared a story about Wood being “elegant” and “kind,” in her 1960, 7th grade classroom, encouraging her and her classmates to find their own style. This was a theme I would hear repeatedly. Ashmead recalls one class period when she was painting a blue sky and Wood suggested she try purple; she said Wood wanted her students to “expand their vision of what art could be and not what was generally thought of and expected.”[11] Trying something new was a persistent goal and one that Wood valued and practiced in her own art. In an essay Wood wrote while teaching at Landon, The Why of Art in Education, she shared: “The thing that I deplore … and the thing that throttles creative work is the fear of being different.”[12] Wood approached education with a focus not on the result but on the artist’s path to get there. She encouraged creation without fear.
It was not just Memphis Wood’s teaching practice that promoted exploration and uniqueness; she did not like idle time, was always creating and taking classes, and she let colors and materials dictate her next bold move. Journalist Susan Shemwell once said Memphis Wood’s life in art could be defined by periods: “oil paintings, flat stitchery, found objects, and three dimensional fabrics.” In every case, color was the primary focus, most often rich and warm but sometimes muted to cleanse the palate between projects.[13] Wood had the “tremendous urge to create” and never stopped learning, earning both her bachelor’s and master’s degrees during summer breaks from teaching.[14] When interviewed for Kalliope, producer Peggy Friedmann asked Wood how she chose color for one three-dimensional fabric wall hanging. Wood replied in a very casual, matter of fact tone that “[choosing colors] was just a very simple matter of selecting things that snuggled up to one another comfortably.”[15] She did not worry about rules or what she had done before; each project was a fresh vision, and she let the process unfold naturally. Her artistic choices were not restricted to a painted canvas or fabric backing; she was unique in her personal style, as well. Wood’s friend, Schemer, describes her “wonderful,” style of ever-auburn hair tied up with ornamental pins, a handmade necklace, exotic fabric skirts, colorful socks, and the anchor of strong shoes.[16] Memphis Wood’s art was never trapped by tradition or expectation and colored every part of her world.
Memphis Wood fought conformity at every turn and celebrated the artist’s hand saying, “Van Gogh’s Sunflowers look not so much like sunflowers as like Van Gogh,” making her point through her work: her pieces are different yet identifiable, even when she moved from oil painting to crafts and stitchery exclusively.[17] When JAM director, Russell Hicken, asked her to create and exhibit fabric wall hangings, she worked on them for a year while teaching at Landon, creating a collection unlike anything previously exhibited by a Jacksonville artist.[18] Always looking to try new things, and not repeat herself, this project was pivotal in determining the direction her art would take from paint to fabric, which is what Wood became most well known for. She worked so consistently that she admittedly lost track of all the places her art made its home, although there are a few permanent installations I was fortunate enough to view: an incredible altar piece at Unitarian Universalist in Jacksonville, in the complex Wood’s friend, architect, and former student, Bob Broward designed, as well as the 17’x8’ tapestry that hangs in the sanctuary of St. Paul’s of the Sea Episcopal in Jacksonville Beach.[19] The stitch-work at St. Paul’s is especially impactful to see up close because her love of color and seemingly improvised patterns that feel modern despite being crafted more than forty years ago. Another breathtaking piece is at Mandarin Presbyterian Church where the staff was kind enough to show me Wood’s one of a kind large, wooden cross, which had been moved from its original location due to renovations but still very much enjoyed and appreciated by the church. The cross’s wood frame was constructed by the craftsmen who made earlier pews, and Wood collected colored glass from friends to fill the hollowed center. Wood liked to work big to impress the viewer, and she did.
Fortunate timing would also allow me to immerse myself in an entire room of her work at a recent show in the Mandarin Museum at Walter Jones Park. On a backdrop of orange walls, Memphis Wood’s art is bold, warm, and tactile. She showed diversity and skill in multiple mediums like paint, jewelry, clay, fabric, stitch-work, and yarn. Not a single color appears unrepresented, but she seemed clearly drawn to fully saturated values found in the most vibrant sunsets. The direction of her stitch-work intuitively changes directions to guide the viewer’s eyes up, down and across the tapestry, slowing them down to step carefully over fine lines only to climb back up over thicker ones. Memphis Wood’s art was ruled by her heart through her hands as they created a visual journey through warmth and harmony.
During the years Memphis Wood taught classes at Landon, the Jacksonville art community saw great advancements along with shifts in direction; one of these advancements had roots dating back to 1900 when ladies from the Woman’s Club of Jacksonville, led by Marydelle Hoyt, started the Jacksonville Art Club. After an Annual Art Exhibition, three artists, Louese Washburn, Edith Harrison, and Rose Tharpe, decided to start their own club: the Jacksonville Fine Arts Society. In 1924, the two groups merged, which was year one for what is now MOCA. Their 100th anniversary was celebrated in 2024. But the road to MOCA was not linear and part of its diverse beginning dates to 1935, when the Federal Art Project (FAP) came to Jacksonville and supported existing efforts. The organization offered federal aid to put artists and artisans to work through the New Deal’s Works Progress Administration (WPA). With the economic stress of the Depression, the Fine Arts Society dissolved in 1937, but the FAP continued efforts through the Civic Art Institute. When federal funding ended the FAP in 1943, the local art club, still lead by Hoyt, pivoted by exhibiting in the statewide Florida Federation of Art (FFA) circuit of 1945. Local artist Florence Seymour took the club’s lead in 1945, joined the club with the FFA, and renamed their group the Art Exhibition Club of Jacksonville. While these ladies were steadfast in exhibiting throughout repeated disruptions, there was no permanent location to work or exhibit, and they struggled with FFA bylaws that did not allow art courses outside the FFA framework.[20]
At the same time, Memphis Wood and a group of artists, Edith Waas, Sarah Johanknecht, Faye Koski and Charlie Brown, who met on Sundays to work, felt desperate to find a location and the Jacksonville Art Museum (JAM) plans were in motion. Edith Waas, who Wood described as “knew no obstacles,” found a property in Riverside for $25,000, and local artists raised money to make the purchase. The museum would make one more move before finding its home downtown, and local artists were pivotal in moving efforts forward.[21] At JAM, the artists worked, exhibited and taught lessons, and Memphis Wood never stopped advocating for her community, while educating children and mastering her craft.
Wood also played a pivotal role in the formation of another local arts organization, the Crown Craftsmen. While sourcing material for this essay, I came across an online article in the Mandarin News Line, where fellow artist and educator, Nofa Dixon, was recognized for a donation of pieces created by the Crown Craftsmen. In the 1970s and 1980s, the Crown Craftsmen, a regional formation of the larger Florida Craftsmen group (now Florida CraftArt) gave local artists the opportunity to exhibit and build community. A piece by Memphis Wood is in the collection, which inspired me to reach out to Dixon.[22] Dixon, whose lengthy career as an artist and art educator includes, in part, years with the Crown Craftsman and 26 years at the University of North Florida, shared wonderful stories about being a member of an art community that made a positive difference in the lives and careers of Jacksonville artists. To no surprise, Memphis Wood was a charter member of the Crown Craftsmen, along with neighbor, dear friend, and potter, Charlie Brown, who worked as an accountant before Wood encouraged him to take a pottery class in 1951.[23] Dixon’s stories painted a picture for me, when a community of artists transformed Jacksonville into a place where they could fulfill their dreams, support their neighbors, and educate others.
Following my interview with Dixon, I spoke to Vina Schemer who is a potter and educator and formerly a dear friend of Memphis Wood. Schemer was the Chairman of the Board for the southeast territory of the American Craft Council (now CraftGuild) for 30 years and, like Wood, was always working to strengthen the art community through exhibits and education. Her Mandarin home holds a diverse art curation, with a prime dining room wall reserved for her Memphis Wood oil painting. “Family,” is how Schemer would describe the relationship she and her husband Bill had with Wood through the decades they lived in Mandarin as neighbors. Schemer walked me through everything she knew about her friend, Memphis, starting with the story of Wood leaving Dacula on a Greyhound, to sharing anecdotes that left Schemer laughing as if it were yesterday. My favorite story was about a summer day at Wood’s house and their hot pizza lunch: Schemer and artists Allison Watson and Charlie Brown were enjoying cold drinks when Wood said she would get their lunch ready. She then walked over to her car, popped the trunk, and pulled out a pizza. She had not forgotten the pizza in her trunk; Schemer laughed and recalled, “[Memphis] figured out how to keep it hot…. She was full of surprises.” Schemer also proudly recalled when architect Bob Broward designed Wood’s Woodside Avenue home, which Wood then built, noting, “And when I say she built it, she stood on a ladder with a hammer…”[24] This should not be surprising; when discussing Schemer’s own art education, she remembers taking woodshop since art was not offered in her school, and this was likely Wood’s experience, also. While this makes Wood’s construction skills not particularly unusual for her generation, it does highlight that her early career as an art teacher was uncommon and incredibly rewarding to students lucky enough to learn art so young.
Although it has been more than forty years since Memphis Wood’s passing, her legacy can still be felt in the Jacksonville art community. Allison Watson, a Jacksonville artist, educator, and friend of Wood, who spoke to me from her CoRK studio, shared a poignant gift of information: when developers build spaces that are state funded with free entry to the public, there is a portion of the budget allocated to public art commissions.[25] This gives insight to Wood’s commissions in government buildings and office lobbies: the developers were patrons of art but also following laws supporting the arts. In the law’s text, local artists are encouraged to apply, but the projects are not limited to Florida artists. One can imagine Memphis Wood might have cared about these details; her desires to strengthen her local Jacksonville community were clear. In a 1949 letter Wood wrote to Dr. Garth H. Akridge, then President of Jacksonville Junior College (now Jacksonville University), she thanked him for the school’s catalog but noticed an absence of art classes. She ended her note abruptly with “Why?” He replied thoughtfully and respectfully to Wood, explaining that academics had “exceeded our facilities,” and expanded facilities would allow for expanded services.[26] Sharing this letter with Schemer, she noticed Akridge’s letter was addressed to “Mr.” Wood, and “Mr.” was also in the address. As an artifact set in its historical context, this letter was written post-World War II when many women were home raising children and not commonly sending strongly worded letters to the heads of colleges. The name Memphis did not identify her as a woman, and her tone might have matched the expected directness of a male writer; it only matters as it adds a new layer of perspective to Memphis Wood and that no expression of her art, nor advancement of her community, was easy or expected. Wood was a trailblazer, an “influencer,” said Watson, and a person who continues to inspire those who knew her.[27]
Researching the life and career of Memphis Wood introduces us to inspiring artists and exposes us to past, present, and future concepts crucial to the health of the Jacksonville art community. Her legacy remains relevant: it is not in a body of work or museum collection but continues through the people of Jacksonville. Memphis Wood said, “I consider vision to be my greatest treasure … and make use of what I find to be compatible with my own inner vision and feeling is what I think art is all about.”[28] While she was talking about sense and intuition in her personal art, it is fair to imagine that vision included goals for a sustainable art community in Jacksonville. For this reason, Memphis Wood’s vision is one of our greatest treasures, too. 
[1] Vina Schemer, interview by author, Mandarin, FL, November 29, 2023.
[2] Tracey Arpen, “Memphis Wood: Jacksonville’s ‘First Lady of Art.’” Mandarin NewsLine, August 2020, 7.
[3] Alfred R. Frankel, The Artists of Old Florida: 1840-1960, E-book.
[4] Wayne Hamm, “City’s first lady of art moving to Atlanta,” Florida Times-Union, May 19, 1985.
[5] Schemer interview.
[6] Hamm, “City’s first lady of art moving to Atlanta.”
[7] FSCJ, LLC, “Kalliope: An Interview with Memphis Wood,” YouTube Video, 30:02, posted 2019. https://www.youtube.com/watch?v=2RGoGhpbJvI
[8] Hamm, “City’s first lady of art moving to Atlanta.”
[9] Hamm, “City’s first lady of art moving to Atlanta.”
[10] Campbell, “Colorful Artist with Winning Ways,” Page 30. Jacksonville Journal, Dec. 5, 1980.
[11] Helen Ashmead, interview by author, Florida, November 7, 2023.
[12] Memphis Wood, “The Why of Art in Education: a personal viewpoint,” Page 20. Florida Education, January 1961.
[13] Susan Shemwell, “She Turns Images Into Objects of Art,” Jacksonville Journal, Sep. 11, 1971.
[14] Ibid.
[15] FSCJ, LLC, “Kalliope: An Interview with Memphis Wood.”
[16] Schemer interview.
[17] Wood, “The Why of Art in Education: a personal viewpoint,” Page 20.
[18] Mary Campbell, “Memphis Wood: Colorful Artist with Winning Ways.”
[19] Harriett Ludwig, “Memphis Wood: Art is Her Anchor in Life,” Florida Times-Union, May 14, 1978.
[20] Frankel, The Artists of Old Florida, 112-119.
[21] Hamm, “City’s first lady of art moving to Atlanta.”
[22] Brittany Cohill, “Mandarin Museum receives special donation,” Mandarin NewsLine, July 2023, 13.
[23] Catherine Enns, “Pioneers in art community will be honored at auction,” Florida Times-Union, Mar. 1, 1984.
[24] Schemer interview.
[25] Florida Department of State, “Art in Public Places”
[26] Memphis Wood, personal letter, March 29, 1949; Dr. Garth H. Akridge, personal letter, April 4, 1949.
[27] Allison Watson, interview by author.
[28] Memphis Wood, Program notes for JAM Exhibition, September 1971.
Pam Landa
Pam Landa is originally from Los Angeles and moved to the beaches area of Jacksonville with her family in 2016. After 18 years as a professional wedding and portrait photographer, she returned to college with a lifelong desire to be trained in painting and drawing. In 2023, Pam received her AA with High Honors from FSCJ and is currently working toward a Bachelor of Fine Arts degree at the University of North Florida.
Bibliography
“About MOCA.” MOCA Jacksonville. Accessed November 1, 2023. https://mocajacksonville.unf.edu/about/index.html
Arpen, Tracey. “Memphis Wood: Jacksonville’s ‘First Lady of Art:’” Page 7, accessed December 13, 2023, https://www.floridanewsline.com/wp-content/uploads/2020/07/MNL-AUG-2020-16pg-LO.pdf
“Art in State Buildings.” Florida Department of State. Accessed July 9, 2024. https://dos.fl.gov/cultural/programs/art-in-state-buildings/.
Cahill, Brittany. “Mandarin Museum Receives Special Donation,” Mandarin Newsline Issue 158 (July 2023): Page 13, accessed November 1, 2023, https://newspapers.uflib.ufl.edu/UF00101422/00160/pdf Florida Digital Newspaper Library.
Campbell, Mary. Memphis Wood: Colorful Artist with Winning Ways, Page 30. 5 Dec 1980. Jacksonville Journal.
Enns, Catherine. “Pioneers in art community will be honored at auction,” Page D-4. Florida Times-Union, Mar. 1, 1984.
Frankel, Alfred R., The Artists of Old Florida: 1840-1960, E-book.
Hamm, Wayne. “City’s First Lady of Art Moving to Atlanta,” Florida Times-Union, May 19, 1985.
“Kalliope: An Interview with Memphis Wood,” project directed by Peggy Friedmann for Florida Junior College (1984, Jacksonville) and streamed on YouTube (2019). https://www.youtube.com/watch?v=2RGoGhpbJvI
Ludwig, Harriett. “Memphis Wood: Art is Her Anchor in Life,” Florida Times-Union, May 14, 1978.
Scott, Susie. “Art Fest history intrigues as 50th approaches,” Florida NewsLine, Feb. 26, 2018. Accessed December 13, 2023. https://www.floridanewsline.com/mandarin/art-fest-history-intrigues-50th-approaches/
Shemwell, Susan. “She Turns Images Into Objects of Art,” Jacksonville Journal, Sep. 11, 1971.
Wood, Memphis, Program for JAM Exhibit, September 1971.
Wood, Memphis. “The Why of Art in Education: a personal viewpoint,” Pages 17, 20. Florida Education, Jan. 1961.
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8 Never Mind the Pistols
An Account of Punk Rock in Jacksonville
Constantino Ventresca
A quick search for Ray McKelvey reveals a digital graveyard adorned with obituaries, eulogies, and tributes to the man once celebrated as the “master of the two-minute punk anthem.”1 Scattered across the digital depths, accounts of his life and work remain to be uncovered, where his name still resonates among those who knew him. Ray McKelvey’s name remains an enigma within the rich tapestry of Jacksonville’s musical history—a legacy obscured by the erosion of time. Once known by Stevie Stiletto, affectionately as Ray, or Ray Ray, he held lyrical power on the streets, his words making headlines and his actions transcending the boundaries of a town once lauded as the home of Southern rock. Stiletto’s lyrical prowess now echoes through time, a reminder of an era when Jacksonville bore witness to the emergence of a movement that refuses to be forgotten. Through the electrifying direction he forged, a living legacy emerged—imbued not just in the notes played but in the soul of the clubs, the beating heart of venues, and the culture that breathed life into the soundscape of an era.
A thorough exploration of the events shaping this history is vital to unravel the intricate mystery surrounding Stevie Stiletto and the movement he ignited. Ray McKelvey, born in Chelsea, Massachusetts, in 1956, moved to Jacksonville, Florida, due to his father’s enlistment in the Navy. From his earliest days, Ray’s vibrant spirit earned him a reputation for being “full of energy.“2 His journey into the world of music began to take shape during his time at Lake Shore Junior High, where he achieved a notable triumph in the battle of bands during his sixth-grade year.3 The early success and musical interest foreshadowed the aptitude that would later define his career. However, McKelvey’s musical odyssey did not start with formalities and structured practices. Instead, he and his friends embarked on musical explorations purely for the joy of it. Playing covers of songs by iconic bands like the Beatles and the Rolling Stones marked this initial stage, which was characterized by the sheering joy of making music. This was a stark contrast with the future. In 1987, at their musical peak, a critic referred to McKelvey and his band as “an actually sleek, professional…and economically serious performing unit.”4
Stiletto’s musical journey reached new heights when he secured a gig for his band Alakazam at the Cedar Hills Armory, a short-lived venue with a storied past as a “gothic brick fortress” repurposed for hosting social events.5 This revered establishment hosted legendary musicians, from Janis Joplin to The Buckinghams.6 In a revealing interview, Frankie Phillips, affectionately known as “Babyhead,” and a close confidant of Ray McKelvey, shared the intriguing backstory behind Stiletto’s opportunity. According to Phillips, one of McKelvey’s sisters, Dory, played a pivotal role as she was romantically involved with Dean Kilpatrick, then serving as the assistant road manager for Lynyrd Skynyrd, creating an unusual but noteworthy connection with southern rock that would set the stage for one of Stiletto’s first performances.7
However, this connection also foreshadowed a challenging environment for the impending wave of punk rock that swept through Jacksonville in the early eighties. The tension between the established Southern rock culture and the insurgent punk movement is poignantly captured by Razorcake, a zine publisher, in a eulogy dedicated to Stevie Stiletto. They astutely remarked that Jacksonville was:
a town characterized by a robust conservative Southern Baptist sensibility, coupled with enduring racial tensions and a proud ‘Southern Rock’ musical heritage … punk was viewed as alien, and the bands faced disdain and outright hostility.8
Mike Butler, a bassist who then became part of Ray McKelvey’s band Stevie Stiletto and the Switchblades, mentioned in an interview that “… everybody liked Lynyrd Skynyrd and didn’t like us long hairs too much,” suggesting that it was a volatile time between punks and Southern rockers.9
Ray McKelvey had enormous potential as a musician, evidenced by his involvement with bands like Alakazam and The Attitudes. However, his talent truly shined when he founded Stevie Stiletto and the Switchblades in 1982, Jacksonville’s first punk rock band. The emergence of the quartet, initially formed by Michael Butler, Steve Gallagher, and Bob Akkk, marked a significant moment in Jacksonville’s punk rock story.10 Their impact on the local music scene was profound, opening doors for the growth and diversification of punk rock in the city. McKelvey’s musical interest and Stiletto’s vibrant persona became a sensation in Jacksonville. The band quickly gained a loyal following and became known for their electrifying live performances that left audiences wanting more. It triggered a wave of inspiration across Jacksonville, leading to the formation of numerous punk rock bands. Stevie Stiletto’s debut hit, “13 Greatest Hits,” was released in 1985. The album featured explicit lyrics and heavily politicized messages. One of the songs, “Switchblade,” covered themes of homosexuality, while other tracks, like “We Found Johnny,” had fast-paced music, blaring guitar riffs, and powerful drums filled with the highest dark humor. The band started a fire that blazed through the city. They released several albums, compilations, and live recordings, which are now available online. Listeners can also now find Stevie Stiletto on Spotify, which features their latest greatest hits compilation titled “Beautiful People for Ugly People Greatest Hits” that is filled with witty, talented, and humorously catchy tunes.11
As the punk rock movement in Jacksonville gained momentum, a wave of venues emerged that catered to youth seeking an alternative to the city’s Southern rock culture. Notable among these establishments were The Blighted Area (later succeeded by Einstein A-Go-Go in Jacksonville Beach), The Milk Bar downtown, and the 7:30 Club, which McKelvey operated and served as prime territory his band.12 Einstein A Go-Go and the 7:30 Club provided unique venues that appealed to punks and fans of different musical genres. They rapidly became cultural hotspots, encouraging a sense of community among those who sought an alternative musical experience. Simultaneously, they attracted bands from all over the country, including Black Flag, Sonic Youth, Nirvana, and Red Hot Chili Peppers.13 A zine titled JAX, published in 1985 by Eric Rittberg, found in The Blighted Area Facebook memorial page, describes the thriving cultural scene in Jacksonville at the swing of punk rock:
The Scene here in Jacksonville has come alive within the last couple of months. Although we are all mourning the death of (the club) THE BLIGHTED AREA, we are all rejoicing in the Club Scene’ emergence of the ‘New Club Scene’ here in River City. First off, Stevie Stiletto’s 730 CLUB is really doing well. In the four months that it has been open, it has constantly been a premiere showcase for music here in Florida . . . Speaking of STEVIE STILLETO & THE SWITCHBLADES, Florida’s best punk band will be going on tour in late August/early September. Dates have already been set up in Georgia . . .14
As Stevie Stiletto and the Switchblades reached the pinnacle of their success, embarking on nationwide tours and captivating crowds in iconic cities such as New York, Chicago, and San Francisco, the band’s frontman, Ray McKelvey, faced a series of challenges that marked a profound shift in their trajectory. These challenges included the consumption of drugs, which led to personal struggles, declining health, and a rise in internal issues. Despite the earlier triumphs, these challenges overshadow the band’s history. In an interview, Ray McKelvey disclosed that he grappled with drug overdoses three times within two years, resulting in hospitalizations.15 This revelation unveils a particular facet of Ray’s life. Despite his energetic stage persona, he had a history of youthful delinquency and drug use. This pattern intensified as he navigated the world of music and ultimately led to the collapse of his band in the late eighties, marking a robust end to such momentum.16 Yet, this eventual downfall did not diminish Ray’s dedication and love for music in Jacksonville as he continued to rekindle his band and produce more music in the 90s.
The halcyon days were gone, though. Once the heartbeat of the music scene, venues like Einstein A-Go-Go succumbed to the relentless march of time and gentrification. The vibrant stages where sounds reverberated into the night gradually fell silent. A section titled “TU RAP” from the Florida Times-Union details the sentiments of frequent goers upon the venue’s closing. Tammie Faircloth, one of the family members who owned the venue, lamented that “people did not want to come to Jacksonville, Fla., to play shows.”17 This reflection captures the shift in perception that marked the end of an era for the vibrant music scene of Jacksonville. It also highlights the implications of how the scene was both adored and disliked.
By the beginning of the twenty-first century, Ray McKelvey’s health had taken a turn for the worse. His body began to bear the consequences of a tumultuous lifestyle, including alcohol and drug abuse, which brought a trifecta of illness: hepatitis C, jaundice, and cirrhosis.18 Even then, Stevie Ray Stiletto overcame various obstacles and produced a film titled “My Life is Great: The Stevie Ray Stiletto Story” in 2009, which premiered at Five Points Theater in Riverside.19 The movie features interviews, personal accounts, and crucial fragments of the rise of the punk rock scene. Unfortunately, the film is now considered dead media and cannot be found online. Only a few interviews are available on YouTube, serving as the last hope of recapturing what was once a critical period for punk rock in Florida. However, upon closely examining Amazon’s webpage of the documentary, one can still find some stories of people in the reviews section. A comment from Jerry L., published in 2018, exclaims:
I was a college student living right behind Lee High school during these years. The 730 club shows are some of my best memories. The night Black Flag played, many, many non-regulars showed up from Orange Park, Mandarin, etc. and when we started the pit, they didn’t know what to do or what was going on. 75% of them left…it was great.20
Reviews such as these and many more serve as a binding force within communities, immortalizing cherished memories and providing a platform for the collective remembrance of a time now long gone. This essence defines punk rock in Jacksonville, a philanthropic endeavor to construct experiences in the middle of challenging or unstable environments. Even beyond Stevie Ray, Jacksonville, a microcosm of experiences, produced an environment where punk rock thrived amidst all odds and memories were forged that still live on.
Surrounded by loved ones, Ray faced cancer with resilience until his passing on March 24, 2013, at 56.21 In leaving this world, Ray McKelvey left a legacy to be cherished. The 1987 magazine article that once acknowledged his professionalism now holds an enduring excerpt: “One gets the feeling that Stevie Stiletto and the Switchblades will never grow old. Throughout it all, they’ve also maintained their sense of humor, crude as it is.”22 A decade after his passing, this sentiment holds. Punk rock continues to thrive, thanks to Ray’s contributions. Bands play, venues live, and the flame of the movement still burns brightly into the future. Stevie Stiletto, a shooting star in Jacksonville’s music history, still resonates within the walls that once held his glory. His energy is palpable, even if his presence is not.
Constantino Ventresca
Constantino is a lifelong learner driven by curiosity, creativity, and a deep connection to the world. His poetry, design, and artistic works seek to capture the beauty of existence and the present, even when meaning seems to cease. For Constantino, life is a canvas for exploration, where each discovery—whether abstract or palpable—redefines the self and reconstitutes us into new beings. In his eyes, we sail the oceans in anchorless boats, navigating without end but with meaning, our destinations unknown.
Acknowledgments
I want to express my admiration for the punk scene in Jacksonville. This community has a unique character and a do-it-yourself philosophy, and its rich history often goes unnoticed. Their dedication and innovative spirit have shaped the music scene of Jacksonville and added colorful chapters to the untold story of punk within the city. Let’s celebrate the spirit of rebellion, creativity, and unity that drives Jacksonville’s punk scene. It’s a testament to the enduring power of movements and the unsung heroes who tirelessly push them forward.
I want to thank Scum, Eudaimonia, Left on High, Exaltarist, Smells Like Paint, Sourpuss, Green80, Whisky Face, Kill Tactik, Minor Influence, Jax Punx, C.A.M.P.S, PeZ, Sweater, Death Panther Media, Crashes Down, Break The Chain, Kenbosho, and many others for igniting the fire and making this scene one of a kind.
The title of this essay is inspired by Kevin Dunn’s work “Global Punk: Resistance and Rebellion in Everyday Life.” The second chapter of the book mentions a pun similar to the title of this work.
Completing this essay would not have been possible without the assistance and continuous support of Scott L. Matthews.
Wherever you are, always be yourself and support your local scene.
Bibliography
Brown, Daniel A. “Einstein A Go-Go | Remembering the Legendary Jax Beach Music Venue.” Void. June 10, 2021. https://voidlive.com/einsteina-go-go-remember-the-legendary-jax-beach-music-venue/.
Crumpler, David. “Old Armory in Downtown Jacksonville Has Storied Past,” The Florida Times-Union, July 5, 2013. https://www.jacksonville.com/story/entertainment/local/2013/07/05/old-armory-downtown-jacksonville-has-storied-past/15823692007/
Dunn, Kevin. Global Punk: Resistance and Rebellion in Everyday Life. New York: Bloomsbury Academic, 2015, 29-31. https://fscj-flvc.primo.exlibrisgroup.com/permalink/01FALSC_FSCJ/b590d6/alma991003292717106575
Gilmore, Tim. “Armory, Downtown.” JaxPsychoGeo (blog). January 22, 2021. https://jaxpsychogeo.com/the-center-of-the-city/armory-downtown/
Gill, Daniel. “When A Go-Go is Gone-Gone,” The Florida Times-Union, July 31, 1996.
Jerry, L. “My Life is Great: The Stevie Stiletto Story.” Amazon, April 22, 2018.
“In Memory of Ray Mckelvey, Aka Stevie Ray Stiletto,” Razorcake, March 28, 2013. https://razorcake.org/archive-in-memory-of-ray-mckelvey-aka-stevie-ray-stiletto/
Rittberg, Eric. “JAX.” 2023. https://www.facebook.com/TheBlightedArea/photos/pb.100064530347116.-2207520000/476352532438215/?type=3. Published by The Blighted Area.
Smith, Arvid. “On The Cutting Edge: Stevie and the Switchblades.” Folio Weekly (Jacksonville), October 6, 1987.
Soergel, Matt. “Jacksonville punk rocker Stevie Ray Stiletto on film: ‘My Life is Great,’” The Florida Times-Union, October 6, 2009. https://www.jacksonville.com/story/entertainment/movies/2009/10/06/jacksonville-punk-rocker-stevie-ray-stiletto-film-my-life/15971167007/
—. “Jacksonville’s Ray McKelvey, Master of the Two-Minute Punk Anthem, Dies at 56,” The Florida Times-Union, March 24, 2013. https://www.jacksonville.com/story/news/2013/03/24/jacksonvilles-ray-mckelvey-master-two-minute-punk-anthem-dies-56/15834030007/
Srstiletto. “Stevie Stiletto Interview with John Maycumber Indie Radio Show ’09 Chapter3,” YouTube video, 0:03:02, July 10, 2009. https://www.youtube.com/watch?v=pdsOBm7EIW8&t=231s
Srstiletto. “Stevie Stiletto Raw Footage Interviews,” YouTube video, 0:00:49 – 0:05:29, July 20, 2009. https://youtu.be/pdsOBm7EIW8?si=AywVnGNX1P9IvOVD
“In Memory of Ray Mckelvey, Aka Stevie Ray Stiletto,” Razorcake, March 28, 2013. https://razorcake.org/archive-in-memory-of-ray-mckelvey-aka-stevie-ray-stiletto/
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ARTIFACTS
My chosen artifacts are deeply personal and symbolic of my journey and aspirations. They include my offer of admission letter and a copy of the itinerary for a back-to-school professional development event Gmail – Trent University_ Offer of Admission.While the letter may be just a three-page attachment, it represents so much more. It embodies my dream of becoming a nurse—a dream that began over 15 years ago. It also signifies the culmination of three years of hard work, during which I upgraded my education and earned my high school diploma at the age of 39. This milestone reflects not just my own determination but also the sweat, tears, and unwavering support of those who helped me along the way. Although this achievement is just a stepping stone, it marks how far I’ve come on this journey.
The second artifact highlights the opportunities I’ve embraced to grow professionally. I was honored to be selected to represent my colleagues as a member of the Interprofessional Collaborative Council for 2024/2025 at Trillium Health Partners Copy of November IAC Newsletter. This role allows me to enhance my skills in communication, conflict resolution, public speaking, and leadership while contributing to shared governance and collaborative problem-solving. I also chose the itinerary from this back-to-school event because the speakers profoundly impacted me. Hearing Ryan Straschnitzki Back to School 2024 – Johnson, Tamekia – Outlook, a survivor of the Humboldt Broncos tragedy, share his story firsthand was truly inspiring and offered me an invaluable perspective on care from the patient’s point of view. Another impactful speaker, Waneek Horn-Miller, an Indigenous advocate, emphasized the importance of holistic health, societal wellness, and moving beyond grievances. Her message resonated deeply, especially as someone whose people have historically faced systemic injustices. These artifacts remind me of my growth, my purpose, and the many lessons I’ll carry forward.
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GOALS
As the academic year draws to a close, I am focusing on the future with intention and purpose. My goals for the upcoming year are designed to support both my personal and professional growth.
By the end of my next clinical placement, I aim to strengthen my patient assessment skills by independently conducting at least three comprehensive head-to-toe assessments weekly, under the guidance of my preceptor. I will seek feedback after each assessment, document areas for improvement, and demonstrate measurable progress in accuracy and confidence by the end of the placement.
Additionally, by the end of the next academic semester, I will secure an academic mentor to help refine my writing skills and support my career development while also obtaining a position at Trent University to enhance my social skills. Within the first month, I will reach out to at least three faculty members or academic advisors to identify a mentor and schedule regular meetings to work on specific goals. Concurrently, I will apply to at least three relevant paid or volunteer opportunities, such as student services or campus organizations, to become more engaged in the academic community and foster meaningful growth.
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REFLECTION
This year as a nursing student has been one of growth, resilience, and invaluable lessons. One of the most significant realizations I’ve had is the importance of recognizing what you don’t know. Acknowledging gaps in knowledge is not a sign of weakness but an opportunity to learn, seek resources, and collaborate effectively to ensure patient safety. I’ve also developed an appreciation for behavior change theories in patient education, recognizing how they can empower patients to achieve healthier outcomes through guided, meaningful steps.
The theme of this year has been wellness. Prioritizing wellness for both patients and nurses has become a central focus for me. I’ve explored its various dimensions—spiritual, social, physical, and more—and come to appreciate its deeply subjective nature. Wellness is not one-size-fits-all; it is personal and can be achieved through many different paths. Additionally, I’ve discovered the profound impact of silence as a therapeutic tool, giving patients the space to process their thoughts and feelings. I’ve also found that I, too, can use silence to center myself, reflect, and remain present in the moment.
This journey has not been without its challenges. Balancing the demands of life, work, school, and parenting as a mature student has tested me in ways I never expected. My first year was undeniably tough, but through perseverance and adaptation, I’ve grown stronger and more determined. These experiences have taught me the value of resilience and reinforced my commitment to becoming a compassionate, skilled, and resourceful nurse. While the road has been challenging, I look back with no regrets, grateful for the growth and the lessons learned.
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REFERENCES
REFERENCES
Chambers, A. R. (2023). Forgiveness as a tool for healing the mind: The benefits and limitations of forgiveness therapy. Immaculata University.
Clark, C. (2022). Core competencies of civility in nursing & healthcare. Sigma Theta Tau.
Fisher, J. (2023). The true value of a mental health nurse: The lessons that I learned by becoming a mental health service user. British Journal of Mental Health Nursing, 12(1), 1–3.
Gould, J. B. (2024). ‘It never ends’: Disability advocacy and the practice of resilient hope. Religions, 15(10), 1166.
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https://ecampusontario.pressbooks.pub/tamekiaslearningjourney/chapter/artifacts/
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Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
License
To the extent possible under law, Trent University has waived all copyright and related or neighboring rights to My Learning Journey, except where otherwise noted.
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pressbooks
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2025-03-22T05:09:33.317578
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https://ecampusontario.pressbooks.pub/tamekiaslearningjourney/chapter/chapter-1/
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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.
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"subject": "Education"
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https://ecampusontario.pressbooks.pub/tamekiaslearningjourney/chapter/add-more-assignments/
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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
To the extent possible under law, Trent University has waived all copyright and related or neighboring rights to My Learning Journey, except where otherwise noted.
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pressbooks
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2025-03-22T05:09:33.336157
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11-25-2024
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https://ecampusontario.pressbooks.pub/tamekiaslearningjourney/chapter/course-reflection/
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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.
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2025-03-22T05:09:33.344929
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11-25-2024
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"title": "My Learning Journey",
"author": "Trent University",
"institution": "Trent University",
"subject": "Education"
}
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https://ecampusontario.pressbooks.pub/tamekiaslearningjourney/chapter/course-2-assignment-add-assignment-title/
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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.
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pressbooks
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2025-03-22T05:09:33.353968
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11-25-2024
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{
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"url": "https://ecampusontario.pressbooks.pub/tamekiaslearningjourney/chapter/course-2-assignment-add-assignment-title/",
"book_url": "https://ecampusontario.pressbooks.pub/tamekiaslearningjourney/front-matter/register/",
"title": "My Learning Journey",
"author": "Trent University",
"institution": "Trent University",
"subject": "Education"
}
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https://ecampusontario.pressbooks.pub/tamekiaslearningjourney/chapter/add-more-course-2-assignments/
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Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Add a new chapter any time you need to add more assignments or reflections
License
To the extent possible under law, Trent University has waived all copyright and related or neighboring rights to My Learning Journey, except where otherwise noted.
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pressbooks
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2025-03-22T05:09:33.368446
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11-25-2024
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{
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"book_url": "https://ecampusontario.pressbooks.pub/tamekiaslearningjourney/front-matter/register/",
"title": "My Learning Journey",
"author": "Trent University",
"institution": "Trent University",
"subject": "Education"
}
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https://ecampusontario.pressbooks.pub/tamekiaslearningjourney/chapter/course-2-reflection/
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Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
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 My Learning Journey, except where otherwise noted.
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pressbooks
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2025-03-22T05:09:33.383038
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11-25-2024
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"book_url": "https://ecampusontario.pressbooks.pub/tamekiaslearningjourney/front-matter/register/",
"title": "My Learning Journey",
"author": "Trent University",
"institution": "Trent University",
"subject": "Education"
}
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https://ecampusontario.pressbooks.pub/tamekiaslearningjourney/chapter/course-3-assignment-1-add-assignment-title/
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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.
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"title": "My Learning Journey",
"author": "Trent University",
"institution": "Trent University",
"subject": "Education"
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https://ecampusontario.pressbooks.pub/tamekiaslearningjourney/chapter/add-more-course-3-assignments/
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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 My Learning Journey, except where otherwise noted.
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https://ecampusontario.pressbooks.pub/tamekiaslearningjourney/chapter/course-3-reflection/
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Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
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 My Learning Journey, except where otherwise noted.
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https://ecampusontario.pressbooks.pub/myebook/chapter/beliefs-and-values/
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Beliefs and Values
Belief Statement: By incorporating my core values into my actions I believe that I will continue to improve, grow, and learn for my patients to ensure I uphold the code of conduct and practice standards to deliver the best care fitted to my patients.
Resilience: Personally resilience has become a recurring value I find myself focusing more attention on, especially since starting nursing school, it has taught me to stick with my decision even when I am struggling or feel like giving up. I feel that this is an integral value to be a nurse as you never know what to expect and will eventually face challenges if not on the regular. Again resilience is an essential element within the discipline of nursing. This value is deeply integrated into both nursing and the experience of nursing school. Resilience is a value that you must have when pursuing this profession and when practicing nursing because it is filled with its own individual and specific challenges that require this value to continue .
Growth: Growth has played a significant role in my personal journey and has begun to assist me on my journey through nursing school, as it allows me to self reflect and continue to try and improve at every opportunity I receive. Growth is another important value and involves continuously improving and growing. This is important in certain aspects of nursing specifically with both patient-nurse interactions and relationships. This can also blend into nurse-nurse relationships and can contribute to both professional and personal wellbeing. Growth pertains to holistic care as well because it encourages improvement in the care delivered and how to consistently take spiritual, emotional, mental and physical health into consideration when caring for patients.
Authenticity: I lead every action in my life with this value motivating me, authenticity is vital to the relationships formed between nurses and patients, as it creates a relationship based on truth and honesty which creates a good foundation for a favourable relationship between the two. Authenticity correlates with honesty and fidelity when in the workplace when it comes to situations like harmful incidents, near misses, and no harm incidents which depend on the nurses accountability and authenticity to ensure patient safety.
Acceptance: Acceptance is another one of my values because I believe it is a core value that a nurse should possess in order to have a great relationship with their patients.This is because you care for patients regardless of their backgrounds or own biases. Acceptance can also contribute to the nurse patient relationship by working as a stepping stone for creating a strong relationship.Thus affecting the level of care you are able to deliver and will contribute positively to the holistic care the nurse can provide.
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https://ecampusontario.pressbooks.pub/myebook/chapter/reflection/
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Reflection
While in high school I could not imagine a clear career path ahead of me, I had interests in various topics and could not picture myself in many of the career fields that aligned with these interests. This led me to the decision of taking a gap year after high school so I could figure out what I wanted to pursue. Between September and October, I began to contemplate what pathway I wanted to take, this is when I began to gain interest in nursing and what both nursing school and nursing would entail. When I came to the conclusion that nursing was something I wanted to have as an objective, I needed to begin by applying to post secondary. However I did not have all the prerequisites to apply for nursing programs, this is when I made the swift decision to go back to school and get my high school biology and chemistry courses, I was able to complete both courses in 4 months, this added to my desire of returning back to school and gave me the push to follow through with going to university after my uncertainty. Nursing appealed to me because during this period of my journey I had lived with my grandparents and learned how they needed to be taken care of, this also applied to my recently born baby sister. Both of these independent experiences assisted me in finalizing my decision in applying to nursing school. It only took a few months for me to go from being quite unsure of where my future was heading to deciding I wanted to apply to nursing school, to getting accepted.
My experience in nursing school so far has been both enlightening and intimidating, learning how to balance the workload, prioritizing my mental health and self-care has been quite the learning curve. Personally I have always been the type of person to neglect my mental health and tend to forget to take a step back and take care of myself in the process. I have come to realize that prioritizing self-care is essential especially when it comes to nursing school. Neglecting self-care can lead to burnout which is prevalent in the nursing field. According to a study conducted by Obradovic et al. (2013) found that “One of the major risks which leads to burnout is overwork” (p. 3). Which is something I hope to develop further and eventually want to master the balance between these aspects of my life. Another contributing factor as to what drew me to start my nursing school journey is my identity and perspective. As an Indigenous woman I wanted to spread awareness and combat anti-Indigenous rhetoric and treatment, specifically when it presents itself in the healthcare system. For instance a journal written to bring forth the experiences of nurses and patients when it comes to the treatment of Indigenous peoples in the healthcare setting highlights the treatment Indigenous people experience, “The gap between cultural safety rhetoric and practice was never more evident across the dataset than when participants spoke about the struggle to ensure rituals around dying and death were upheld” (Hunter & Cook, 2020). Even if non-Indigenous nurses possess cultural sensitivity it is not enough to ensure Indigenous patients cultural safety and wellbeing. Safety is the most important principle to care for when it comes to being a nurse as patient safety should always be the number one priority. Advocating for those who had a traumatic or damaging experience specifically with nurses is another component as to why I decided to begin nursing school, this is because I have a strong sense of justice, I Believe that each patient should be treated with dignity, this is why this component of the code of conduct resonates with my personal nursing journey, “Nurses respect clients’ rights and involve and support clients in making care decisions” (CNO, 2023). This aligns with my own values and I plan to uphold and continue to grow during my journey to ensure I maintain all the principles of the code of conduct to make sure my patients will be safe and taken care of.
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https://ecampusontario.pressbooks.pub/myebook/chapter/smart-goals/
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SMART goals
Short-term goal: for my short-term goal I want to step out of my comfort zone to connect with other nursing students within the period of the next 3 weeks.
Long-term goal: for my long-term goal I want to receive at least a 75% in Nursing As a Profession by the end of this course.
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https://ecampusontario.pressbooks.pub/myebook/chapter/artifacts/
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My first artifact is my acceptance letter into the collaborative nursing program at Trent, this represented the hard work and the commitment to both myself and my studies have finally paid off. I was so proud of what I was able to accomplish and that I was able to get offers for two scholarships. This connects to the profession nursing because it taught me to continue to work toward what I want and that I can accomplish my goals, which will translate into a helpful skill for when I need to prepare for the courses I am taking now and the ones I will be taking later this year. Furthermore becoming useful for when I need to prepare for the NCLEX.
My second artifact is my family. Throughout my entire life I have been caring for people whether that be my siblings, parents or grandparents, in early childhood I was always the role model and felt the pressure of maintaining a good image in the attempt to encourage my siblings to do the same. I was consistently reminded of the example I needed to set and often my actions would mirror this. As I am the eldest sibling to 5 other children I still feel the pressure to do my best as a means of motivating my younger siblings. Later in life my role for caring for my parents and grandparents began, typically this would consist of de-escalating emotionally elevated situations, or trying to come to solutions within each of their lives. With my grandparents I have learned how to maintain patience and take a step back when I become frustrated. Overall this has taught me leadership skills and other skills that will be useful while I am in nursing school and eventually working as a nurse.
This is my third artifact which is my N95 mask fitting. This made the idea of being in nursing school and moving into the profession of nursing feel more realistic, it also made me realize that I have actually come this far, and can reach my goals. It gave an idea of what I will be doing and what needs to be done for nursing school. This connects to nursing because it gives me some knowledge of nursing and ignites the passion I have for learning which is critical to nursing because its a field where you must continue to improve and learn to ensure your patients will receive the best care.
My final artifact is my scrubs uniform, much like the N95 mask fitting, it made me feel like this is what I was meant to do, that the puzzle piece finally fell into place. Not only do these scrubs represent professionalism but they give me a sense of belonging and heighten my desire to care for people. Like I mentioned this uniform also helps me to connect to the professional aspect of nursing as this field requires immense responsibility. This artifact correlates to nursing because when wearing the uniform I have a responsibility to act as a registered nurse would, and uphold the same standards by acting with professionalism.
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References
Hunter, K., & Cook, C. (2020). Indigenous nurses’ practice realities of cultural safety and socioethical nursing. Nursing Ethics, 27(6), 1472–1483. https://doi.org/10.1177/0969733020940376
Obradovic, Z., Obradovic, A., & Skoro, I. C. (2013). Nurses and burnout syndrome. Journal of Health Sciences, 3(1) http://proxy.lib.trentu.ca/login?url=https://www.proquest.com/scholarly-journals/nurses-burnout-syndrome/docview/1660377054/se-2
Practice standard – code of conduct – effective June 5, 2023. (n.d.-b). https://cno.org/Assets/CNO/Documents/Standard-and-Learning/Practice-Standards/49040_coc_effective_202306.pdf
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https://ecampusontario.pressbooks.pub/hiley/chapter/belief-statement/
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Belief Statement
I believe all people deserve compassionate and empowering healthcare experiences, regardless of socio-economic conditions, considering identified social determinants of health (Astle et al., 2024 p.7). I believe that the conditions in which we live, work, and play impact our health and must be considered when connecting with patients, assessing and creating care plans. This resolve guides my education, and my future practice to be informed by systems and interactionist theories (Astle et al., 2024 p.80). Through compassion, empowerment, and theory-informed practice, I believe I will enter the nursing profession well-equipped and aligned to fulfill my goals.
Astle, B. J., Duggleby, W., Potter, P. A., Stockert, P. A., Perry, A. G., & Hall, A. M. (Eds.). (2024). Canadian fundamentals of nursing (7th ed.). Elsevier.
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https://ecampusontario.pressbooks.pub/hiley/chapter/values/
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Values
The four core values I hold as a professional and emerging nurse are:
- Equity To me this value means that all patients and persons have the right to care and deserving of compassion and empathic care. This highlights the special considerations that must be given to populations that may have historically had negative experiences with healthcare providers, such as people with disabilities, people who use drugs and people who are unhoused. This value was strengthened during my time in Reno, Nevada where I volunteered in harm reduction and street outreach.
- Compassion When I think of compassion as a nurse, I think of being able to connect with commitment to truly seeing and being with another person where they are at in that moment. As nurses, we are beside patients for some of the best and worst moments of their lives and have the privilege to not only witness these moments but support and provide compassion in these moments.
- Commitment This represents the steadfastness I feel towards achieving goals, not only personal or individual goals but also team and organizational goals. This means the drive and commitment I have had through my educational journey thus far, as well as the completion of this program. Beyond school commitment is important to me as a professional, it can be seen in the small acts, such as reliably showing up on time to shifts, or large acts such as working towards an organization’s goal towards infection control or prevention.
- Advocacy To a patient in some of their most vulnerable moments, they may need someone to be their champion or advocate. Once again, this can be as simple as listening when a patient says they think the wrong test is being run. Or, it could be working with community resources to help secure housing for that individual. Advocacy doesn’t stop at the beside either – it can mean going to Queen’s Park to testify and advocate on behalf of nurses and patients.
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https://ecampusontario.pressbooks.pub/hiley/chapter/s-m-a-r-t-goals/
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S.M.A.R.T. Goals
Short -Term:
Achieve above 80% on the anatomy bell ringer exam on December 3rd, 2024.
| Specific | Measurable | Attainable | Relevant | Timely |
| The grade must be above 80%. | The grade on the exam is the metric. | I currently have above 80% in the course. While the exam is challenging, studying the content has prepared me. | Not only will this goal help me maintain a good grade -studying to achieve this goal will inform my future practice. | This goal will be achieved by December 3rd, 2024. I will know I have achieved it shortly after when grades are released. |
Dedicate 9 hours of study time to the content of each course I am enrolled in before writing their respective finals.
| Specific | Measurable | Attainable | Relevant | Timely |
| Each class must have 9 hours of dedicated study time. | The hours spent studying is the metric. Time studying will be tracked on the template below and timed. | While this this is 45 hours of studying in the next 3 weeks, I am dedicating 15 hours a week. | Not only will this goal help me maintain a good grade -studying to achieve this goal will inform my future practice, as I will have a strong understanding of the curriculum . | This goal will be achieved by December 18th 2024, the last day of my finals. |
Long-Term:
Achieve independence in at least 2 basic nursing procedures taught by the end of term 2.
| Specific | Measurable | Attainable | Relevant | Timely |
| This goal is directed at basic nursing procedures (ie. taking vitals). | I will know I have achieved this goal when I can independently perform at least 2 of these procedures by the end of term 2. | As I learn the procedures I will observe preceptors and clinical instructors until I can complete it on my own. | Mastery of basic nursing skills will allow me to build upon these skills throughout the program. | This goal will be achieved by the end of term 2. |
Document all patient care timely, accurately and efficiently in the electronic medical record system before starting the next patient interaction in my term 2 clinical.
| Specific | Measurable | Attainable | Relevant | Timely |
| I will complete patient notes before staring the next patient interaction. With the exception of emergency situations and codes. | I will measure this by the number of times I complete a patient’s charting before moving on. I will note this in my notebook. | I will organize my time to allow for timely charting. I will communicate this goal to my clinical instructor. | Accurate documentation is crucial for patient safety and professional liability. | This goal will be achieved by The end of my term 2 clinical placement. |
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11-21-2024
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https://ecampusontario.pressbooks.pub/hiley/chapter/reflection/
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Reflection
To some nursing is a calling from the start – however my first calling was people and connection. I feel that nursing answers that call and am grateful for the path that lead me here. My first career goal was to be a teacher or principal – truly I think this had to do with only seeing the inside of schools when it came to organizations. Outside of school, I didn’t consider the opportunities that could exist to be a part of an organization and to connect with people. In high school I developed a love of both science and, simultaneously while doing homework, the hit TV show Gray’s Anatomy. Through these years I aspired to be a rural family physician. Being able to combine my love of science with a passion for helping and connecting with a passion for creative problem-solving. By the end of high school, I had earned a cross country and track and field scholarship to the University of Nevada, Reno. There, I studied Community Health Sciences with a minor in Addiction Treatment Services. I fast-tracked my undergrad, by taking summer school courses (unknowingly preparing me for a compressed nursing program) too be able to finish my degree in 3 years, using the 5 years of NCAA scholarship to be able to complete a 2 year masters degree. In 2021, I graduated from Nevada with my Masters of Public Health.
Upon graduation, I struggled to find my place in the public health workforce and was trying and applying year after year for admission to medical school. After a few years working seasonal roles and working in the non-profit sector, I knew I needed to shift gears. As I reflect on those years – I regret not starting the process towards nursing sooner. As I wrote this I began to tally in my head the thousands of dollars spent on applications and MCAT prep. It was nearly one year ago that I began to seriously consider nursing and searching for nursing programs that I could commute to. I recalled all the times I had been searching for public health jobs and saw RN job opportunities listed. I compared living expenses, tuition costs, and job opportunities with the prospect of continuing to apply for medicine. This would mean waiting for and indefinite amount of years and application cycles to pay exorbitantly high tuition costs. I’m not typically and analytical, look at the numbers type decision maker – yet this time I couldn’t ignore them. On top of that, my heart was calling me to shift gears and explore something new. Through the winter of 2024, I waited on medical school acceptance from 4 schools in Ontario, 4 schools in Ireland, and 4 nursing schools in Ontario. Within weeks, come January, early acceptances began to roll in. At the time I thought Ontario Tech would be my top choice. I figured Trent’s Compressed BScN would be too competitive and I wouldn’t get in – a testament to the demoralized view I had after years of rejection letters. Eventually, I received and entrance scholarship and accepted my offer to Trent.
From accepting the offer to beginning the program, I was undergoing role transition stress as I prepared to be a student again. I had spent my years since graduation working camp jobs and ski instructing and patrolling. I talked to co-workers who were in school about strategies and ad tools and everyone pointed me towards purchasing and iPad. So now not only was I going to be a student but I would be and iPad owner. Talk about a role transition! I consider my iPad to be an item that symbolizes this chapter for me and served as a tangible part of the transition into being a student again in 2024.
I recall a conversation from the summer where I told my partner my life felt like it was not mine because there had been so much monumental change in one year to the identities I once held. I went through each day but when I looked at it from a more “zoomed out” lens, I didn’t recognize it. My family moved, I met my partner and entered a new relationship, and I found out I would be attending nursing school. This felt like a big shift from my former identities as a student-athlete and future physician. Meanwhile, I was a YMCA camp director and ski bum. This shift is common as novice nurses enter the workforce and experience burnout and transition shock (NewsRx, 2024). In my case, the transition was from seasonal worker to student. Scholars have identified that “misalignment between expectations and reality could lead to negative outcomes” (Al-Rawajfah et al., 2023). I went into the program with an open mind that allowed me to avoid this disconnect from expectations and reality.
Since the beginning of the nursing program at Trent, I have felt more myself than I have in years and in touch with who I am and where I want to go. I have felt that how I spend my days is for the most part, in alignment with my personal values and furthermore, I am advancing towards my career goals with every day.
Since the beginning, people have been my mission, and creating meaningful connections is what drives me. I feel at home in the shoes of a future nurse now, and am grateful for the path that led me to the profession. I bring the expertise of a student-athlete, a camp director, a ski patroller, and more, to the patient’s bedside when I interact with a patient.
Al-Rawajfah, O., AlBashayreh, A., Sulaiman Dawood, A. S., Al-Maqbali, M., & Yahyaei, A. A. (2023). Role transition from education to practice and its impact on the career futures of omani nurses. Nurse Education in Practice, 68, 103594. Doi https://doi.org/10.1016/j.nepr.2023.103594
NewsRx. (2024); School of Nursing Reports Findings in Psychology and Psychiatry (Novice nurses’ transition shock and professional identity: The chain mediating roles of self-efficacy and resilience). Psychology & Psychiatry Journal. p 615. https://link-gale-com.proxy1.lib.trentu.ca/apps/doc/A784914809/AONE?u=ocul_thomas&sid=bookmark-AONE&xid=045b4e2f
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11-21-2024
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https://ecampusontario.pressbooks.pub/hiley/chapter/artifacts/
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Artifacts
The following photos are images that symbolize my journey in the first semester of nursing school and will be forever in my mind when I reflect on this time in my life.
I won this stethoscope on an Instagram giveaway in 2018. At the time I would not have imagined being in the compressed BScN program at Trent by 2024. Where I thought this stethoscope and I would go – I did not know. However, I am grateful I get to use it as a nursing student. I hope to be able to one day give back to other students by doing giveaways on my own Instagram.
This calendar has been a great way for me to plan timelines and visualize the “Semester-at-a-Glance”, as the manufacture advertises. I originally saw another student purchase one from the book store and went back a few days later to buy one. I felt very organized when I picked a colour for each course and write out all the important deadlines. I really appreciate how it lays out all the dates. In my past educational experiences I have been notorious for letting due dates slip my mind or panicking at the last minute – this has been minimized this semester.
Here she is, the infamous iPad! I love taking notes in an app called Notability and being able to write and draw right on the slides. All my notes are organized and I can review them easily to study. For me this item represents my role transition back into being a student and adapting to the new technology and norms as 2024 learner.
Beside my desk, a collage of my previous degrees hang. I have earned a Bachelors’ of Science in Community Health Sciences, a Minor in Addiction Treatment Services and a Masters of Public Health. I also, was a member of the NCAA Division 1 All-Academic Women’s Cross Country Team in 2018. There are days I feel behind in life or unremarkable, on these days sometimes glancing at this wall helps me remember the things I have accomplished and the work I am capable of continuing to do. I look forward to being able to add my BScN to this wall… but how should I arrange them? We have some time to figure that out.
I don’t have any good pictures of my car – however this one looks the same (maybe a bit cleaner than mine is at the moment). I got it in the summer before starting nursing school and as a commuter student it is just as much as a part of the journey as my iPad and books. I feel safe and well connected in my car with adaptive cruise and Apple CarPlay. Driving and hour and fifteen minutes to Trent means I have time to listen to textbooks on the BookShelf app before coming to class or relax with some music on the drive.
|
pressbooks
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2025-03-22T05:09:33.501004
|
11-21-2024
|
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"url": "https://ecampusontario.pressbooks.pub/hiley/chapter/artifacts/",
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"title": "Navigating Waves, Climbing Peaks: The Art and Heart of Nursing",
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"subject": "Education"
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|
https://open.oregonstate.education/nuclear-security/chapter/chapter-1-the-problem-of-nuclear-weapons/
|
Chapter 1 – The Problem of Nuclear Weapons
Open Sources (Available to all)
- Borrie, J., Caughley, T., & Wan, W. (2017). Understanding Nuclear Weapon Risks. United Nations Institute for Disarmament Research Report. Chapters 1-6. Retrieved from http://www.unidir.org/files/publications/pdfs/understanding-nuclear-weapon-risks-en-676.pdf.
- Roser, M. & Nagdy, M., (n.d.). Nuclear Weapons. Our World in Data. Retrieved from https://ourworldindata.org/nuclear-weapons.
Additional Reading (Available to OSU Students through the OSU Valley Library
- Reed, T., & Stillman, D., (2010). Nuclear Express: A Political History of the Bomb and Its Proliferation, Zenith Press. OSU Library E-book, retrieved from https://search.library.oregonstate.edu/permalink/f/ueodtl/CP71242948080001451.
- Siracusa, J., (2008). Nuclear Weapons: A Very Short Introduction, Oxford University Press. OSU Library E-book, retrieved from https://search.library.oregonstate.edu/permalink/f/1g9lfhc/TN_informaworld_s10_1080_09592296_2012_651979.
|
pressbooks
|
2025-03-22T05:09:33.509357
|
02-6-2025
|
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"title": "Nuclear Security",
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|
https://open.oregonstate.education/nuclear-security/chapter/chapter-2-nuclear-weapons-treaties-and-policies-of-the-united-states/
|
Chapter 2 – Nuclear Weapons Treaties and Policies of the United States
Open Sources (Available to all)
- Arms Control Association (2018). The new US nuclear strategy is flawed and dangerous. Issue Brief, vol. 10, no. 3 [February 15]. Retrieved from https://www.armscontrol.org/issue-briefs/2018-02/new-us-nuclear-strategy-flawed-dangerous-heres-why.
- Arms Control Association (2019). US-Russian Nuclear Arms Control Agreements, Retrieved from https://www.armscontrol.org/factsheets/USRussiaNuclearAgreements.
- Colby, Elbridge. The role of nuclear weapons in the US-Russia relationship. Task Force on U.S. Policy Towards Russia, Ukraine, and Eurasia. Carnegie Endowment for International Peace, February 26, 2016. Retrieved from https://carnegieendowment.org/2016/02/26/role-of-nuclear-weapons-in-u.s.-russian-relationship-pub-62901.
- Council on Foreign Relations (2019). US-Russia nuclear arms control: 1949-2019. Retrieved from https://www.cfr.org/timeline/us-russia-nuclear-arms-control.
- Gavin, F. J. (2015). Strategies of inhibition: US grand strategy, the nuclear revolution, and nonproliferation. International Security, 40 (1), 9-46. [MIT Open Access Articles]. Retrieved from https://dspace.mit.edu/handle/1721.1/100504.
- Klein, J. J. (2014). Towards a better U.S. nuclear strategy. Journal of Strategic Security, 7 (3), 84-94. Retrieved from https://scholarcommons.usf.edu/jss/vol7/iss3/6/.
- Nikitin, M.B. The Evolution of Cooperative Threat Reduction: Issues for Congress, CRS Report R43143 [June 13, 2014]. Retrieved from https://fas.org/sgp/crs/nuke/R43143.pdf.
- Nuclear Threat Initiative (2018), A Roadmap for America’s Nuclear Policy and Posture. Retrieved from https://www.nti.org/analysis/reports/statement-nti-ceo-and-co-chair-ernest-j-moniz-and-co-chair-sam-nunn-us-nuclear-policy-and-posture/.
- Panda, A. (2018). ‘No first use’ and nuclear weapons. [July 17]. Council on Foreign Relations. Retrieved from https://www.cfr.org/backgrounder/no-first-use-and-nuclear-weapons.
- U.S. Department of Defense (2018). Nuclear posture review. Retrieved from https://media.defense.gov/2018/Feb/02/2001872886/-1/-1/1/2018-NUCLEAR-POSTURE-REVIEW-FINAL-REPORT.PDF.
- Woolf, Amy F. (2008). Nuclear weapons in the U.S. national security policy: Past, present, and prospects. CRS Report RL34226 [December 30]. Retrieved from https://fas.org/sgp/crs/nuke/RL34226.pdf.
- Woolf, Amy F. (2019). Nonstrategic Nuclear Weapons. CRS Report RL32572 [September 6]. Retrieved from https://fas.org/sgp/crs/nuke/RL32572.pdf.
Additional Readings (Available to OSU Students through the OSU Valley Library)
- Allison, G., (1969) Conceptual models and the Cuban missile crisis. American Political Science Review, 63 (3). Retrieved from https://www.jstor.org/stable/1954423.
- Berstein, Barton. (1995). The atomic bombings reconsidered. Foreign Affairs [January/February]. Retrieved from https://www.foreignaffairs.com/articles/asia/1995-01-01/atomic-bombings-reconsidered.
- Graebner,N. (1990). Ronald Reagan and the Russians. Perspectives on Political Science, 19(2). Retrieved from https://search.library.oregonstate.edu/permalink/f/1g9lfhc/TN_informaworld_s10_1080_10457097_1990_9944462.
- Graham, T. (2002). Disarmament Sketches: Three Decades of Arms Control and International Law. University of Washington Press. OSU Library E-book, https://search.library.oregonstate.edu/permalink/f/ueodtl/CP71153966250001451.
- Gray, C.S., & Payne, K. (1980) Victory is possible. Foreign Policy [Summer]. Retrieved from https://www.jstor.org/stable/1148409.
- Keeny, S., and Panofsky, K. (1981). MAD versus NUTS, Foreign Affairs [Winter]. Retrieved from https://www.jstor.org/stable/20041081.
- Lugar, R. (2009). Cooperative Threat Reduction and Nuclear Security. Georgetown Journal of International Affairs, 10(1). Retrieved from https://www.jstor.org/stable/43134204.
- Malewich, B. (2017). Futile superiority: Decision making and the development of new generation nuclear weapons. Comparative Strategy, Vol.36(2), Retrieved from https://search.library.oregonstate.edu/permalink/f/1g9lfhc/TN_informaworld_s10_1080_01495933_2017_1317537.
- Schell, J. (2000). The folly of arms control. Foreign Affairs [Sept/Oct]. Retrieved from https://www.foreignaffairs.com/articles/2000-09-01/folly-arms-control.
- Tannenwald, N. (2018). The vanishing nuclear taboo. Foreign Affairs [November/December]. Retrieved from https://search.library.oregonstate.edu/permalink/f/1g9lfhc/TN_proquest2129469004.
Additional Readings from above available to students outside of OSU through different links:
17. Allison, G., (1969) Conceptual models and the Cuban missile crisis. American Political Science Review, 63 (3). Retrieved from http://www3.nccu.edu.tw/~lorenzo/Allison%20Conceptual%20Models.pdf
21. Gray, C.S., & Payne, K. (1980) Victory is possible. Foreign Policy [Summer]. Retrieved from https://www.jstor.org/stable/pdf/1148409.pdf
|
pressbooks
|
2025-03-22T05:09:33.521025
|
02-6-2025
|
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|
https://open.oregonstate.education/nuclear-security/chapter/chapter-3-global-treaties-and-international-regimes/
|
Chapter 3 – Global Treaties and International Regimes
Open Sources (Available to all)
- Arms Control Association (2019). IAEA Safeguards Agreements. Retrieved from https://www.armscontrol.org/factsheets/IAEAProtoco.
- Congressional Research Service (2019). Arms control and nonproliferation: A catalogue of treaties and agreements (CRS Report No. RL33865). Retrieved from https://fas.org/sgp/crs/nuke/RL33865.pdf.
- Council on Foreign Relations. (2012). The global nuclear nonproliferation regime. Retrieved from https://www.cfr.org/report/global-nuclear-nonproliferation-regime.
- Nuclear Threat Initiative (2018). Comprehensive nuclear test ban treaty (CTBT). Retrieved from https://www.nti.org/learn/treaties-and-regimes/comprehensive-nuclear-test-ban-treaty-ctbt/.
- Nuclear Threat Initiative (n.d.). Treaties and Regimes, Nuclear Weapons and Nuclear Safety, Retrieved from https://www.nti.org/learn/treaties-and-regimes/treaties/.
- Nuclear Threat Initiative (2019). Treaty on the nonproliferation of nuclear weapons (NPT). Retrieved from https://www.nti.org/learn/treaties-and-regimes/treaty-on-the-non-proliferation-of-nuclear-weapons/.
- Walsh, J. (2005). Learning from Past Successes: The NPT and the Future of Nonproliferation. Paper 41, Weapons of Mass Destruction Commission. Retrieved from https://www.belfercenter.org/publication/learning-past-success-npt-and-future-non-proliferation.
Additional Readings )Available to OSU Students through the OSU Valley Library)
- Allison,G. (2010). Nuclear disorder: Surveying atomic threats. Foreign Affairs [January/February]. Retrieved from https://www.jstor.org/stable/i20699776.
- Sagan, S. (2012). A call for global nuclear disarmament. Nature [July 5], Vol. 487(7405). Retrieved from https://search.library.oregonstate.edu/permalink/f/1g9lfhc/TN_gale_ofa296572456.
- Waltz, K. (1981) The Spread of Nuclear Weapons: More May Be Better, The Adelphi Papers, 21:171. Retrieved from https://www.mtholyoke.edu/acad/intrel/waltz1.htm.
- Weiss, L. (2017). Safeguards and the NPT: Where our current problems began. Bulletin of the Atomic Scientists, 73(5), 328-336. Retrieved from https://search.library.oregonstate.edu/permalink/f/1g9lfhc/TN_informaworld_s10_1080_00963402_2017_1362906.
Additional Readings from above available to students outside of OSU through different links:
34. Allison,G. (2010). Nuclear disorder: Surveying atomic threats. Foreign Affairs [January/February]. Retrieved from https://www.belfercenter.org/publication/nuclear-disorder-surveying-atomic-threats
35. Sagan, S. (2012). A call for global nuclear disarmament. Nature [July 5], Vol. 487(7405). Retrieved from https://fsi-live.s3.us-west-1.amazonaws.com/s3fs-public/Nature-Scott_Sagan.pdf
|
pressbooks
|
2025-03-22T05:09:33.531130
|
02-6-2025
|
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"url": "https://open.oregonstate.education/nuclear-security/chapter/chapter-3-global-treaties-and-international-regimes/",
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|
https://open.oregonstate.education/nuclear-security/chapter/chapter-4-nuclear-proliferation-regional-issues/
|
Chapter 4 – Nuclear Proliferation: Regional Issues
Open Sources (Available to all)
- Atomic Heritage Foundation (2018). Israeli Nuclear Program. Retrieved from https://www.atomicheritage.org/history/israeli-nuclear-program.
- Bajoria, J., & Pan, E. (2010). The U.S.-India nuclear deal. Council on Foreign Relations. Retrieved from https://www.cfr.org/backgrounder/us-india-nuclear-deal.
- Beehner, L. (2006). Israel’s nuclear program and Middle East peace. Council on Foreign Relations. Retrieved from https://www.cfr.org/backgrounder/israels-nuclear-program-and-middle-east-peace.
- Einhorn, R. (2017). Non-proliferation challenges facing the Trump administration. Arms Control and Non-Proliferation Series, Paper 15. Brookings Institute. Retrieved from https://www.brookings.edu/research/non-proliferation-challenges-facing-the-trump-administration/.
- Einhorn, R. (2018). Singapore and beyond: Options for denuclearizing North Korea. Policy Brief. Brookings Institute. Retrieved from https://www.brookings.edu/wp-content/uploads/2018/06/FP_20180611_singapore_and_beyond.pdf.
- Kerr. P. K., & Nikitin, M. B. (2016). Pakistan’s nuclear weapons. CRS Report No. RL34248 [August 1]. Retrieved from https://fas.org/sgp/crs/nuke/RL34248.pdf.
- Laub, Z. (2019). What is the status of the Iran nuclear agreement? Council on Foreign Relations. Retrieved from https://www.cfr.org/backgrounder/what-status-iran-nuclear-agreement?gclid=CjwKCAiAwZTuBRAYEiwAcr67OQppZnd9Mw4bV3Eb7WUqnTK85bFB-XyzVotLDesfioa2fCctunDDeBoClN0QAvD_BwE.
- Parsi, T. (2015). Truce: Iran, the U.S. and the Middle East After the Nuclear Deal. World Politics Review [April 21]. Retrieved from https://www.niacouncil.org/truce-iran-the-u-s-and-the-middle-east-after-the-nuclear-deal/.
- Pompeo, M. (2018). After the deal: A new Iran strategy. Speech at the Heritage Foundation [May 21]. Retrieved from https://www.heritage.org/defense/event/after-the-deal-new-iran-strategy?utm_source=twitter&utm_medium=social&utm_campaign=thf-tw.
- Roehrig, T. (2013). North Korea’s nuclear weapons: Future strategy and doctrine. Belfer Center for Science and International Affiars. Retrieved from https://www.belfercenter.org/publication/north-koreas-nuclear-weapons-future-strategy-and-doctrine.
Additional Readings (Available to OSU Students through the OSU Valley Library)
- Cohen, A. (2012). The Worst Kept Secret: Israel’s Bargain with the Bomb. Columbia University Press. OSU Library E-book retrieved from https://search.library.oregonstate.edu/permalink/f/ueodtl/CP71134024460001451.
- Pervez Hoodbhoy, P. & Mian, Z., (2014). Nuclear fears, hopes and realities in Pakistan. International Affairs, 90 (5). Retrieved from https://search.library.oregonstate.edu/permalink/f/1g9lfhc/TN_wj10.1111/1468-2346.12160.
- Lang, W.P., & Johnson, C. (2006). Contemplating the ifs. The National Interest [March 1]. Retrieved from https://nationalinterest.org/article/contemplating-the-ifs-1094
- Roy, D. (2017). Misunderstanding North Korea. Asia Pacific Issues [August]. Issue 133, 1-8. Retrieved from https://search.library.oregonstate.edu/permalink/f/1g9lfhc/TN_proquest1938122893.
- Khan, Z. (2013). The US-Indo Civilian Nuclear Deal: The Gainer and the Loser. South Asian Studies, 28(1), 241-257. Retrieved from https://library.oregonstate.edu/.
Additional Readings from above available to students outside of OSU through different links:
51. Roy, D. (2017). Misunderstanding North Korea. AsiaPacific Issues [August]. Issue 133, 1-8. Retrieved from https://www.eastwestcenter.org/publications/misunderstanding-north-korea
52. Khan, Z. (2013). The US-Indo Civilian Nuclear Deal: The Gainer and the Loser. South Asian Studies, 28(1), 241-257. Retrieved from http://pu.edu.pk/images/journal/csas/PDF/17_V28_1_2013.pdf
|
pressbooks
|
2025-03-22T05:09:33.541950
|
02-6-2025
|
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|
https://open.oregonstate.education/nuclear-security/chapter/chapter-5-terrorism-and-nuclear-threats/
|
Chapter 5 – Terrorism and Nuclear Threats
Open Sources (Available to all)
- Bunn, M., et al., (2011). US-Russia Joint Threat Assessment on Nuclear Terrorism, Belfer Center for Science and International Affairs, Harvard Kennedy School. Retrieved from https://www.belfercenter.org/publication/us-russia-joint-threat-assessment-nuclear-terrorism.
- Montgomery, E.B. (2010). Understanding the threat of nuclear terrorism. Center for Strategic and Budgetary Assessments. Retrieved from https://csbaonline.org/research/publications/understanding-the-threat-of-nuclear-terrorism.
- Mowatt-Larsen, R. (2009). The Armageddon Test. Belfer Center for Science and International Affairs, Harvard Kennedy School. Retrieved from https://www.belfercenter.org/publication/armageddon-test.
- Sokova, E. K. (2017). Non-state actors and nuclear weapons. In Borrie, J., Caughley, T., & Wan, W., Understanding nuclear weapon risks (Chapter 8). United Nations Institute for Disarmament Research Report. Retrieved from http://www.unidir.org/files/publications/pdfs/understanding-nuclear-weapon-risks-en-676.pdf.
Additional Readings (Available to OSU Students through the OSU Valley Library)
- Barzegar, K. (2014). Nuclear terrorism: An Iranian perspective, Middle East Policy [Spring], 21(1), 29-40. Retrieved from https://search.library.oregonstate.edu/permalink/f/1g9lfhc/TN_wj10.1111/mepo.12055.
- Zimmerman, P., & Lewis, J. (2009). The bomb in the backyard. Foreign Policy [Oct. 16]. Retrieved from https://search.library.oregonstate.edu/permalink/f/1g9lfhc/TN_proquest60001293.
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pressbooks
|
2025-03-22T05:09:33.550739
|
02-6-2025
|
{
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"url": "https://open.oregonstate.education/nuclear-security/chapter/chapter-5-terrorism-and-nuclear-threats/",
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|
https://open.oregonstate.education/nuclear-security/chapter/chapter-6-pathways-to-nuclear-terror-and-key-actors-assessing-the-risk/
|
Chapter 6 – Pathways to Nuclear Terror and Key Actors: Assessing the Risk
Open Sources (Available to all)
- Byman, D. (2015). State sponsor of terror: Iran as global threat. Prepared testimony to House Foreign Affairs Committee Subcommittee on Terrorism, Nonproliferation, and Trade. Retrieved from https://www.brookings.edu/wp-content/uploads/2016/06/11-byman-iran-testimony.pdf.
- Forest, J. J.F. (2012). Framework for analyzing the future threat of WMD terrorism. Journal of Strategic Security, 5(4), 51-68. Retrieved from https://scholarcommons.usf.edu/jss/vol5/iss4/9/.
- House, C., (2016). The CBRN Terrorism Threat from the Islamic State, Military Review, Sept/Oct 2016. Retrieved from https://www.armyupress.army.mil/Journals/Military-Review/English-Edition-Archives/September-October-2016/.
- Medalia, J. (2011). “Dirty bombs”: Technical background, attack prevention and response, issues for Congress (CRS Report No. R41890) [June 24]. Retrieved from https://fas.org/sgp/crs/nuke/R41890.pdf.
- MacCalman, M. (2016) A.Q. Khan nuclear smuggling network. Journal of Strategic Security, 9(1), 104-118. Retrieved from https://scholarcommons.usf.edu/jss/vol9/iss1/9/.
- Nuclear Threat Initiative. (2016). Nuclear Security Index: Building a Framework for Assurance, Accountability, and Action (3rded). Retrieved from http://www.ntiindex.org/wp-content/uploads/2016/03/NTI_2016-Index-Report_MAR-25-2.pdf.
- Sokolski, H. (2014). Nuclear weapons gone missing: What does history teach? The Strategic Studies Institute Publications Office, United States Army War College Press. Retrieved from https://ssi.armywarcollege.edu/nuclear-weapons-materials-gone-missing-what-does-history-teach/
Additional Readings (Available to OSU Students through the OSU Valley Library)
- Allison, G., & Tobey, W. H. (2016). Could there be a terrorist Fukushima. New York Times (April 4). Retrieved from https://www.nytimes.com/2016/04/05/opinion/could-there-be-a-terrorist-fukushima.html.
- Kuperman, A. J. (2013). Nuclear terrorism and global security: The challenge of phasing out highly enriched uranium. New York, NY: Routledge. OSU Library E-book, https://search.library.oregonstate.edu/permalink/f/ueodtl/CP71310148450001451.
- Lawlor, B. (2011). The Black Sea: Center of the nuclear black market. Bulletin of the Atomic Scientists, 2011. Retrieved from https://search.library.oregonstate.edu/permalink/f/1g9lfhc/TN_informaworld_s10_1177_0096340211426506.
- Lieber K., & Press, D. (2013). “Why States Won’t Give Nuclear Weapons to Terrorists,” International Security [June]. Retrieved from https://search.library.oregonstate.edu/permalink/f/1g9lfhc/TN_mitpress10.1162/ISEC_a_00127.
- Potter, W. C., Ferguson, C. D., & Spect, L. S. (2004). The four faces of nuclear terror and the need for a prioritized response. Foreign Affairs [May/June]. Retrieved from https://search.library.oregonstate.edu/permalink/f/1g9lfhc/TN_proquest214296764.
- Rezaei, F. (2016). Shopping for Armageddon: Islamist groups and nuclear terror. Middle East Policy, 23(3), 112-132. Retrieved from https://search.library.oregonstate.edu/permalink/f/1g9lfhc/TN_wj10.1111/mepo.12221.
Additional Readings from above available to students outside of OSU through different links:
64. Allison, G., & Tobey, W. H. (2016). Could there be a terrorist Fukushima. New York Times (April 4). Retrieved from https://www.nytimes.com/2016/04/05/opinion/could-there-be-a-terrorist-fukushima.html.
69. Lieber K., & Press, D. (2013). Why States Won’t Give Nuclear Weapons to Terrorists,” International Security [June]. Retrieved from https://www.belfercenter.org/publication/why-states-wont-give-nuclear-weapons-terrorists
71. Rezaei, F. (2016). Shopping for Armageddon: Islamist groups and nuclear terror. Middle East Policy, 23(3), 112-132. Retrieved from https://www.mepc.org/journal/shopping-armageddon-islamist-groups-and-nuclear-terror
|
pressbooks
|
2025-03-22T05:09:33.561538
|
02-6-2025
|
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"title": "Nuclear Security",
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"institution": "",
"subject": "Security, safety and protection skills / professions,"
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|
https://open.oregonstate.education/nuclear-security/chapter/chapter-7-preventing-nuclear-terrorism/
|
Chapter 7 – Preventing Nuclear Terrorism
Open Sources (Available to all)
-
Bunn, M., Malin, M. B., Roth, N., & Tobey, W. H. (2016) Preventing nuclear terrorism: Continuous improvement or dangerous decline? Belfer Center for Science and International Affairs, Harvard Kennedy School. Retrieved from https://www.belfercenter.org/publication/preventing-nuclear-terrorism-continuous-improvement-or-dangerous-decline.
- Levi, M. A. (2008). Deterring state sponsorship of nuclear terrorism. Council Special Report No. 39. Council on Foreign Relations. Retrieved from https://www.cfr.org/content/publications/attachments/Nuclear_Deterrence_CSR39.pdf.
- Klein, J. J. (2012). Deterring and dissuading nuclear terrorism. Journal ofStrategic Security, 5(1), 15-30. Retrieved from https://scholarcommons.usf.edu/jss/vol5/iss1/6/.
- United Nations. (2005). U.N. International Convention for the Suppression of Acts of Nuclear Terrorism. Retrieved from https://treaties.un.org/doc/db/terrorism/english-18-15.pdf.
- U.S. Department of State. (2015). The global challenge of chemical, biological, radiological or nuclear (CBRN) terrorism. Country Reports on Terrorism 2015 [Chapter 4]. Retrieved from https://2009-2017.state.gov/j/ct/rls/crt/2015//index.htm.
Additional Readings (Available to OSU Students through the OSU Valley Library)
- Allison, G. (2004). How to stop nuclear terror. Foreign Affairs [Jan/Feb]. Retrieved from https://search.library.oregonstate.edu/permalink/f/1g9lfhc/TN_proquest214293059.
- Levi, M. (2008). Stopping nuclear terrorism. Foreign Affairs [Jan/Feb]. Retrieved from https://search.library.oregonstate.edu/permalink/f/1g9lfhc/TN_jstor_archive_620020273.
- Korbatov, A.B., Suzuki, E., &Goldblum, B. (2015). The fight against nuclear terrorism needs global cooperation, Bulletin of the Atomic Scientists, 71(5). Retrieved from https://search.library.oregonstate.edu/permalink/f/1g9lfhc/TN_informaworld_s10_1177_0096340215590795.
- Mueller, J. (2009). Think again: Nuclear weapons. Foreign Policy [Dec 18]. Retrieved from from https://search.library.oregonstate.edu/permalink/f/1g9lfhc/TN_gale_ofa216896318.
- Stone, J. (2009). Al-Qaeda, Deterrence and Weapons of Mass Destruction, Studies in Conflict and Terrorism, 32(9), 763-775. Retrieved from https://search.library.oregonstate.edu/permalink/f/1g9lfhc/TN_informaworld_s10_1080_10576100903109693.
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pressbooks
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2025-03-22T05:09:33.571187
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02-6-2025
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://open.oregonstate.education/nuclear-security/chapter/chapter-7-preventing-nuclear-terrorism/",
"book_url": "https://open.oregonstate.education/nuclear-security/front-matter/introduction/",
"title": "Nuclear Security",
"author": "David Bernell, Ben Wickizer, Meredith Bowers",
"institution": "",
"subject": "Security, safety and protection skills / professions,"
}
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https://open.oregonstate.education/nuclear-security/chapter/chapter-8-risks-of-nuclear-energy-generation/
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Chapter 8 – Risks of Nuclear Energy Generation
Open Sources (Available to all)
- Baylon, C., Brunt, R., and Livingstone, D. (2015). Cybersecurity at civil nuclear facilities: Understanding the risks, Chatham House Report. Retrieved from https://www.chathamhouse.org/publication/cyber-security-civil-nuclear-facilities-understanding-risks.
-
Crenshaw, M. (2017). Deterring nuclear terrorism: Insider threats to nuclear facilities. NAPSNet Special Reports. Retrieved from https://nautilus.org/napsnet/napsnet-special-reports/deterring-nuclear-terrorism-insider-threats-to-nuclear-facilities/.
- ElBaradei, M. (2008). Nuclear energy: The need for a new framework. Retrieved from https://www.iaea.org/newscenter/statements/nuclear-energy-need-new-framework.
- Feiveson, H, Glaser, A, Miller, M., & Scheinman, L. (2008). Can future nuclear power be made proliferation resistant? Center for International and Security Studies at University of Maryland. Retrieved from http://cissmdev.devcloud.acquia-sites.com/sites/default/files/papers/future_nuclear_power.pdf. (inactive link as of 5/28/2021)
- Lahidji, R. (2017). The safety of nuclear weapon and materials: Lessons from the assessment of nuclear power plant risks. In Borrie, J., Caughley, T., & Wan, W., Understanding nuclear weapon risks(Chapter 7). United Nations Institute for Disarmament Research Report. Retrieved from http://www.unidir.org/files/publications/pdfs/understanding-nuclear-weapon-risks-en-676.pdf.
- Lamb, R. & Peteru, A. (2019). Fissile Materials Security in Civilian Facilities: A System Story, Foundation for Inclusion. Retrieved from the Center for International Security Studies at Maryland, University of Maryland, https://cissm.umd.edu/research-impact/publications/fissile-materials-security-civilian-facilities-system-story.
- Union of Concerned Scientists. (2016). Nuclear plant security. (Feb. 25). Retrieved from https://www.ucsusa.org/nuclear-power/nuclear-plant-security#.W0pyBi3Myu4.
Additional Readings (Available to OSU Students through the OSU Valley Library)
- Bjornard, T., and Morgan, J. (2012) Integrating safeguards and security into nuclear facility design, Nuclear Technology, 179(1). Retrieved from https://search.library.oregonstate.edu/permalink/f/1g9lfhc/TN_informaworld_s10_13182_NT12_A14075.
- Fuhrmann, M. (2009). Spreading temptation: Proliferation and peaceful nuclear cooperation agreements, International Security, 34(1). Retrieved from https://search.library.oregonstate.edu/permalink/f/1g9lfhc/TN_mitpress10.1162/isec.2009.34.1.7.
Additional Readings from above available to students outside of OSU through different links:
89. Bjornard, T., and Morgan, J. (2012) Integrating safeguards and security into nuclear facility design, Nuclear Technology, 179(1). Retrieved from https://www.tandfonline.com/doi/pdf/10.13182/NT12-A14075?needAccess=true
90. Fuhrmann, M. (2009). Spreading temptation: Proliferation and peaceful nuclear cooperation agreements, International Security, 34(1). Retrieved from https://www.belfercenter.org/sites/default/files/legacy/files/Spreading-Temptation-Proliferation-and-Peaceful-Nuclear-Cooperation-Agreements.pdf
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pressbooks
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2025-03-22T05:09:33.581490
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02-6-2025
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://open.oregonstate.education/nuclear-security/chapter/chapter-8-risks-of-nuclear-energy-generation/",
"book_url": "https://open.oregonstate.education/nuclear-security/front-matter/introduction/",
"title": "Nuclear Security",
"author": "David Bernell, Ben Wickizer, Meredith Bowers",
"institution": "",
"subject": "Security, safety and protection skills / professions,"
}
|
https://open.oregonstate.education/nuclear-security/chapter/chapter-9-u-s-and-global-safeguards-and-policy/
|
Chapter 9 – U.S. and Global Safeguards and Policy
Open Sources (Available to all)
- Holt, M., & Andrews, A. (2014). Nuclear power plant security and vulnerabilities. CRS Report No. RL34331 [January 3]. Retrieved from https://fas.org/sgp/crs/homesec/RL34331.pdf.
- International Atomic Energy Agency. (2011). Nuclear Security Recommendations on Physical Protection of Nuclear Material and Nuclear Facilities (INFCIRC/225/Revision 5). Retrieved from https://www.iaea.org/publications/8629/nuclear-security-recommendations-on-physical-protection-of-nuclear-material-and-nuclear-facilities-infcirc/225/revision-5.
- International Atomic Energy Agency. (2008). Nuclear security culture. IAEA Nuclear Security Series No. 7: Implementing Guide. Retrieved from https://www-pub.iaea.org/MTCD/Publications/PDF/Pub1347_web.pdf.
-
U.S. Nuclear Regulatory Commission. (2015). Protecting our nation: A Report of the U.S. Nuclear Regulatory Commission. Office of Nuclear Security and Incident Response. Retrieved from https://www.nrc.gov/docs/ML1523/ML15232A263.pdf.
- Van Dine, A., Assante, M., & Soutland, P. (2016). Outpacing cyber threats: Priorities for cyber security at nuclear facilities. Nuclear Threat Initiative. Retrieved from http://www.nti.org/media/documents/NTI_CyberThreats__FINAL.pdf.
Additional Readings (Available to OSU Students through the OSU Valley Library)
- Deutch, J., Kanter, A., Moniz, E., & Poneman, D. (2004). Making the world safe for nuclear energy. Survival, 46(4), 65-79. Retrieved from https://search.library.oregonstate.edu/permalink/f/1g9lfhc/TN_informaworld_s10_1080_00396330412331342466.
- Holdren, J. P. (1983). Nuclear power and nuclear weapons: the connection is dangerous. Bulletin of the Atomic Scientists, 39(1), 40-45. Retrieved from https://search.library.oregonstate.edu/permalink/f/1g9lfhc/TN_gale_ofa2572563.
- Rockwood, L., (2018). How the IAEA verifies if a country’s nuclear program is peaceful or not: The legal basis. Bulletin of the Atomic Scientists, 74(5), 317-325. Retrieved from https://search.library.oregonstate.edu/permalink/f/1g9lfhc/TN_wos000443845800004.
- Frank R. Spellman, F. R., & Stoudt, M. L. (2011). Nuclear infrastructure protection and homeland security. Lanham, MD: Government Institutes. OSU Library E-book, retrieved from https://search.library.oregonstate.edu/permalink/f/ueodtl/CP71189509150001451.
- Spinrad, B. (1983). Nuclear power and nuclear weapons: the connection is tenuous. Bulletin of the Atomic Scientists, 39(2), 42-47. Retrieved from https://search.library.oregonstate.edu/permalink/f/1g9lfhc/TN_informaworld_s10_1080_00963402_1983_11458951.
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pressbooks
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2025-03-22T05:09:33.591551
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02-6-2025
|
{
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"url": "https://open.oregonstate.education/nuclear-security/chapter/chapter-9-u-s-and-global-safeguards-and-policy/",
"book_url": "https://open.oregonstate.education/nuclear-security/front-matter/introduction/",
"title": "Nuclear Security",
"author": "David Bernell, Ben Wickizer, Meredith Bowers",
"institution": "",
"subject": "Security, safety and protection skills / professions,"
}
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https://pressbooks.pub/oertraining2023/chapter/defining-open-educational-resources/
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1
Learning Objectives
By the end of this lesson, you will be able to:
- Define OER
Introduction
Open Educational Resources (OER) are any learning, teaching, or research resources that are both free of cost and come with reuse rights. This includes a wide variety of resources such as textbooks, full courses, journal articles, datasets, and interactive learning content. OER are separated from other “free” content by the reuse rights that have been granted through an open copyright license such as Creative Commons (CC). With these rights, or permissions, we are able to adapt OER content for various contexts without worrying that we are running afoul of copyright law. Without an open license, free content is probably not OER.
Hewlett Definition
A long-time philanthropic supporter of the Open Education movement, the Hewlett Foundation’s definition of OER is widely referenced around the globe:
Open Educational Resources are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and repurposing by others. OER include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge.
More Resources
Knowledge Check
[h5p id=”1″]
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pressbooks
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2025-03-22T05:09:33.601778
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06-28-2023
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.pub/oertraining2023/chapter/defining-open-educational-resources/",
"book_url": "https://pressbooks.pub/oertraining2023/front-matter/introduction-2/",
"title": "OER Training",
"author": "William Meinke",
"institution": "",
"subject": "Desktop publishing, Copyright law"
}
|
https://pressbooks.pub/oertraining2023/chapter/why-oer/
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2
Learning Objectives
By the end of this lesson, you will be able to:
- Give common motivations for OER adoption and use
Introduction
Open Educational Resources (OER) offer a number of advantages to closed or fully-copyrighted content, but each person will find their own reason for adopting or promoting OER use. The two primary motivators for the UH OER initiative are:
- to save students money on course materials, and
- to facilitate academic innovation
There are many factors at play when discussing these reasons, so we will begin to unpack them below. The hope here is that you will be able to discuss various motivations behind OER with a sense of depth beyond the basic argument — which is more likely to lead to action.
Cost Savings
Quite possibly the easiest motivating factor to understand is the cost savings associated with switching to an OER text. With textbook and homework codes for a single course reaching $300-400 per student, significant cost savings can be achieved with the adoption an OER textbook.
More detailed aspects of the cost savings motivation are:
- The extreme rise in the cost of textbooks and materials
- The cost of these materials has risen at 3-4 times the rate of inflation since 2006
- Digital textbooks are nearly free to copy, yet are often compared in price to print textbooks
- Textbook rentals typically limit when and how students access materials, keeping nothing at the end of the course
- The cost of textbooks driving students to make poor academic decisions[1]
- Students regularly skip buying the required book for a course
- Students take fewer courses or delay taking a course due to the textbook cost
- Students obtain required texts through whatever means necessary, with potential legal consequences
Academic Innovation
OER come with a set of permissions that allow instructors to engage with content in unique and valuable ways which are not allowed with traditional content. From simple things such as correcting typos or grammatical errors to more involved activities like updating the content with the latest research, OER allow faculty to have full control over the material.
This shift in the relationship between faculty and content takes time and careful guidance, but here are some of the interesting and innovative ways OER is already being used at UH:
- Localizing content with relevant local or regional examples
- Reorganizing and aligning OER content with an existing course structure
- Working with students in the upkeep and growth of the OER
- Incorporating practice or assessment items directly into the content
Remember, the above are things that OER enable based on their reuse rights — if there is no open license, we are very limited in what we are allowed to do.
Knowledge Check
[h5p id=”2″]
- U.S. PIRG (2016). Covering the Cost. Retrieved from http://www.uspirg.org/reports/usp/covering-cost ↵
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pressbooks
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2025-03-22T05:09:33.619963
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06-28-2023
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.pub/oertraining2023/chapter/why-oer/",
"book_url": "https://pressbooks.pub/oertraining2023/front-matter/introduction-2/",
"title": "OER Training",
"author": "William Meinke",
"institution": "",
"subject": "Desktop publishing, Copyright law"
}
|
https://pressbooks.pub/oertraining2023/chapter/open-licenses-and-oer/
|
3
Learning Objectives
By the end of this lesson, you will be able to:
- Describe the importance of open copyright licenses for OER
Introduction
Open licenses such as Creative Commons (CC) support knowledge sharing and collaboration by granting copyright permissions in an easy-to-understand, interoperable way. Without open licenses, a great deal of time and resources would be required to create one-off copyright agreements between creators and those would wish to collaborate or build on existing work. CC licenses were created to make it easy for anyone to grant copyright permissions broadly, for others to use without having to ask each time. Open licenses help grease the gears of collaboration by making it clear what you can and cannot do with the creative work of others.
Attribution
A foundation aspect of open licenses like CC is that attribution, or credit, is required for any reuse. This means that anyone reusing your work will need to make reasonable effort to provide full attribution to you if they reuse your work. This is often displayed in the caption of an image, the credits of a film, the footer of a webpage. What creators often care about most is that they receive credit for their work, and all CC licenses require attribution.
Conditions
Creative Commons (CC) licenses come in six flavors, ranging from the most open Creative Commons Attribution (CC BY) license to the least open (CC BY-NC-ND). At the core of every license is the Attribution (BY) requirement, and these additional terms have been combined into licenses that share you work with different conditions for reuse:
- Share-Alike (SA): All derivative work(s) must be shared with the same license
- Non-Commercial (NC): Commercial use rights are not given
- No-Derivatives (ND): The work can be shared, but only if it remains unchanged
Note: The ND Creative Commons licenses are not considered “OER licenses” because they do not allow customization or modification.
Permissions
Copyright restricts use of our creative work without expressed permission from the creator or copyright owner, and there hasn’t always been an easy way to grant permissions to others. Open licenses take care of this for us, telling others how they can used our work in terms that are easy to understand — and that are interoperable with OER that carry similar licenses. David Wiley is well known for having coined the “5 R Activities[1],” which are an easy way to understand the permissions associated with content that is OER.
Retain – the right to make, own, and control copies of the content (e.g., download, duplicate, store, and manage)
Reuse – the right to use the content in a wide range of ways (e.g., in a class, in a study group, on a website, in a video)
Revise – the right to adapt, adjust, modify, or alter the content itself (e.g., translate the content into another language)
Remix – the right to combine the original or revised content with other material to create something new (e.g., incorporate the content into a mashup)
Redistribute – the right to share copies of the original content, your revisions, or your remixes with others (e.g., give a copy of the content to a friend)
If you are working with content that cannot be involved in the 5 R activities, you may not be working with OER.
Interoperability
CC licenses were designed in a way to allow straight-forward mixing of content that carry different licenses. The important thing to note here is that standardized licenses such as Creative Commons makes content easier to combine and remix legally, whereas custom agreement and contracts have very limited interoperability and would require a great deal of effort to customize to each potential sharing or collaborative arrangement.
Knowledge Check
[h5p id=”3″]
- http://www.opencontent.org/definition/ ↵
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pressbooks
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2025-03-22T05:09:33.633226
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06-28-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.pub/oertraining2023/chapter/open-licenses-and-oer/",
"book_url": "https://pressbooks.pub/oertraining2023/front-matter/introduction-2/",
"title": "OER Training",
"author": "William Meinke",
"institution": "",
"subject": "Desktop publishing, Copyright law"
}
|
https://pressbooks.pub/oertraining2023/chapter/knowing-where-to-find-oer/
|
4
Learning Objectives
By the end of this lesson, you will be able to:
- List useful repositories and search tools for finding OER
Introduction
Locating useful OER is both critical for OER adoptions and is a common stumbling block when first engaging with OER. According to the 2015-2016 Babson OER Survey[1], the top three barriers to OER adoption are related to discovering and selecting appropriate OER. This lesson will help you focus on the use case for the OER, and take a look at a variety of locations and methods for finding OER.
Knowing What to Look For
Perhaps the most important first step when searching for OER is knowing what you are looking for. Are you seeking OER video lectures that discuss Microeconomics? Or are you looking for a full 100-level OER course on Psychology? If you are able to narrow down your search to a particular field of study and have an idea of the types of OER content you are seeking, your searching will be much easier. The syllabus for a course is often a great place to see what content is already being used.
OER Repositories
Institutional Repositories (IR)
Like many higher education institutions, the University of Hawai’i has a system-level OER repository meant to store OER created and adapted by UH faculty and staff. Repositories like this have OER organized into collections and communities, usually following a subject-focused organizational structure, or one that represents OER from the different colleges and departments within the institution. IRs like this can be very useful in terms of finding OER that have been curated by librarians and educational staff. Full downloads of OER content are typically hosted here.
Examples of Institutional Repositories for OER:
Open Repositories
Open repositories provide free hosting for OER content, and typically offer services that make it easy to find and curate OER on their platform. These repositories may or may not be associated with educational institutions, and OER content from all over the world can be found in them. Full downloads of OER content are typically hosted here, as well.
Examples of Open Repositories:
Referatories
Referatories are websites that curate reviews and collections of OER, but send visitors to other website to access the full, downloadable content and files. In some cases, Open Repositories can also act as referatories, storing some OER content collections, and referring visitors to other websites for some OER downloads.
Examples of Referatories for OER:
Search Tools
Google Advanced Search
Google’s Advanced Search allows you to filter results by usage rights, but they do not offer a list of licenses to search by. Instead, they give their own descriptions of the licenses:
- not filtered by license (default)
- free to use or share (CC BY-NC-ND)
- free to use or share, even commercially (CC BY-ND)
- free to use, share, or modify (CC BY-NC or CC BY-NC-SA)
- free to use, share, or modify, even commercially (CC BY or CC BY-SA)
To find content that you can modify, select one of the two last options in the dropdown menu.
CC Search
Creative Commons has its own search tool called CC Search, which makes it easy to activate filters for CC-licensed content on multiple search tools and platforms at once.
These search tools rely on license metadata being detected on the source webpage(s), but it is wise to confirm the CC license on the content you want to reuse before doing so.
- https://www.onlinelearningsurvey.com/reports/openingthetextbook2016.pdf Retrieved September 27, 2017. ↵
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pressbooks
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2025-03-22T05:09:33.649108
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06-28-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.pub/oertraining2023/chapter/knowing-where-to-find-oer/",
"book_url": "https://pressbooks.pub/oertraining2023/front-matter/introduction-2/",
"title": "OER Training",
"author": "William Meinke",
"institution": "",
"subject": "Desktop publishing, Copyright law"
}
|
https://pressbooks.pub/oertraining2023/chapter/benchmark-find-relevant-oer/
|
5
Summative Activity: Find and Review Relevant OER
Now that we have a basic understanding of what OER are and where or how we might find them, let’s put this knowledge to practice.
- Choose a specific field (eg Geography, Biology, Economics, etc).
- Search one or more OER repositories for texts in that field.
- Select an OER text and review it using this Google form.
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pressbooks
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2025-03-22T05:09:33.658880
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06-28-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.pub/oertraining2023/chapter/benchmark-find-relevant-oer/",
"book_url": "https://pressbooks.pub/oertraining2023/front-matter/introduction-2/",
"title": "OER Training",
"author": "William Meinke",
"institution": "",
"subject": "Desktop publishing, Copyright law"
}
|
https://pressbooks.pub/oertraining2023/chapter/copyright-creative-commons-and-public-domain/
|
6
Learning Objectives
By the end of this lesson, you will be able to:
- Differentiate between Copyright, Public Domain, Creative Commons licensing, and Fair Use.
Introduction
Open Educational Resources (OER) rely on bending copyright law with tools such as Creative Commons (CC) licenses to enable frictionless sharing and collaboration that would otherwise be difficult to manage from an intellectual property perspective. Open licenses tell others how they can use your work by explicitly granting them copyright permissions to share and adapt your work, with CC licenses being the gold standard in interoperable open licenses for content. This lesson explains essential aspects of copyright, Creative Commons licenses, and reusing openly licensed content that are helpful in supporting faculty who are adopting or authoring OER.
Why is this important?
The copyright status of a work will (along with other factors) determine what you can and cannot do with the creative work of someone else. U.S. Copyright law has changed over time, creative works are usually put into three buckets in terms of their copyright status. Knowing how to identify and differentiate between common types of copyright status will be useful when determining which content you may reuse, and how.
As you search for OER, you will become familiar with the markings of each copyright type, and that there often is no marking that indicates the copyright status of a work.
Copyright
The rights to fully copyrighted works a.k.a. All Rights Reserved (ARR) are held by the creator(s) of the work. It can be unlawful to use copyrighted works of others without their permission, and no permissions are granted in the case of ARR works. Activities such as copying, modifying, publicly displaying, publicly performing, and distributing copies of ARR work may be illegal unless legal permission is granted by the creator.
Copyright in the U.S. is automatically assigned to creators of work, with no registration necessary. You may have seen copyright marks or statements at the beginning of books or in the credits of a film, often in the format of “Copyright [creator name] [year]”. Due to the automatic nature of copyright, work that has no marking should be seen as having all rights reserved — no permissions granted until you are granted them specifically from the owner of the rights.
More Resources
Public Domain (PD)
Work in the public domain can be reused freely for any purpose by anyone, without giving credit or attribution to the author or creator. With few exceptions such as being unable to claim the PD work of others as your own, works in this category can be used with great confidence as copyright has either expired or the works were produced by the U.S. Federal Government, and so entered the U.S. PD immediately after creation or publication.
Currently in the U.S. creative works will enter the public domain 70 years after the death of the creator. Creative Commons (the organization) created a legal tool called CC0 (see-see-zero) to help creators place their work as close as possible to the public domain by releasing all rights to it.
More Resources
- Public Domain (Wikipedia)
- The Public Domain (Stanford University Libraries)
- Improving Access to the Public Domain: the Public Domain Mark (Creative Commons blog)
Creative Commons (CC)
Creative Commons (CC) is a non-profit organization that offers free legal tools to make creative work more shareable. There are six different CC license that explicitly grant permission for others to use your work in certain ways, forming a spectrum of openness. The most open CC licenses requires only attribution (giving credit) but otherwise permits nearly any use imaginable. The less open licenses include components that limit or prevent commercial reuse and modification.
CC license marks are visibly symbols telling others that work can be reused, not requiring direct contact or permission from the creator. Properly applied to digital content, a CC license contains a link to a human readable description of the license with a further link to the legal deed behind the license.
More Resources
Fair Use
Fair use is not a copyright status, but is actually a copyright principle that suggests that the public can make certain uses of copyrighted works without permission. Whether or not a specific use falls under Fair Use is determined by four factors:
- the purpose and character of your use
- the nature of the copyrighted work
- the amount and substantiality of the portion taken, and
- the effect of the use upon the potential market.
There are additional exceptions and limitations to Copyright, but for the purpose of streamlining sharing and remixing, explicit permission to reuse and adapt work (such as through a CC license) is preferable to seeking defense under Fair Use or related exceptions.
More Resources
- Fair use (Wikipedia)
- Fair Use (Stanford University Libraries)
- Limitations and Exceptions (World Intellectual Property Organization – WIPO)
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pressbooks
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2025-03-22T05:09:33.674171
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06-28-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.pub/oertraining2023/chapter/copyright-creative-commons-and-public-domain/",
"book_url": "https://pressbooks.pub/oertraining2023/front-matter/introduction-2/",
"title": "OER Training",
"author": "William Meinke",
"institution": "",
"subject": "Desktop publishing, Copyright law"
}
|
https://pressbooks.pub/oertraining2023/chapter/cc-license-conditions/
|
7
Learning Objectives
By the end of this lesson, you will be able to:
- Describe the combinable conditions of a CC license
Introduction
There are six different Creative Commons (CC) licenses that are useful combinations of conditions, all including the primary condition of Attribution. Understanding the meaning of each condition can be useful when deciding which CC license to use.
CC license conditions in short form are pronounced:
- BY (bye)
- SA (es-say)
- NC (en-see)
- ND (en-dee)
Attribution (BY)
The Attribution (BY) condition is fundamental to all CC licenses. What many creators care about most is receiving credit for their creative work, and so when reusing CC-licensed work, proper attribution must be given to the original creator — and to other contributors on the work, if any.
Share-Alike (SA)
The Share-Alike condition adds a requirement for anyone reusing your work to also license their own creation (based on your work) under the same license. Both the CC BY-SA and CC BY-NC-SA licenses include this condition, effectively making them ‘copyleft’ or ‘viral’ licenses. While this condition effectively “locks open” the content, remixing SA content with non-SA or other-SA licensed work may not be straightforward or allowed at all.
Non-Commercial (NC)
The Non-Commercial condition allows for reuse and sharing, but reserves commercial rights for the creator. The meaning of the NC condition itself and its ability to prevent commercial reuse is not always clear, but the license condition does clearly indicate that commercial reuse rights are not being granted.
No-Derivatives (ND)
Combining the Conditions
The BY condition is a part of all the licenses, but not all of them work together. For example, the SA and ND conditions do not appear in the same license because there is no reason to include the share-alike condition when no derivatives are being allowed. Together, the conditions form the six CC licenses:
- CC BY
- CC BY-SA
- CC BY-NC
- CC BY-NC-SA
- CC BY-ND
- CC BY-NC-ND
Knowledge Check
[h5p id=”5″]
[h5p id=”6″]
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pressbooks
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2025-03-22T05:09:33.686987
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06-28-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.pub/oertraining2023/chapter/cc-license-conditions/",
"book_url": "https://pressbooks.pub/oertraining2023/front-matter/introduction-2/",
"title": "OER Training",
"author": "William Meinke",
"institution": "",
"subject": "Desktop publishing, Copyright law"
}
|
https://pressbooks.pub/oertraining2023/chapter/putting-a-cc-license-on-your-work/
|
8
Learning Objectives
By the end of this lesson, you will be able to:
- License a work with a Creative Commons license
Introduction
A Creative Commons (CC) license can be placed on a wide range of content, indicating to potential reusers what they are allowed to do with your work. Many content sharing platforms such as YouTube, Vimeo, Flickr, and more have tools for marking content as you upload them. In other cases, you may wish to individually mark content that will be shared in places other than a public platform. This lesson will cover the basics of marking your content with a CC license.
What’s in a license?
When we “get” a CC license, all we are doing is placing a license icon or statement on our work, and linking back to the legal documents for the license we chose. For example, a CC BY 4.0 license is seen below:
This work is licensed under a Creative Commons Attribution 4.0 International License.
This license was generated by the CC license chooser, and the HTML code from the license chooser was pasted into this webpage. While not a requirement of the license, using the HTML code for the license is the ideal way to mark individual pieces of content with a CC license because it is machine-readable and allows CC-licensed content to be found more easily. As you will see below, using the CC license chooser is not necessary if you provide complete attribution in other forms.
Attribution (TASL)
According to CC best practices, proper attribution includes:
- Title
- Author
- Source (link back to creator, if applicable)
- License (name of license and version)
The above is an example of a basic attribution for a single piece of content.
CC License Chooser
The CC license chooser can make short work of marking your work with a CC license. To begin, go to https://creativecommons.org/choose/.
You will be prompted to select conditions for sharing your work, as mentioned earlier in this chapter.
Once you have chosen the conditions you wish to share under, the chooser will show you which license fits your terms:
If this is the license you wish to use, you are almost done. If not, revise the conditions from the earlier step to match the license you wish to share under.
Then, you will have the option of adding descriptive metadata to the license.
Last, you will have the option of having the chooser give you a CC license mark in a format that fits your content well.
At this point, you can copy and paste the license badge and text, or grab the HTML code for use on the Web.
Webpages
Webpages are often marked with a CC license in the footer or sidebar of the website. The example below is from the Pressbook (website) containing this lesson:
Video
It is simple to use a CC license bumper frame at the beginning or end of a video, or wherever the credits appear. CC license bumpers appear like so:
Offline Materials
Materials intended for print or other non-digital use can be marked with a CC license as well. This is often displayed in the footer of a document, or wherever the copyright statement usually exists. Offline CC license marking does not carry links back to the original work or the license, but it does make it clear how the content is being shared.
Knowledge Check
[h5p id=”7″]
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pressbooks
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2025-03-22T05:09:33.700152
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06-28-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.pub/oertraining2023/chapter/putting-a-cc-license-on-your-work/",
"book_url": "https://pressbooks.pub/oertraining2023/front-matter/introduction-2/",
"title": "OER Training",
"author": "William Meinke",
"institution": "",
"subject": "Desktop publishing, Copyright law"
}
|
https://pressbooks.pub/oertraining2023/chapter/cc-license-compatibility/
|
9
Learning Objectives
By the end of this lesson, you will be able to:
- Combine work with different types of Creative Commons licenses
Introduction
In many cases, you will be creating new work based on the work of others. The Creative Commons (CC) license on each piece of content will determine if, and how, you are able to combine work that has been shared under different licenses. This is a very important step before any adaptation, or combining of work is done.
License Compatibility
Most of the CC licenses have good compatibility when remixing work under different licenses, but some of the licenses restrict our ability to do so. CC has shared a license compatibility chart that shows which licenses work together, and which ones do not allow content to be combined.
You will notice two things:
- Content under an ND license cannot be combined with any other content (because it cannot be adapted)
- Content under an SA license can only be combined with content under the same license
With those things in mind, there is still great remixing potential among content licensed under the more permissive CC licenses.
Collections and Curations
In specific use cases, it may be possible to combine content that has been licensed under a more restrictive license (SA and ND) that would not normally allow free remixing. For example, if you were to collect chapters from various OER books into one, these chapters may be able to carry their own licenses separate from the overall license on the book itself. If most of the content in the book were under a specific license, say CC BY, and there were a small number of chapters under a CC BY-SA license, it may be possible to license the entire book at CC BY so long as the license on those BY-SA chapters remained.
The details and nuances of this are beyond the scope of this training, but it is useful to know which licenses explicitly allow combination and remixing, and which licenses require more care when considering their reuse.
Knowledge Check
[h5p id=”8″]
[h5p id=”9″]
[h5p id=”10″]
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pressbooks
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2025-03-22T05:09:33.715823
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06-28-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.pub/oertraining2023/chapter/cc-license-compatibility/",
"book_url": "https://pressbooks.pub/oertraining2023/front-matter/introduction-2/",
"title": "OER Training",
"author": "William Meinke",
"institution": "",
"subject": "Desktop publishing, Copyright law"
}
|
https://pressbooks.pub/oertraining2023/chapter/determining-technical-openness/
|
10
Learning Objectives
By the end of this lesson, you will be able to:
- Download an OER from the UH OER Repository
- Assess the technical openness of an OER (ALMS framework)
Introduction
It is often said that OER are, “free like puppies,” implying that there may be no up front costs, but that OER require care and attention to be happy. We can safely assume that having some knowledge pet care would help us better care for our puppy. Analogies aside, your effectiveness working with OER and advising others in their work will depend on having basic knowledge of common instructional design practices and being able to work with digital media files.
This section will offer basic guidance in understanding the technical side and workflow processes for developing OER.
The ALMS framework
As David Wiley explains on the opencontent.org definition page, CC licenses give us permissions to exercise the 5 R’s (reuse, revise, remix, redistribute, retain), but poor technical choices can make open content less open (and thus, harder to work with).
The ALMS Framework provides a way of thinking about those technical choices and understanding the degree to which they enable or impede a user’s ability to engage in the 5R activities permitted by open licenses.
The framework includes four buckets (or whichever your preferred container is) that questions about the technical openness of an OER likely fit into. Here are the descriptions of each bucket.
(This material is based on original writing by David Wiley, which was published freely under a Creative Commons Attribution 4.0 license at http://opencontent.org/definition/)
Access to Editing Tools
Is the open content published in a format that can only be revised or remixed using tools that are extremely expensive (e.g., 3DS MAX)? Is the open content published in an exotic format that can only be revised or remixed using tools that run on an obscure or discontinued platform (e.g., OS/2)? Is the open content published in a format that can be revised or remixed using tools that are freely available and run on all major platforms (e.g., OpenOffice)?
Takeaway: Can you edit the OER without the need for specialized or expensive tools?
Level of Expertise Required
Is the open content published in a format that requires a significant amount technical expertise to revise or remix (e.g., Blender)? Is the open content published in a format that requires a minimum level of technical expertise to revise or remix (e.g., Word)?
Takeaway: Would most faculty be able to edit the OER at their current skill level?
Meaningfully Editable
Is the open content published in a manner that makes its content essentially impossible to revise or remix (e.g., a scanned image of a handwritten document)? Is the open content published in a manner making its content easy to revise or remix (e.g., a text file)?
Takeaway: Can all parts of the OER be edited?
Self-Sourced
It the format preferred for consuming the open content the same format preferred for revising or remixing the open content (e.g., HTML)? Is the format preferred for consuming the open content different from the format preferred for revising or remixing the open content (e.g. Flash FLA vs SWF)?
Takeaway: Can you edit the OER directly or is a separate editable file needed?
Using the ALMS framework
Like with any framework or set of guidelines, the usefulness of the ALMS framework vary. At the very least it is important to understand the kind of technical aspects to be aware of when considering which OER can be easily incorporated into your work. Here is an example of a simple application of the ALMS framework on an OER in the UH OER repository:
Writing for Success https://dspace.lib.hawaii.edu/handle/10790/3180
Go ahead and take a look at the item record. You’ll see the persistent identifier (for citation purposes), the license on the content, ownership metadata, and more. If the content has been uploaded in multiple formats, each of these will be presented to you here.
But how technically open is it? Which file format do we want to download?
The ALMS framework applied to this work in a way that helps us understand the technical openness of this OER might look somethings like this:
Access to editing tools: The content is available in PDF, which isn’t usually editable without Adobe Acrobat Pro. But there is an ePub version that can be ingested by Pressbooks as well as edited with open source tools like Calibre. The PDF could also be scraped (copied from the screen) and pasted into a simpler format such as a Word document, which could be very time consuming. So, we can say that the basic editing tools are available at no or low cost.
Level of expertise required: Editing this OER in Pressbooks or Calibre would require some knowledge of HTML, the markup formatting used for content on the Web. Additionally, editing this book may require file management as the chapters exist as separate files in the ePub or HTML version. If the content were placed in a Word file (as mentioned above), editing could be simplified further.
Meaningfully editable: The OER content is fairly flat (primarily text, no embedded media) and all content appears to be editable. There aren’t any features I would be concerned about being able to edit.
Self-sourced: The ePub file is self-sourced, so at minimum we have one read-and-edit file available to us.
When in doubt about the effort required to edit an OER you find, it may be worth searching the Web for other copies or instances of the OER that have been converted to a friendlier file format. For instance, many of the OpenStax OER textbooks have been ported into Pressbooks so that they can be easily edited and then exported to a variety of formats.
|
pressbooks
|
2025-03-22T05:09:33.730093
|
06-28-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.pub/oertraining2023/chapter/determining-technical-openness/",
"book_url": "https://pressbooks.pub/oertraining2023/front-matter/introduction-2/",
"title": "OER Training",
"author": "William Meinke",
"institution": "",
"subject": "Desktop publishing, Copyright law"
}
|
https://pressbooks.pub/oertraining2023/chapter/making-oer-accessible/
|
11
Learning Objectives
By the end of this lesson, you will be able to:
- Describe techniques for creating accessible OER
Introduction
Content should be created in a way that makes it accessible to all learners. As you plan an OER adoption or adaptation, plan to check the accessibility of your content before making it available to others. Not only is this a generally good practice, content published by public institutions may be subject to state and/or federal mandates for accessibility. In short, making your OER accessible from the get-go will help learners consume the content in the way that best suits their needs.
This section will explain techniques towards making instructional content more accessible, including OER. More thorough recommendations for making content accessible can be found in this adaptation of the Accessibility Toolkit originally published by BCCampus.
Lowest common denominator
While it is often fun to use different font types (“fonts”), colors, and clip art on your instructional materials, content that follows a more structured approach will likely be more accessible. As OER is passed between authors and editing tools, it’s advisable to leave the fancy styling as a last step and share out “clean” versions of the content without custom fonts and floating elements. When in doubt, leave your custom styles out.
Four steps towards authoring accessible content
When writing text-based content, sticking to these four suggestions will greatly improve the accessibility of your content. In particular using stricter markup will help screen readers convey the content more clearly. MS Word, Google Docs, and many other common tools used for OER editing will have these built in into their menus, making it easy to structure your content cleanly.
Use heading levels (h1, h2, h3)
Text-based OER benefits from being structured with heading levels. Many editing tools support TOC (table of contents) generation based on where these section markers are placed. Individuals using screen readers will also more easily navigate the sections of your content when headings levels have been applied consistently throughout.
Use true lists (ordered, unordered)
While they may “look” similar to bulleted lists, using asterisks with hand-spacing to create lists can really jam up a screen reader that is expecting structured content. Whenever listing items, use the true list features of your content editor. This applies to both unordered (often bulleted) and ordered (numbered or lettered) lists.
Example — clear and accessible:
- First list item
- Second one
- And a third
Nonexample — unclear:
* First list item
* Second item
* And a third
Give alt text descriptions to images
No matter the subject of an image or figure used in your content, we need to offer descriptive text to support those with visual impairments. A screen reader will look for a contextual description of an image to share with the learner, which should live in the text surrounding the image (title or caption) or as alternative (“alt”) text. This is one of the most common overlooked accessibility aspects of content created for instruction, but editors for both online and offline content nearly all include tools for adding alt text to images.
Use descriptive link text
Ensure that all web pages and weblinks have titles that describe a topic or purpose. The purpose of the link can be determined by the text alone. That is, you don’t need to include additional information justifying the use of the link. You want the link to be meaningful in context. For example, do not use generic text such as “click here” or “read more” unless the purpose of the link can be determined by meaning in the surrounding content.
Example — clear and accessible:
Information on the BC Open Textbook Project is available online.
Nonexample — unclear:
Click here for information on the BC Open Textbook Project.
Use the WAVE tool
A great deal of OER content is displayed on websites, where we can use accessibility-checking tools to identify areas that can make it difficult for assistive technology tools to work properly. The WAVE tool does just that: identifies errors and possible issues with the accessibility of webpages.
For example, we can see the WAVE tool’s accessibility check on opencontent.org/definition. As far as content structure and formatting is concerned, the page looks great. The WAVE tool caught a couple small errors (a missing page title, missing language declaration) and had a couple warnings for parts of the page that may be troublesome from an accessibility perspective.
Knowledge Check
[h5p id=”15″]
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pressbooks
|
2025-03-22T05:09:33.745039
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06-28-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.pub/oertraining2023/chapter/making-oer-accessible/",
"book_url": "https://pressbooks.pub/oertraining2023/front-matter/introduction-2/",
"title": "OER Training",
"author": "William Meinke",
"institution": "",
"subject": "Desktop publishing, Copyright law"
}
|
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