My mentor was my elementary school nurse who was also a family friend. She stressed the importance of how you must have the right attitude- a positive attitude. Respect is very important as well as listening. She was there for guidance and support and she led by example. On very stressful days at work when it would be easy to blow up, I think about my mentor and have to de-stress.
Methods from my mentor to improve educational experiences are always to smile, make eye contact with patients and call them by name. She encouraged you to learn as much as you can and don’t stop at an Associate degree.
Technology use is not meant to replace the person to person interaction that is essential in any nurse- patient encounter (pg 527). We as nurses can ensure the patient understands he/ she is at the center of our care by active listening, looking at the patient when talking and not continually at the computer. Patient centered care so that patients can provide their subjective experience as an input.(pg528) Presence is the act of being there and being with our patients fully focusing on their needs. Technology is great and does help us collect meaningful data and generate knowledge about patient situations, it is equally important to collect the human-to-human data that becomes available only when we step away from the technology and interact authentically with our patients. (pg534)
She always stated: “When you help others you help yourself, because what you give is what you get”
Dee McGonigle and Kathleen Mastrian (2017) Nursing Informatics and the Foundation of Knowledge (4th edition)OnlineSouthUniversityLibrary. Jones & Bartlett Learning, ISBN 9781284121247″ 368 https://www.homeworkmarket.com/homework-answers?page=368
Critically read, analyze, compare, and evaluate complex literary texts with the objective of identifying a text’s genre elements and its premises and assumptions in various social, historical, cultural, psychological, and/or aesthetic contexts.
Analyze and employ logical and structural methods such as inductive and deductive reasoning; cause and effect; and ethos, pathos, and logos that are free of formal and informal fallacies in language and thought.
Plan, write, and revise thesis-driven arguments to suit a variety of rhetorical situations, including interpretation, evaluation, and analysis, supporting them with a variety of appropriate textual evidence and examples and demonstrating use of common literary terms and appropriate conventions of academic discourse and literary analysis.
Find, analyze, interpret, and evaluate primary and secondary sources, incorporating them into written work using appropriate documentation format without plagiarism.
Critically read, analyze, compare, and evaluate complex literary texts with the objective of identifying a text’s genre elements and its premises and assumptions in various social, historical, cultural, psychological, and/or aesthetic contexts.
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