Challenging Roles Of Nurses. Kelsey Wilkerson. Jackson...

Challenging Roles of Nurses Kelsey Wilkerson Jackson State Community College Challenging Roles of Nurses â€Å"Constant attention by a good nurse may be just as important as a major operation by a surgeon.† Dag Hammarskjold sums up all of healthcare in this simple statement. The care given by a nurse can aid in healing, or cause major damage. In every different setting that we find nurses, the roles they fulfill are very demanding. While nursing care is the same in the basics, every department has different demands placed on nurses. We are going to look at the differences and similarities of the role nurses play in the emergency department and in the intensive care unit. Nurses in the ICU and the ER perform some of the same skills.†¦show more content†¦Such tasks include, administering medications, like Morphine, that may lower the respiratory drive of patients who are already struggling to breathe. Nurses in the critical care setting will have a more complex set of skills than most nurses. These nurses are constantly dealing with ventilator systems, sensitive drains, and unstable patients. They administer highly potent drugs on a daily basis. Critical care nurses have to be quick in the event of an emergency, but also have to thoroughly think about what they are doing and effects the medications they are giving will have on their patients. Martin states that â€Å"Nurses must recognize that the overall goal of care (or treatment goal) is specifically related to a patient’s values and quality-of-life preferences and should not be confused with daily goals, care plans, and treatment tasks,† (Martin, 2010, p. 69). This is a hard line to ride in assuring individualized and holistic care to every patient. The positions held by critical care nurses and emergency room nurses differ somewhat. While critical care nurses are mostly taking care of very ill patients, emergency room nurses encounter a variety of illnesses at different stages. ER nurses have the daunting responsibility to decide which patient is â€Å"most critical† and needs to be seen immediately, but also know that the other patients are sick and can’t wait all day and night just to be seen. These nurses know that saving lives really is part of their job. They

Movie Review - the Kings Speech Essay - 1161 Words

Movie Critique for The King’s Speech I watched The King’s Speech for my movie critique at home. This film tells the story of Prince Albert, the Duke of York, and how he overcame a life-long speech impediment with the help of Lionel Logue, a speech therapist from Australia. The movie begins with Prince Albert (Colin Firth) attempting to deliver a speech written by his father at the closing ceremony of the Empire Exhibition. We find out that the king has already spoken, as well as Prince Albert’s older brother, the Prince of Wales, and now the Duke of York must speak. As he begins the speech, it becomes clear that he has a debilitating stutter. The scene following shows what I assume is one of many failed treatments by a specialist to†¦show more content†¦There is a montage of Prince Albert and Lionel Logue going through vocal training and we see Prince Albert slowly starting to improve and gain confidence. King George V (Michael Gambon) dies shortly after Prince Albert has commenced treatment, and Albert’s brother is placed on the throne as King Edward VIII. The new king is intent on continuing his relationship with the American divorcà ©e Wallis Simpson (Eve Best), against the wishes of the government. When forced to choose between Mrs. Simpson and retaining his position on the throne, King Edward chooses to abdicate, which elevates Prince Albert to the position of king. The new king realizes he needs the assistance of Lionel Logue now more than ever. In September of 1939, England declares that they are entering war with Nazi Germany, and King George VI (formerly Prince Albert) must address the people of Britain and the Empire. To help himself get through the speech, King George acts as if he’s delivering the speech to Lionel and not the millions of people hearing the speech via radio. The speech is viewed as a great success. We are told that Lionel Logue continued to support King George during his speeches throughout World War II. (The Kings Speech) One of the principals of verbal communication I observed in this movie is Politeness and Gender (DeVito 106). Although the book gives examples of women being more likely to be polite and for men to be indirect, in the movie, the roles are reversed and the Duchess ofShow MoreRelatedGenre Analysis of Movie Review Essay3976 Words   |  16 Pages1. Introduction In recent years, movie class plays a more and more important role in English teaching in China. Most teachers require students to write movie reviews after watching the movie. However, how to write movie review is still remain unclear to students. Some student download a review from the internet, and some write a summary of the movie instead. 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Iq Eq, Intelligence and Cognitive Intelligence Free Essays

A Assessment Name: Cognitive intelligence and Emotional Intelligence in Modern organisations â€Å"Intelligence is an abstract concept for whose definition continues to evolve with modernity, these days it refers to a variety of mental capabilities, including the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly, and learn from experience as well as the potential to do so† (Bonnies Strickland, 2nd,2001). This essay will be a discussion on what cognitive intelligence and emotional intelligence are, how they both represent intelligence, and how they play a role within an organisation through their strengths and limitations. This essay will discuss the recent popularity of emotional intelligence and that cognitive intelligence is not essentially the main predictor for organisational behaviour in modern organisations. We will write a custom essay sample on Iq Eq, Intelligence and Cognitive Intelligence or any similar topic only for you Order Now Cognitive intelligence generally can be referred to IQ tests or General Mental Ability (GMA) to name a few and is defined as â€Å"the general efficacy of intellectual processes† (Ackerman, Beier, Boyle, 2005, as cited in Cote Miners). Results in genetic behaviour points to beyond doubt that GMA or IQ has a strong genetic background, although heritability has shown the increase of GMA with age (Bouchard, 1998: Bouchard, McGue, 1998 as cited in Schmidt 2004). Cote and Miners 2006 believed cognitive intelligence also demonstrates as task performance based and is in relation to the organisational citizenship behaviour (OCB), this is then reflected to the organisations activities, achievement and objectives. Since the end of World War 1 measures of GMA have been used in the recruiting and hiring of employees (Yerkes, 1921 as cited in Schmidt, 2004), though the most popular GMA tests still in modern society is the Wonderlic Personnel Test. The strengths of GMA IQ tests are that they have been used as a predictor in personnel selection for over 80 years and have substantial evidence supporting it as a strong predictor of job performance in organisations. Schmidt has stated that GMA is positively linked to several life outcomes such as the level of education and the income of adult. Studies have been carried out on the effectiveness of GMA in relation to occupational level, according to Shmidt 2004; these include cross-sectional studies and longitudinal studies. Shmidt also stated that cross-sectional studies relied on people’s rankings of the occupational level of different occupations, similarities between the mean ratings across these studies excluding the regard of age, country of origin or social class. These studies concluded that mean GMA scores increased with occupational level, so if GMA score was high for an individual they would find it harder to enter higher occupational levels. This suggests that having a lower GMA rating was a requirement for a higher job occupation (Schmidt, 2004). Longitudinal studies focussed on the prediction of occupational fulfilment later in life by the measurement of GMA scores in the early part of life (Schmidt, 2004). Wilk, Desmarais and Sackett 1995 used the results from the National Longitudinal survey, in which young adults were tested over a 5 year period to measure GMA, these studies predicted the hierarchy of occupational level (as cited in Shmidt, 2004). This meant if the GMA score was- high they were most likely to move into a higher complexity job, where as if their score was low they were most likely to move down into a less complex job (Schmidt, 2004). However, limitations are known for GMA testing through certain literature has led to the conclusion that GMA may not be as well understood, this can be drawn from the research conducted on GMA’s constructs and measures as well as its moral judgements (Viswesvaran Ones, 2003). An example of this is the question of the group differences of the results and also the grounds of GMA being not good (enough) predictor (Goldstein, Zedeck Goldstein as cited in Viswesvaran Ones 2003). Analogy has been used from psychological testing literature that underlines GMA’s role in real life situations and environments (Reeve Hakel: as cited in Viswesvaran Ones, 2003). There are points of criticism that revolves around GMA; firstly is central criticism this is seen in articles by Goldstein et all, and it validates GMA for low real-life predicaments. Also it is seen that GMA tests should be acknowledged on the terminology used as some words can be seen as racist or fascist, words like discrimination and adverse can impact bias or unfair results (Viswesvaran Ones, 2003). It has been belief that cognitive attuned staff give modern organisations the competitive advantage in the organisational domain this is due with the cognitive ability to process technical, numerical and vast amounts of information (Schmidt Hunter, 1998. 2000; Michaels Handfield- Jones and Axelrod, 2001, as cited in Cote Miners, 2006). Although, the limitations of one possessing cognitive ability alone and very minimal if any emotional intelligence can result in a poor performance rate if one is to completely rely on only skills that are cognitive in the work place ( Cherniss, Goleman Bennis, 2003). Recently theorists have suggested that one’s intelligence does not only exist of cognitive intelligence, but also a grave amount of interpersonal and emotional intelligence. In modern management, one of the most proactive concerns is that of emotions related to performance of organisations (Cote Miners, 2006). Emotional intelligence has been discussed as a new predictor that is non-cognitive in relation to organisational performance and was popularized by Daniel Goleman in 1995 (Goleman, 1998 as cited in Cote Miners, 2006). Emotional intelligence is defined as â€Å"a set of abilities that includes the abilities to perceive emotions in self and in others, use these emotions to facilitate performance, understand emotions and emotional knowledge, and regulate emotions in the self and in others† (Cote Miners, 2006). Strengths of EI is correlated to the limitations of cognitive intelligence, as stated before people who score high in GMA tests can do poorly in organisations and social relations (Cherniss, 2010). An example of this would be the syndrome of Asperger’s. EI can influence job performance with the competencies of self-control, empathy, integrity, social skills, reliability, conscientiousness and motivation (Cherniss, 2010). In organisation behavioural perspective, EI can assist individuals with low GMA scores to manage their impressions well and in turn receive high performance ratings. This can be achieved by the development of links to co-workers who can provide assistance and can enrich learning- potential to that individual which than can lead to a higher level of occupation (Mehra, Kilduff Brass 2001 as cited in Cote Miners, 2006). According to Mayer and Salovey’s model, there are four main areas on EI: Identifying emotions, Using emotions, Understanding emotions and managing emotions. This model was the only model in which was supported by a confirmatory factor and measures by desirable psychometric properties (Cote Miners, 2006). Limitations of Emotion intelligence is the dearth of studies which relates to job performance thus, is the relation of criticisms of the ‘scientific status’ of emotional intelligence in organisational behaviour (Becker, 2003; Landy, 2005, as cited in Cote Miners, 2006). Barret and colleagues referred to emotional intelligence as â€Å"the Madison Avenue approach to science and professional practice†, he implies that the increase awareness of EI relates to the outspread of its nature which contrasts the scientific evidence (Cote Miners, 2006). Studies have suggested that there is no relation or consistency between job performance and emotional intelligence, specifying on particular tasks as academic performance (Petrides, Frederickson, and Furnham, 2004, as cited in Cote Miners, 2006). The display of competencies of emotional intelligence such as being empathetic, affiliated, highly self-aware and agreeable is not beneficial of being an effective leader (Antonakis, 2003, as cited in Pratt, Douglas, Ferris, Ammeter, and Buckley, 2003). Also, often the high need of affiliation for those requiring can place importance on individual interests rather than the organisations success (Antonakis, 2003, as cited in Pratt, Douglas, Ferris, Ammeter, and Buckley, 2003). Also, disperses of high emotional occurrences in the organisation setting, with that the concern of the negative feelings towards others could be misinterpreted. Therefore, recognising an individual’s emotions at all times is not beneficial to active and effective leadership qualities. Psychological ability defined by Wedeck as â€Å"the ability to judge correctly the feelings, moods, motivations of individual†, which can be incorporated by that of general intelligence (Cote Miners, 2006). Thus, because emotional and cognitive intelligence both represent that of general intelligence though in separate content domains, they may be associated with each other but would not correspond perfectly. However, several organisations have incorporated EI and GMA, IQ into their employee development programs also business schools have added EI to their curriculums (Boyatzis, Stubbs and Taylor, 2002 as cited in Cote Miners, 2006). Most mining organisations such as (Anglo American) also have incorporated aptitude and psychological tests which include both EI and GMA, as part- of their application to job recruitment. Goleman, Mayer, Salovey and Caruso have all argued that both emotional intelligence and Cognitive intelligence make linear yet independent contributions to job performance (Cote miners, 2006). By the combination of emotional and cognitive intelligence, people can receive higher performance in organisations. Concluding, this essay has discussed the strengths and limitations of both cognitive intelligence and emotional intelligence in relation to GMA, IQ and EI testing within the organisational level. The essay has also viewed cognitive intelligence and emotional intelligence operating in modern organisations either individually or incorporated together. Cognitive intelligence displays specific abilities in task and problem solving, strategic and analytical aspects of intelligence. Emotional intelligence demonstrates proficiency in producing the components of empathy, self-regulation and self-awareness in an organisational structure. Haslam (2007) summarised that many theorists discuss that one’s intelligence does not only compose of cognitive abilities but also an array of multiple interpersonal and emotional intelligences. References Cote` S, Miners C. H. (2006). Emotional Intelligence, Cognitive Intelligence and Job Performance. Administrative Science Quarterly, 51(1), 1-28. Anglo American. Retrieved from: http://www. angloamerican. com. au/careers/employment- programmes. aspx Cherniss, C. (2010). Emotional intelligence: Toward clarification of a concept. Industrial and Organizational Psychology,  3, 110-126. Haslam, N. (2007). Introduction to Personality and Intelligence. London, UK: SAGE Publication. Inc. Roberts, R. D. , Matthews, G. Zeinder, M. (2010). Emotional intelligence: Muddling through theory and measurement. Industrial and Organizational Psychology,  3, 140-144. Schmidt, F. L. , Hunter, J. (2004). General mental ability in the world of work: Occupational attainment and job performance. Journal of Personality and Social Psychology,  86(1), 162-173. Viswesvaran, C. Ones, D. S. (2002). Agreements and disagreements on the role of general mental ability (GMA) in industrial, work, and organizational psychology. Human Performance,  15(1/2), 211-231. How to cite Iq Eq, Intelligence and Cognitive Intelligence, Essay examples