In this assignment, the goal is to think about 21st century support systems, the Common Core State Standards (CCSS), and International Society for Technology in Education Student (ISTE-S) standards and their relationship with quality instructional planning, delivery, and learner achievement. The assignment will use the Framework for 21st Century learning as a resource, to redesign or modify week #3 assignment in EDU 645. This was an instructional plan design for a kindergarten class and the subject area is English Language and Arts (ELA). The unit is on reading, rhyme and vocabulary.
“In the history of education, the current modern learner is considered to be the most complex, informed, tech-savvy and energetic individual” (Burnaford & Brown, 2014). The student’s today are inspired by creativity and innovation and are challenged and informed by technology (Framework for 21st century learning. n.d.). Their learning needs and wants are currently driven by innovation, creativity as well as the continuous changing space of technology (Burnaford ; Brown, 2014). Thus, these students’ expectations for teachers are as high as the expectations teachers have for them.
In reference to Loveless (2002), living and lifelong learning requires five capabilities namely, thinking (creativity); managing self; relating to others; using language, symbols, & text; and participating and contributing. Along with these five capabilities, the current student also has the 21st century skills for learning, the CCSS, and the ISTE-S Standards (Burnaford & Brown, 2014). To understand each of these skills I have redesigned my lesson plan called “Reading, Rhyme and Vocabulary” (Gibbons & Lomax, 2015). It helps to illustrate how to incorporate each of these skills into a daily lesson so as to not only meet the needs of all the diverse learners, but to build upon current knowledge with learning new skills (. Framework for 21st century learning n.d.).
Class: Grade 2
Subject: English Language Arts (ELA)
Unit: Reading, Rhyme and Vocabulary
Date: March 26, 2017, 11 am Teacher
Ms. Jane Doe Lesson Duration
1 hour

CCSS (New York ELA) – CCSS. ELA-Literacy.RL.K.2: Demonstrate proper reading skills and understanding of spoken word, syllables, and phonemes
– CCSS. ELA-Literacy.RL.K.2a: recognize and produce rhyming words
– CCSS.ELA-Literacy.RL.K.4: vocabulary enhancing standard. Students will be able to identify unknown (new) words found in a text and know them
Lesson Objectives – Be able to read their materials and identify rhyming words and at least three words that are new to them (vocabularies)
– Be able to work with the visual models to understand and identify rhyming words
– Apply their learned skills and knowledge to write on the iPad and computers about the rhyming words from the text

We Will Write a Custom Essay Specifically
For You For Only $13.90/page!


order now

ISTE Standards – The teacher will Inspire and facilitate imagination, creativity and innovation in students
– Apply existing knowledge to generate new idea
– Model creativity in reading using digital age learning
– Create original work to show personal or group expression
Materials Class reading book, pen & notebook, audio and visual version of the book, computer or iPad with drawing software, SMART-Board

P21- 21st Century Skills: – What performance standards are expected from students?
– When will students be held accountable for these expectations?
– Learning and Innovation Skill:
• Think originally and creatively
• Create new valuable ideas
• Work creatively and innovative with others to show innovative expressions
• Effectively develop, communicates & implement new ideas to others
– Information Media & Technology:
• Use computers/iPad to efficiently access information
– Life and Career Skills:
• Indicate leadership and responsibility
• Indicate initiative and self-direction

Teaching Activities/ Tasks What are the learning experiences that students will engage in? How will the instructor use these learning experiences (student products) as the lesson’s formative assessment opportunities?
Input The instructor provides the needed information for students to gain the skills or knowledge through reading the book, guided instruction, audio-visual reading, sample drawing, and sample use of iPad
Modelling The instructor demonstrates using the materials to show students what is expected of them at the end of the lesson
Checking for understanding It is vital that students understand what is instructed before they practice it. The teacher will walk around and observe student’s understanding
Questioning strategies The teacher gets the opportunity to ask students the right questions in a bid to probe for higher thinking levels. Bloom’s Taxonomy of Educational Objectives is a valuable tool for this section. The teacher will let students use the concept map, students will work together in groups, and let their friends help them brainstorm as they collaborate
Gradual Release of Responsibility
Focused lessons The teacher will model his/her thinking and content understanding for students. Teacher will prepare students for learning by establishing purpose of the lesson, model skills and strategies, think aloud, and notice how students are respond to instruction
Guided Instruction Teacher will prompt, cues, question, lead, or facilitate students through the tasks, which increase their understanding of the content.
Collaborative learning Allowing the students to collaborate and consolidate their concept understanding through group discussions, group exploration and brainstorming, problem-solving, and thinking with their peers e.g. use of workstations
Independent work Requiring students to apply their learned skills and knowledge as acquired to ask new questions and create authentic products. Student apply their acquired information in new ways. Thus, students are able to synthesize acquired information, transform them into ideas, and solidify their understanding. Students will research the new words over the internet and define them in their own words.
Differentiation Instruction How will the instructor ensure that all the students have access to appropriate instruction and can appropriately engage in this lesson?
– Consider all the aspects of the student’s diversity
– Give equal amount and similar materials and resources to all the students in the classroom using various instructional strategies, tools, and methods
– Give differentiated assessments
– Group students by ability for assignments or shared interest, topic etc.
– Design lesson based on students different learning styles
– Use formative assessments to assess students
– Appeal to the social and emotional needs of all the students all the time
Evidence of purposeful rigor and student thinking DOK: level 1- students will demonstrate knowledge of basic reading and understanding of the text DOK Level 2 – students will demonstrate understanding of text by identifying rhyming words and vocabularies
Assessment FOR Learning – Support of learning during the learning process
– Check if students are able to identify rhyming words
– Analyze student work during their guided practice and independent work if they can be able to explain the vocabularies in their own words
– Can the students draw pictures of the rhyming words
Use of technology that supports the learning outcome and instructional strategies – Help students use iPads and computers in drawing
– Students will use digital technologies to integrate, manage, evaluate and create information
– Students will apply technology effectively, as a tool for researching vocabularies
– The SMART Board will help in the instruction process

Summary
This summary details on the modifications and reflections of the lesson plan. There are times when the lesson plan needs to be modifies to cater for the needs of all the students as they arise. It is important that the teacher also reflects on the experience of the lesson plan and if its objectives and outcomes have been or shall be achieved (Lefrançois, 2013).
Summary – Modification
The precious CCSS were for a kindergarten class. I change them to reflect the needs of a second grade class. It was important that they reflect the needs of all students as regards to their 21st century skills as well as creativity and innovation (Gibbons & Lomax, 2015). The standards also had to ensure that students understand and use technology in a way that supports their learning and understanding (Burnaford & Brown, 2014). The ISTE- S changes were to improve their relationship with the teacher and their learning needs as regards to creativity and innovation and life and career skills. This is to ensure that the lesson plan and assignments, as previously planned, should reflect evidence of PLO’s 5 ; 7, which reflect their levels of creativity, technology use and innovation and aligning the lesson plan to New York CCSS.
Summary – Evaluation
I also redesigned the lesson plan to include appropriate 21st century support system components that align with the redesigned CCSS and activity. The assessments assesses the students’ learning levels and gives them an opportunity to decide their preferred learning style. The 21st century skills have been incorporated in the assessments and evaluation and forms part of the lesson plan (Gibbons & Lomax, 2015). These include Learning and Innovation Skill such as thinking originally and creatively; creating new valuable ideas; working creatively and innovative with others to show innovative expressions; and effectively developing, communicates & implement new ideas to others (Burnaford & Brown, 2014). Information Media & Technology have also been incorporated in the evaluation by requiring student to use computers/iPad to efficiently access information. Moreover, the lesson plan has also included Life and Career Skills such that students should be able to indicate leadership and responsibility as well initiative and self-direction skills (Lefrançois, 2013).
Summary – Reflection
For this second redesign I did not encounter many challenges. I have included in the new lesson plan opportunities for students to become globally aware and live within the capabilities of the digital world. The lesson plan is to give all students a chance to use their innovative and creativity skills, information and media, problem solving skills, collaboration, analytic thinking, and communication skills to improve their learning and share with others (Gibbons & Lomax, 2015). Even with the difficulties in redesigning the lesson plan I believe it will now equip the students with the proper 21st century skills. One thing I realized is that students must not only prepare for future work and education, but also for their international civic role. Each one of these components – CCSS, ISTE- S, Technology, and 21st C. skills, – is equally significant to shaping a student’s successful future (Burnaford ; Brown, 2014).
In conclusion, this new lesson plan view stress the importance of CCSS, ISTE-S, Technology, and creativity skills in learning vocabulary, reading and rhyme. It applies different approaches are components of the 21st Century skills set. It has been designed to cater for the needs of the 21st century learner who is not only tech savvy but also driven by creativity and innovation.
References
Burnaford, G., ; Brown, T. (2014). Teaching and learning in 21st century learning environments: A reader. Electronic version. Retrieved from https://content.ashford.edu/
Framework for 21st century learning. (n.d.). Retrieved from http://www.p21.org/our-work/p21-framework
Gibbons, L. ; Lomax, K. (2015). Counting: Why is it Important and How Do We Support Children? Part 1. Retrieved from http://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Counting_-Why-is-it-Important-and-How-Do-We-Support-Children_-Part-1/
Masters of Arts in Education Program Learning Outcomes. (2014). Retrieved from http://syllabus.next.college.com/
Lefrançois, G. R. (2013). Of learning and assessment. San Diego, CA: Bridgepoint Education.
Partnership For 21st Century Skills. (n.d.). Curriculum and Instruction: A 21st Century Skills Implementation Guide. Retrieved from http://www.p21.org/storage/documents/p21-stateimp_curriculuminstruction.pdf

In this assignment, the goal is to think about 21st century support systems, the Common Core State Standards (CCSS), and International Society for Technology in Education Student (ISTE-S) standards and their relationship with quality instructional planning, delivery, and learner achievement. The assignment will use the Framework for 21st Century learning as a resource, to redesign or modify week #3 assignment in EDU 645. This was an instructional plan design for a kindergarten class and the subject area is English Language and Arts (ELA). The unit is on reading, rhyme and vocabulary.
“In the history of education, the current modern learner is considered to be the most complex, informed, tech-savvy and energetic individual” (Burnaford & Brown, 2014). The student’s today are inspired by creativity and innovation and are challenged and informed by technology (Framework for 21st century learning. n.d.). Their learning needs and wants are currently driven by innovation, creativity as well as the continuous changing space of technology (Burnaford ; Brown, 2014). Thus, these students’ expectations for teachers are as high as the expectations teachers have for them.
In reference to Loveless (2002), living and lifelong learning requires five capabilities namely, thinking (creativity); managing self; relating to others; using language, symbols, & text; and participating and contributing. Along with these five capabilities, the current student also has the 21st century skills for learning, the CCSS, and the ISTE-S Standards (Burnaford & Brown, 2014). To understand each of these skills I have redesigned my lesson plan called “Reading, Rhyme and Vocabulary” (Gibbons & Lomax, 2015). It helps to illustrate how to incorporate each of these skills into a daily lesson so as to not only meet the needs of all the diverse learners, but to build upon current knowledge with learning new skills (. Framework for 21st century learning n.d.).
Class: Grade 2
Subject: English Language Arts (ELA)
Unit: Reading, Rhyme and Vocabulary
Date: March 26, 2017, 11 am Teacher
Ms. Jane Doe Lesson Duration
1 hour

CCSS (New York ELA) – CCSS. ELA-Literacy.RL.K.2: Demonstrate proper reading skills and understanding of spoken word, syllables, and phonemes
– CCSS. ELA-Literacy.RL.K.2a: recognize and produce rhyming words
– CCSS.ELA-Literacy.RL.K.4: vocabulary enhancing standard. Students will be able to identify unknown (new) words found in a text and know them
Lesson Objectives – Be able to read their materials and identify rhyming words and at least three words that are new to them (vocabularies)
– Be able to work with the visual models to understand and identify rhyming words
– Apply their learned skills and knowledge to write on the iPad and computers about the rhyming words from the text

We Will Write a Custom Essay Specifically
For You For Only $13.90/page!


order now

ISTE Standards – The teacher will Inspire and facilitate imagination, creativity and innovation in students
– Apply existing knowledge to generate new idea
– Model creativity in reading using digital age learning
– Create original work to show personal or group expression
Materials Class reading book, pen & notebook, audio and visual version of the book, computer or iPad with drawing software, SMART-Board

P21- 21st Century Skills: – What performance standards are expected from students?
– When will students be held accountable for these expectations?
– Learning and Innovation Skill:
• Think originally and creatively
• Create new valuable ideas
• Work creatively and innovative with others to show innovative expressions
• Effectively develop, communicates & implement new ideas to others
– Information Media & Technology:
• Use computers/iPad to efficiently access information
– Life and Career Skills:
• Indicate leadership and responsibility
• Indicate initiative and self-direction

Teaching Activities/ Tasks What are the learning experiences that students will engage in? How will the instructor use these learning experiences (student products) as the lesson’s formative assessment opportunities?
Input The instructor provides the needed information for students to gain the skills or knowledge through reading the book, guided instruction, audio-visual reading, sample drawing, and sample use of iPad
Modelling The instructor demonstrates using the materials to show students what is expected of them at the end of the lesson
Checking for understanding It is vital that students understand what is instructed before they practice it. The teacher will walk around and observe student’s understanding
Questioning strategies The teacher gets the opportunity to ask students the right questions in a bid to probe for higher thinking levels. Bloom’s Taxonomy of Educational Objectives is a valuable tool for this section. The teacher will let students use the concept map, students will work together in groups, and let their friends help them brainstorm as they collaborate
Gradual Release of Responsibility
Focused lessons The teacher will model his/her thinking and content understanding for students. Teacher will prepare students for learning by establishing purpose of the lesson, model skills and strategies, think aloud, and notice how students are respond to instruction
Guided Instruction Teacher will prompt, cues, question, lead, or facilitate students through the tasks, which increase their understanding of the content.
Collaborative learning Allowing the students to collaborate and consolidate their concept understanding through group discussions, group exploration and brainstorming, problem-solving, and thinking with their peers e.g. use of workstations
Independent work Requiring students to apply their learned skills and knowledge as acquired to ask new questions and create authentic products. Student apply their acquired information in new ways. Thus, students are able to synthesize acquired information, transform them into ideas, and solidify their understanding. Students will research the new words over the internet and define them in their own words.
Differentiation Instruction How will the instructor ensure that all the students have access to appropriate instruction and can appropriately engage in this lesson?
– Consider all the aspects of the student’s diversity
– Give equal amount and similar materials and resources to all the students in the classroom using various instructional strategies, tools, and methods
– Give differentiated assessments
– Group students by ability for assignments or shared interest, topic etc.
– Design lesson based on students different learning styles
– Use formative assessments to assess students
– Appeal to the social and emotional needs of all the students all the time
Evidence of purposeful rigor and student thinking DOK: level 1- students will demonstrate knowledge of basic reading and understanding of the text DOK Level 2 – students will demonstrate understanding of text by identifying rhyming words and vocabularies
Assessment FOR Learning – Support of learning during the learning process
– Check if students are able to identify rhyming words
– Analyze student work during their guided practice and independent work if they can be able to explain the vocabularies in their own words
– Can the students draw pictures of the rhyming words
Use of technology that supports the learning outcome and instructional strategies – Help students use iPads and computers in drawing
– Students will use digital technologies to integrate, manage, evaluate and create information
– Students will apply technology effectively, as a tool for researching vocabularies
– The SMART Board will help in the instruction process

Summary
This summary details on the modifications and reflections of the lesson plan. There are times when the lesson plan needs to be modifies to cater for the needs of all the students as they arise. It is important that the teacher also reflects on the experience of the lesson plan and if its objectives and outcomes have been or shall be achieved (Lefrançois, 2013).
Summary – Modification
The precious CCSS were for a kindergarten class. I change them to reflect the needs of a second grade class. It was important that they reflect the needs of all students as regards to their 21st century skills as well as creativity and innovation (Gibbons & Lomax, 2015). The standards also had to ensure that students understand and use technology in a way that supports their learning and understanding (Burnaford & Brown, 2014). The ISTE- S changes were to improve their relationship with the teacher and their learning needs as regards to creativity and innovation and life and career skills. This is to ensure that the lesson plan and assignments, as previously planned, should reflect evidence of PLO’s 5 ; 7, which reflect their levels of creativity, technology use and innovation and aligning the lesson plan to New York CCSS.
Summary – Evaluation
I also redesigned the lesson plan to include appropriate 21st century support system components that align with the redesigned CCSS and activity. The assessments assesses the students’ learning levels and gives them an opportunity to decide their preferred learning style. The 21st century skills have been incorporated in the assessments and evaluation and forms part of the lesson plan (Gibbons & Lomax, 2015). These include Learning and Innovation Skill such as thinking originally and creatively; creating new valuable ideas; working creatively and innovative with others to show innovative expressions; and effectively developing, communicates & implement new ideas to others (Burnaford & Brown, 2014). Information Media & Technology have also been incorporated in the evaluation by requiring student to use computers/iPad to efficiently access information. Moreover, the lesson plan has also included Life and Career Skills such that students should be able to indicate leadership and responsibility as well initiative and self-direction skills (Lefrançois, 2013).
Summary – Reflection
For this second redesign I did not encounter many challenges. I have included in the new lesson plan opportunities for students to become globally aware and live within the capabilities of the digital world. The lesson plan is to give all students a chance to use their innovative and creativity skills, information and media, problem solving skills, collaboration, analytic thinking, and communication skills to improve their learning and share with others (Gibbons & Lomax, 2015). Even with the difficulties in redesigning the lesson plan I believe it will now equip the students with the proper 21st century skills. One thing I realized is that students must not only prepare for future work and education, but also for their international civic role. Each one of these components – CCSS, ISTE- S, Technology, and 21st C. skills, – is equally significant to shaping a student’s successful future (Burnaford ; Brown, 2014).
In conclusion, this new lesson plan view stress the importance of CCSS, ISTE-S, Technology, and creativity skills in learning vocabulary, reading and rhyme. It applies different approaches are components of the 21st Century skills set. It has been designed to cater for the needs of the 21st century learner who is not only tech savvy but also driven by creativity and innovation.
References
Burnaford, G., ; Brown, T. (2014). Teaching and learning in 21st century learning environments: A reader. Electronic version. Retrieved from https://content.ashford.edu/
Framework for 21st century learning. (n.d.). Retrieved from http://www.p21.org/our-work/p21-framework
Gibbons, L. ; Lomax, K. (2015). Counting: Why is it Important and How Do We Support Children? Part 1. Retrieved from http://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Counting_-Why-is-it-Important-and-How-Do-We-Support-Children_-Part-1/
Masters of Arts in Education Program Learning Outcomes. (2014). Retrieved from http://syllabus.next.college.com/
Lefrançois, G. R. (2013). Of learning and assessment. San Diego, CA: Bridgepoint Education.
Partnership For 21st Century Skills. (n.d.). Curriculum and Instruction: A 21st Century Skills Implementation Guide. Retrieved from http://www.p21.org/storage/documents/p21-stateimp_curriculuminstruction.pdf

In this assignment, I will be explaining the operational issues in relation to the use of EasyJet’s business’ information. I will begin by defining operational issues and explaining some examples, how some laws can be applicable in this and what EasyJet will need to consider with the development of new systems to manage information and the possible need for more complex software and staff training.

Operational issues are important in running a business since businesses store and manage lots of information and so due to this, policies and procedures must be put in place regarding some of the issues explained below.

We Will Write a Custom Essay Specifically
For You For Only $13.90/page!


order now

Security of information is very important in the workplace. Since EasyJet collects lots of information from lots of avenues, they will need to make sure that the information gathered will be safe and secure and reliable and have some integrity and that no outsider can get access to them especially since most businesses now mostly rely on technology. Businesses will have to make sure that they have the right information in place for when they will need to make business decision

Back-ups. Most businesses will have backups made internal and external data to reduce the problem of losing important information which are stored on business servers. EasyJet also has this measure in place so that they wouldn’t compromise any information they have. They can back up their information by keeping them in another location.

Health and safety. Since there are some health risks in working with technologies, businesses will need to enforce some health and safety policies so that

Organizational policies are the policies that can be related to the use of business information that can ensure that the decisions that affect staff will take full account of their impact, contribute to efficient working relationships and are understanding and consistent.

Business continuance plans; these are measures put in place to ensure that a business will be able to survive a worst-case scenario, e.g. regular information backups. Because of this plan, employees will need to change the way they work e.g. storing information centrally instead of their hard drive.

Data protection act 1998. The 1998 Data Protection Act was passed by Parliament to control the way information is handled and to give legal rights to people who have information stored about them. Researchers must ensure that the data they obtain is kept secure, is only used for lawful purposes and is only kept for as long as it is necessary. This can be applied to the security of information.

The Health ; Safety Regulations (Display Screen Equipment) 1992 was made to apply to all display screen equipment e.g. computer screens. Employers must carry out a risk assessment of workstations used by employees to reduce any identified risks. Employers must ensure that employees take regular and adequate breaks from looking at their screens. Employers must ensure that employees are aware of their entitlement to yearly eye tests, with the cost of the eye test met by the employer in full. Employers must provide their computer users with adequate health and safety training for any workstation they work at. This is related to the health and safety of the employees

Management of Health ; Safety at Work Regulations 1999 this regulation was set to enable the employers undertake an assessment of the risks to health and safety of their employees and others who may be affected by their work activity. Employers with 5 or more employees should record the significant findings of this risk assessment. This regulation is related to the health and safety of the employee.

Workplace (Health, Safety ; Welfare) Regulations 1992 indicates that the employers have a general duty to ensure that the employees are safe in their workplaces as far is reasonably practicable.

EasyJet will need to consider that with each development of new systems to manage information, they will need to make sure that the information they collect will be secure and will be in line with the data protection act and that their staff will be properly trained for the software to run smoothly.

In this assignment, I have been able to explain the operational issues in relation to the use of EasyJet’s business’ information. I was also able to define operational issues and give some examples, how some laws can be applicable in this and what EasyJet will need to consider with the development of new systems to manage information and the possible need for more complex software and staff training.

In this assignment, I will be discussing the importance of both lifelong learning, and the ability to use evidence/research-based practice in my professional development as nurse. To do this, I will be looking at lifelong learning separately and evidence/research-based practice separately. In addition to this assignment, I will be asking three questions for both lifelong learning and evidence/research-based practice. Therefore, I will be looking at the so what, why, and what if to support my discussion in relation to the discussion.
Lifelong learning: According to Davis et al. (2014), he defined lifelong learning as a dynamic process that involves both personal and professional life and can be both formal and informal. He went on to say that for the learner to be a lifelong learner, he or she should be able to seek and appreciate new ideas to gain new perspective as in questioning one’s environment, knowledge, skills, and interaction. He also added that lifelong learners have certain characteristics which involves, reflection, questioning, enjoying learning, understanding the dynamic nature of knowledge and engaging in learning by actively seeking learning opportunities. Based on these characteristics, lifelong learners can be able to provide high quality of nursing practice.
Wise-Yoder (2008) as nurses that provide care for patients, they have some accountabilities when it comes to lifelong learning. However, the American Association of Colleges of Nursing stated that lifelong learning is one of the vital aspect for professional practices. Therefore, students that are undertaking undergraduate programs in healthcare are expected to continuously develop their professional development.
Besides the above definitions about lifelong learning in relation to nursing development, Steelman (2014) states that lifelong learning involves both academic education and professional development. However, she also mentions that most of the institutes of medicine tends to focus on the barriers that nurses come across when continuing their academic education, and therefore coalitions are actively repeating itself and moving the various nursing programs, causing transitions between academic programs seamless. She went on to say that managers or directors in the healthcare settings are in positions to speak on behalf of the nurses for tuition reimbursement programs which are available in most health care facilities and can be used as a recruitment and retention tool. Nurse Managers are also in the position to promote continuing academic education by making sure that there are flexibilities in shift for nurses to pursue their degrees. Also, it is the responsibilities of all nurses to ensure that they are continuing their personal and professional growth by seeking opportunities to exercise their leadership skills. The way in which nurses can do this is by networking with nurses that have higher qualifications.
Furthermore, lifelong learning does not only end at degree level but can be achieve through activities like attending conferences or local nursing meetings, reading journals, reviewing evidence-based, working in partnership with researchers to get answer to clinical questions. By doing this, it helps with the professional development (Steelman, 2014).
The importance of conference meetings is that it is an opportunity for continuous learning and inspiration for nurses. It provides various opportunities like presentation, posters and networking. Moreover, by reading journal articles can help with the understanding of evidence-based practices when providing care for patients. In addition, by taking part in an evidence-based practice project or reviewing updates on policy and procedure can help with the development of best nursing practices. Because of evidence failure to guide practice, nurses have a responsibility with working with a nurse researcher to generate the knowledge needed (Steelman, 2014).
In fact, because of the advancement in technology and because of the various changes in the medical field of nursing, nurses need to ensure that they are continuously developing their professional development when providing care or working in the care environment. The reason for this development is because it helps nurses to gain knowledge and skills which also help them to be competent when providing care and support for their patients (Huggins, 2004).
In 2004, Huggins stated that learning and development are both essential aspects of improving quality care within the National Health Service, and for this to happen nurses should be engaging in lifelong learning for maintenance and good practice. As nurses, it is essential that they update their knowledge and skills because of the increasement in technologies in the workplace and changes of work practice is important for evidence-based practice. In contrast to this, nurses must be able to adapt to these changes even though it can be difficult when working in an intensive care environment where patients are seriously ill. Because patients can be terminally ill, they will need some ventilation and a form of monitoring their health. Because of this, invasive cardiac output monitoring techniques are used for invasive pulmonary artery catheters and intensive insulin therapy application are also used. All these changes need knowledge and skills on behalf of carers, nursing and medical for evidence-based patient care.
“Nursing is lifelong learning” (Milne, 2016, para 3). Nursing however is all about lifelong learning because nurses can translate theory into practice which helps them provide effective care for patients. However, one challenge about nursing is the fact that patient’s expectations are very high causing pressures to do more with less. Also, with the changes to finance and the introduction of the role of nursing associates, it is stated that nursing associates helps nurses to spend more time, their knowledge and skills in focusing on their clinical responsibilities which helps them with decision making on patient’s care.

x

Hi!
I'm Piter!

Would you like to get a custom essay? How about receiving a customized one?

Check it out