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HERE IS A SAMPLE OF MLA FORMAT
Surname 1
Student’s
Name
Professor’s
Name
Course
Date
Fukushima Daiichi Accident
Explanation of Interest
The
chosen area of interest is the Fukushima Daiichi nuclear accident that occurred
in 2011 in Fukushima, Japan (“Fukushima Daiichi Accident”). The reason for this
choice is that it reflects two current and related issues that are of great
importance in current times. The first is climate change, and the second is the
use of nuclear energy. Since the invention of the atom bomb, nuclear power has
been at the forefront of the geopolitical environment. The accident at the
Fukushima plant brought the devastating nature of nuclear accidents back into
the limelight. At the same time, the way in which the accident was handled
presents lessons in modern accident mitigation techniques when it comes to
nuclear disasters.
Critical Lens
The
critical lens used for the proposed research will be historical and public
health. Since the advent of civilian use of nuclear energy in the 1950s, there
have been dozens of similar accidents, all around the world, with the Fukushima
accident being the latest significant one. Looking back at previous accidents,
it will be possible to tell the extent of safety systems that have been
developed over the decades. Moreover, the ways in which the previous accidents
have been handled, when compared to the Japanese government response to the
Fukushima meltdown, will give valuable insight into the appropriate methods of
responding to future accidents when they occur.
Chosen Multimodal
Project
For
the multimodal project, a presentation with the voiceovers and narrations will
be created. The audience in mind will be other members of the class; that is,
people who are only somewhat familiar with the topic of presentation. The
primary purpose of the multimodal project will be to act as an interaction
point between the research paper and the audience. The presentation will be a way
to summarize the content of the research and, at the same time, allow for
questions and immediate feedback. Personally, creating presentations using
PowerPoint, Google Slides, or other open source software will not be a great
challenge. The main anticipated challenge will be gathering and understanding relevant
information. Documents on nuclear power are highly technical. Moreover, some
reports, especially those from other countries, may not be available in
English.
Preliminary Research
So
far, three sources have been found that provide a summary of the events. The
World Nuclear Association provides a detailed account of the nuclear accident
as it occurred. Moreover, there are detailed descriptions of the plants’ site,
and the response by the government, including the evacuation effort, public
health, radiation exposure, and the effect of the earthquake on other nearby
plants. The article by Lotha et al., in the Encyclopaedia Britannica, offers a
broad overview of the events immediately leading up to the accident and the
response by the Japanese government. The scholarly article by Ohto et al.
covers the physical and mental health effects of the accident on the residents
of Fukushima. The authors revisit the mental health challenges that faced the
over 100,000 evacuees along with the social stigma they suffered. Later on, the
authors detail the social and economic rebirth of Fukushima and the revival of
the city. The two web sources will be used to provide an overview of events.
The scholarly source will be used when focusing on the public and mental health
effects of the accident on the evacuees.
Plan
Additional
sources will include reports, newspaper articles, journal articles, books, and
documentaries dealing with the public health effects of other similar nuclear
accidents. More sources will be used to determine government responses in these
other accidents. Much more reading is required in the sources due to the
additional links within the web articles. The embedded links may have
additional valuable information on the health effects of the nuclear accident.
Works Cited
“Fukushima
Daiichi Accident.” World Nuclear
Association, 2018. www.world-nuclear.org/information-library/safety-and-security/safety-of-plants/fukushima-accident.aspx.
Accessed 10 Apr. 2019.
Lotha,
Gloria, John P. Rafferty, and Marco Sampaolo. “Fukushima Accident Japan
[2011].” Encyclopaedia Britannica,
n.d. www.britannica.com/event/Fukushima-accident. Accessed 10 Apr. 2019.
Ohto,
Hitoshi, Seiji Yasumura, Masaharu Maeda, Hiroshi Kainuma, Keiya Fujimori, and
Kenneth E. Nollet. “From Devastation to Recovery and Revival in the Aftermath
of Fukushima’s Nuclear Power Plants Accident.” Asia Pacific Journal of Public Health, vol. 29, no. 2S, 2017, pp.
10S-17S. DOI: 10.1177/1010539516675700.
HERE IS A SAMPLE OF APA FORMAT
Running head: TRANSITIONS TO GRADUATE NURSING 1
Transitions to Graduate Nursing
Student’s Name
Institutional Affiliation
TRANSITIONS TO GRADUATE NURSING 2
Transitions to Graduate Nursing
The transition from undergraduate to
graduate nursing is jarring, to say the least. Graduate level nursing is
significantly different from the studies at the undergraduate level. For
instance, there is more focus on one specialty, and the workload increases. The
graduate specialty I will be taking is advanced generalist. Upon graduation
from this Masters course, I believe that I will be on the right career path for
myself. The course offers training in the areas that I would like to focus on
in my future career. As such, it is important to keep in mind the benefits of
this program and the vision of my desired future if I am to successfully
complete the course.
Specialty
Focus
The primary reason for choosing the
Masters of Science in Advanced Generalist nurse as my specialty is due to the
dual focus of the profession. Advanced Generalist nurses are trained in both
administrative and community based population health. Both these areas take a
higher level approach to nursing (Korniewicz, 2015). Accordingly, the two foci
of the graduate nursing course indicate that it emphasizes leadership within a
clinical setting. In essence, the MSN Advanced Generalist program is intended
to mould nurse leaders in various specialty areas. Therefore, I have chosen
this specialty so that I may be better prepared to take on future leadership
roles in my career, whether they are more pioneering or foundational.
There are various examples of people who
have specialized in Advanced Generalist practice and have made a real
influence. For example, Barabara G. Volker is the author of Hospice and Palliative Nursing Practice
Review, a book that is indispensable for nurses taking graduate courses in
hospice nursing. Another is Madrean Schober. In addition to being the acclaimed
author of the Introduction to Advanced
Nursing Practice: An International Focus, Schober is an educator, lecturer,
and consultant. Moreover, she has made significant contributions to the
advancement of nursing curricula design and program development, she has been
the Chairperson of the International Nurse Practitioner Network as well as the
liaison for the American Academy of Nurse Practitioners (Schober, 2017).
TRANSITIONS TO GRADUATE NURSING 3
Schober’s work is focused on the broader nursing role rather than point of care
roles. Thus, it is evident that advanced generalist specialty can lead to
numerous further opportunities due to the leadership training.
With advanced generalist roles focusing
more on administrative and strategic tasks, the contributions that I may make
would naturally revolve around this area. Specifically, I wish to contribute to
solving some of the more pressing issues that nurses face today. For example, chronic
nursing staff shortages have significant adverse effects not only on patient
safety but on nursing staff job performance, motivation, and safety (Schober,
2016). While some jurisdictions have mandated the minimum staffing requirements
for nurses, more of them have not. Therefore, it is not surprising that being
short-staffed and unit organization are the top reasons for nurses leaving
hospital jobs. Addressing such issues will require a leadership approach and
leadership skills that I will gain through the Masters specialty.
Short
and Long Term Professional Career Goals
In my future professional practice, I
envision myself in various leadership roles in creating awareness on the
challenges that face the nursing profession. Moreover, I wish to contribute to
policy decisions that affect nursing practice in the country and various
states. As mentioned above, nurses face various challenges, including
understaffing, overburdening with responsibilities, and unreasonably long
working hours. Studies show that nurses who work for longer shifts and have
less time to rest between shifts suffer from more severe levels of fatigue,
experience severe burnout, and have higher intents on leaving their jobs
(Korniewicz, 2015). It is such issues that I wish to help address in my future
career.
TRANSITIONS TO GRADUATE NURSING 4
One of the greatest challenges that I
will face during this course is time management. Having been through the BSN, I
have a reasonable inkling as to how much time and commitment such programs require.
It is likely that the graduate program will require even more. As such,
managing my time between class, personal studies, and clinical time will be a
difficult challenge. I will have to forego numerous social activities to focus.
Additionally, I will have to develop a support structure outside the course
that I can rely on to keep me grounded, focused, and revitalized.
The greatest personal strength I possess
that will be invaluable during the graduate program is my stubborn persistence.
Over the years, I have come to realize that I rarely ever give up. Such a
disposition is what got me through my BSN when research indicates that over
half of all undergraduate BSN students drop out before graduating (Bakker et
al., 2018). The graduate program is bound to be even more challenging than the
undergraduate one. However, I know that whatever comes my way, I will persist
until I accomplish my objective and successfully graduate.
Maintaining continuing education
requirements is important to retain licensure. Usually, these requirements
require one to cut back on their working hours so as to participate in the
classes. For many practicing nurses, maintaining such a requirement is often a
challenge. My plan to ensure that I fulfil the required continuing education
will involve adding this as part of any employment contract that I sign. Some
employers offer to pay part or all of a nurse’s fees for continuing education.
I intend to take advantage of such an offer since it is an indication of my
employer’s commitment to my professional development.
As the only master’s-prepared nurse, I
will have gained the requisite skills to take a leadership role at the point of
care. An advanced generalist can act as the primary care coordinator for
clients and even provide care for exceptional cases. As an advanced generalist,
I would not as prepared as advanced practicing registered nurses to provide
specialist care. However, the administrative focus of my program would provide
me with the requisite knowledge to manage, coordinate, and lead a
multi-disciplinary team on the floor so as to provide better care for patients.
TRANSITIONS TO GRADUATE NURSING 5
Conclusion
Overall, it is evident that an MSN with
an advanced generalist specialty is a challenging program. However, I choose
this program due to its focus on administrative roles and the business side of
the nursing profession. Various individuals have taken the advanced generalist
specialty and have made a difference in the healthcare setting. I am certain
that I will face various challenges during this program and in my future career
as an advanced generalist. However, I intend to make use of my persistence to
push through the challenging course and secure a position that will help me
with my continuing education requirements to maintain my licensure. On the
whole, I truly believe that the advanced generalist specialty is the best
career path for me to take.
TRANSITIONS TO GRADUATE NURSING 6
References
Bakker,
E. J. M., Kox, J. H. A. M., Miedema, H. S., Bierma-Zeinstra, S., Runhaar, J.,
Boot, C. R. L., van der Beek, A. J., & Roelofs, P. D. D. M. (2018).
Physical and mental determinants of dropout and retention among nursing
students: Protocol of the SPRiNG cohort study. BMC Nursing, 17(27), 1-9.
Korniewicz,
D. M. (2015). Nursing leadership and
management: The advanced practice role. Lancaster, PA: DEStech
Publications.
Schober,
M. (2016). Introduction to advanced
nursing practice. Switzerland: Springer.
Schober,
M. (2017). Strategic planning for
advanced nursing practice. Switzerland: Springer.
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