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My Personal Statement
My Personal Statement
Before I transferred to America from my home country college for tertiary level of learning, I had not been to this place; I attended the first two years of my college career in my home country and later moved to the United States of America. When I first arrived in America, although I got a high Tofel score, the immediate thing I noticed is the English difference. I still think my English is not yet good enough to keep my academic Grade Point Average (GPA) higher, so to achieve this, in my first semester of learning in an institution I attended in America, I decided to choose two ELI classes. The main reason behind this preference is the fact that I need to improve, enhance and by reference, make better my English, presumably especially to fit in the American life and society, on a bigger picture, and to boost my confidence when communicating in this language. Thus, in the first semester I registered as a part time student in the university in which I was taking six credits academic class. As much as the English language difference made me appreciate the fact geographical positioning comes along with other aspects, and caused the necessity of getting to learn the American English as a supplement, it makes communication difficult.
The cultural understanding of the society I’m living in has helped in developing and enriching my cultural intelligence and knowledge through the participative approach to sensitivity, respect and deep commitment when searching the rich wall-hanging of the world. In this manner, I have been able to understand that the people around me have different beliefs, think differently, feel and reason differently and more over, have different points of reference from mine and as a consequence of this, I have been able to understand myself better. Seeing the world in a wider context will help me with fitting in a vibrant and intellectual community that is characteristic of the University of Washington. Given that this university has been my dream school, I would grab every chance that comes my way of acquiring admission into this institution. I have forever held the belief that a meaningful life entails aiming higher and striving hard to achieve that high. In fact, when faced with a problem, I always draw strength from the expression “never give up” which encourages me to keep pushing and never tire working towards my goals. As such, this is the second time that I am submitting an application to join the University of Washington. I made the decision to apply to this institution because, apart from being my dream school, it is a place I believe I will realize my full potential and, although, I was rejected on my first attempt, I am still confident that it is fit for me. I appreciated receiving an email from one of your officers with instructions that I could write a petition, the idea that I could have my name put in the wait list gave me new hope. Therefore, I am hoping for another chance.
The study of Mathematics has always fascinated me and since I have flair with the subject, it is no wonder that I decided to choose it as my major. I practically delight in the challenges of problem solving posed by mathematics and I know that the University of Washington is the most appropriate place for me to advance my studies and research in this limitless discipline. I hope to gain a much deeper understanding and appreciation of mathematics, which will be crucial to my career as a math teacher. The dream of wanting to be a professional mathematics teacher is one that I have always had so the opportunity of getting to the University of Washington is just one of the steps towards realizing such. In addition, I volunteered in the Sichuan earthquake as a rescue worker cum social and special aid provider and in this activity, I encountered little innocent children whose parents were victims of the tragedy. Such experiences have awakened the desire in me to professionally study mathematics, become a professional teacher and with that, obtained from University of Washington, I hope I will be in a position to share the knowledge I shall have acquired from your institution with the orphans in future.
Acquiring admission to one’s school of dream and studying one’s major career of choice and interest, and finally graduating as an accepted professional is just the perfect combination of living one’s dream, let alone playing your designated role towards making the world a better place. I am aware that the University of Washington is a vibrant, active, lively and exciting learning institution and I see this as an opening to studying in my dream institution. I say this because to me, vibrant, active, lively and exciting just to mention a few, are only some of the many factors that I consider as catalysts and enhancements that push one and keeps them on their toes in the line of achieving goals, meeting objectives and making things happen just like the go-getter that I am. With every bit of my ability, talent and love for knowledge as well as education, I would love to prove my potential to the social society, the community of the University of Washington and myself as well. The University of Washington is the preferred choice since both my brother and my best friend study in this institution. I hope with them, we can work as a team and thoroughly enjoy the subject in such a fast-paced environment.
Evidently, I have many different reasons for liking the University of Washington and in the same way, I also have love for, and interest in, not only a single career of choice. So apart from mathematics, there is also economics. My parents who are business owners influenced my love for economics as a discipline. Since I like focusing on problem solving techniques and mental processes, I like helping my parents to analyse the events in the business and derive almost every mathematical truth for such purposes. Even when I was young, I particularly enjoyed reading books on economics brought around by my parents. In this regard, if my major is economics, I also think I can acquire more knowledge on the discipline, which I will apply in my teaching career.
I would love to further my studies in an institution that will help me obtain better answers to the most pressing challenges and thus I hope you will give me a chance to study at the University of Washington.
My Personal Statement, Qatar Academy
My Personal Statement, Qatar Academy
The maxim “what doesn’t kill you makes you stronger” has always held a special meaning in my life. It is a life that I can describe as a journey whose many challenging encounters have at times made me lose sight of the goals I am aiming for. Thankfully, my parents have always been there for me whenever I need them. I truly appreciate their support and guidance but it is now time to stand on my own feet and live up to their expectations.
I began my education at Qatar Academy which was an international school that I attended for nine years. I became accustomed to the Qatar Academy atmosphere so much that I had a difficult time when I advanced to Resala, an independent girl’s school. Life in the new school seemed unbearable but I eventually got used to it. Adjusting to this new life in a new school taught me a valuable lesson in perseverance that I now believe I can now overcome every hurdle I come across. The experience also strengthened my inner drive to succeed so much that I now believe I can achieve anything I put my mind to.
After graduating from high school I made a decision to apply for the Academic Bridge Program. I truly believed the program would be an important step towards my goal in life. Enrolling in the ABP program would significantly assist in developing my academic skills as well as help me build on my self confidence, a characteristic trait that I would need when applying to any University. At this point in life I had a mission to accomplish regardless of which University I enrolled in or what courses I would major in. I had a clear vision of what I wanted to do in life and was truly dedicated to accomplish my mission. I was going to make a difference in the world no matter how small I would have to start. That was my vision.
Life has a way of putting obstacles in one’s way no matter how well prepared you are. My first semester of ABP did not reflect the best of my abilities and dedication to succeed due to certain unfortunate circumstances. My determination to work hard and get good grades was hampered by two untimely deaths in our family, my cousin’s and then my grandfather’s. This happened during the December break before the start of the second semester. My grandfather’s death was one of the most morally devastating periods in my life. I had been very close to him and in fact he was my role model. Dealing with the death of my grandfather and trying to put more efforts in my studies left me weak and sad. However, it was imperative that I move on and I willed myself to be stronger. By the time I got back to my feet, I was already striving to do my best to get even better grades. I went through a hard time at this phase in my life but I harbor no blame for anyone or anything. I have come to learn that bad things or misfortunes occur in our lives for a reason which is mostly to make us stronger and better prepared for the uncertain future. My experience has also taught me that perfection is unattainable in this world. In time I have begun to see a more responsible, determined, and responsible side of myself. The only way I can convince anyone of this is by being put through a test.
I now believe that “What doesn’t kill you makes you stronger” in every aspect of life whether in academics or in your personal life. I have discovered that making mistakes and finding your way out of difficult situations provides an opportunity to become a better person. I strongly believe that the University that will transform me into a more confident, strong, and focused person that I have always longed to be is Georgetown. It is why I have chosen you.
Global Issue
The year 2011 is emerging as a year of democratic revolutions. The beginning of the year saw a series of revolutions which started with in Tunisia. The suppressive government of Tunisia had denied its citizens their rights and freedoms for a long time especially in employment and provision of essential services. In agitating for their democratic rights and freedom, Tunisians rose up in protests in order for their voices to be heard leading to the resignation of their leader, President Zine al-Abidine Ben Ali who had been in power for 23 years. What followed can only be described as a domino effect in the Arab world.
The success of the Tunisian revolution became a beacon of hope for the people of Egypt. President Hosni Mubarak had held the helm of Egyptian leadership for thirty years which were chiefly characterized by poverty and unemployment. Egyptians suffered in silence under the Mubarak rule which curtailed freedom of speech through sanctioned police brutality and was riddled with corruption and unfair elections. Egyptians had for a long time suffered many economic problems like high food prices and low minimum wages. Since the rise of the former Egyptian president Hosni Mubarak to power in 1981, Egyptians had witnessed a period of massive exploitation of the country’s resources by the president, his family, and those close to him. As his power increased, his followers decreased. He was however able to maintain his position in power by implementing fear in the society. This fear had a significant effect in the choices Egyptians made especially during elections. Mubarak also exploited his people’s weaknesses and was able to manipulate them by seeming to be dedicated to solving their financial problems. Additionally, no Egyptian had the courage to stand up against Mubarak for fear of retribution by being thrown into prison or getting killed. When the people of Egypt could no longer take his authoritarian leadership, they came together in massive protests to overthrow his dictatorship.
The revolution was organized by the youthful generation in Egypt with the aid of technology. The protests for freedom and democratic rights began on January 25th with marches, rallies, violent clashes with police, and cats of civil disobedience in Egypt’s major cities like Cairo and Alexandria among others. In their desperation for freedom and a guarantee of a better future, many Egyptians sacrificed their lives. They not only sought to remove the president from power but also see an end to corruption and police brutality as well as ensure that democratic reforms were implemented in their political system.
Hosni Mubarak announced his resignation on February 11th and passed authority to the Supreme Council of the Armed Forces. They had waited for this change for many years and the subsequent celebrations of their victory took place across the country for many days. However, the end of Mubarak does not mark the end of their problems. They still have to confront the challenge of electing the right leader who will steer their country in a democratic manner towards the realization of a better future.
The domino effect of these revolutions which began in Tunisia has spread over to Bahrain and other countries across the Arab world. The revolutions symbolize the beginning of democratic reforms in the world and as other countries follow suit, the protests have become a global issue. The situation calls for solutions which, in my opinion, would involve initiating constitutional reforms, having fair elections, and ensuring security of the people. Leaders should consider the needs of their citizens and have an open policy of governance devoid of any government secrecy.
Handoff Communication Tool Improves
Handoff Communication Tool Improves Patient Safety
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Institutional Affiliation
Abstract
Medical errors account for a significant number of medical injuries and deaths in America. It is estimated that miscommunication during the care transfer between the care providers result to over eighty percent of the reported serious medical and clinical errors. Health care provider struggle to with the handed-off communication in the process of transferring the patient. In many instances, critical and necessary information concern the patient being handed-off are not effectively passed on to the new team of care givers, hence limiting effective care provision and increasing medical errors. However, a publication by the Journal of the American Medical Association asserts that medical errors can substantially be reduced without any burden to the existing workflow through standardization of the verbal and written communication during handoff process. This research focuses on the PICO based guidelines to demonstrate the medical errors that patients under surgical procedures are exposed to. The research further addresses the effectiveness of improved handoff communication in reducing possible medical errors that might occur in the transition process, hence, improved patient’s safety.
HANDOFF COMMUNICATION TOOLS IMPROVE PATIENT SAFETY
Most doctors and nurses start their careers with the expectation of gaining the needed professional skills and knowledge primarily to improve the quality of healthcare by providing high-quality healthcare services. In the process of their practise, they come to realize that providing healthcare is more complex exercise that is characterized by bureaucracies, thus limiting their ability and capacity to provide the desired quality healthcare (Pubmed, 2013). The patients’ safety is at the mercy of the health care providers. The patients are subjected to different degrees of care and risks that are associated with healthcare. Therefore, patients seeking medical attention are likely to suffer from simple medical errors, with those undergoing medical surgeries being the victims of many medical errors. Since surgical patients are anesthetized, they have limited control or influence on their medical procedures and processes, therefore, making them more vulnerable to surgical errors. In the process of surgery and care provision, the patients suffer from errors committed by the professionals whom they have entrusted with the responsibility of providing safe and quality care. The major source of such surgical errors is the miscommunication between the care providers during the handoff exercise (Garber, Gross & Slonim, 2010).
There have been cases where patients have had surgery and foreign objects like gauze and scalpels left in the patient’s body after the completion of the surgery. In addition, pathology specimen mislabelling, transfusion drugs prescription errors, and administering of incorrect quantity of drugs have been reported as the leading forms of medical and clinical errors. All these errors are attributed to communication breakdown between the care providers, especially during the transitions and handoffs (Lobdell & Stamou, 2013). These are errors that are preventable if a smooth and effective handoff communication is facilitated. Therefore, addressing this problem calls for tightenig all the possible communication loopholes that may occur in the handoff process. Effective handoff communication process is fundamental to enhancing the quality of healthcare and increase patient’s safety.
Improved handoff communication is beneficial to all the parties to healthcare; from the patient, nurse, and the doctor. Therefore, healthcare providers should strive to improve the quality of healthcare through effective communication during the handoff process. In the case of surgical patients, like the rest of healthcare, there is a positive relationship and correlation between communication and the safety of the patients (Wachter, 2012). Ineffective communication by the healthcare providers during the patients handover process increases the chances of medical and clinical errors that potentially causes tension among the health providers, resource wastage, and loss of valuable persons through medical error related deaths.
To avert these problems that arise from miscommunication in the handover process, we must improve on communication in the surgical procedure. For example, if a briefing is done before the surgical procedure is done, the team leader is established, all those involved be it the surgery, nurses, surgeons, student doctors are informed on what is required of them. Unlike, the usual pecking orders where this hardly happens (Garber, Gross & Slonim, 2010). For example, in a case where a patient who has been in a road accident and requires surgery also has a severe hip sprain. However, the sender health care worker forgets to mention this fact and no one know it other health care worker down the line will repeatedly further distort the patient’s hip causing distress and worsening the patient’s injury. When there are a big number of sender health care providers to give information about the same patient, there is a possibility of passing mixed information to the receiver. From the multiple sources and interpreting this takes time than when everyone has a specific issue to address ( Pubmed 2011).
The essence is to know what they are supposed to do and when. They should know how to handle any potential emergency if it should ever happen. The perceived safety issues should be addressed should they arise (Garber, Gross & Slonim, 2010). They should be able to review the procedure together. The instrumentation for use should be counterchecked, the drugs to be used, and everything that requires clarification should be dealt with at this point. It is better because the tension associated with surgery has not built up. When a patient is brought to the hospital, the expectation of the Receiving health care attendant is to get the critical information needed for them to safely care for the patient. The Sender, on the other hand aims to communicate the patient’s critical information to the receiving health care worker (Wachter, 2012). Many a times there is a disconnect between the critical information the Receiver gets. Some other information may not be necessary.
Receiving health caregivers have often gotten incomplete handoffs than Sender health care providers give. Sometimes there is a lack of teamwork, ineffective communication, inadequate amount of time during the hand off period, the sender healthcare providers may have very little information on the patient, and the receiver may have other competing priorities for his attention. Even at times the receiving health care worker may be unresponsive (Garber, Gross & Slonim, 2010). Solutions should include, to foster teamwork that will enhance communication. There should be adequate time allowed for a successful handoff procedure. Educate all health care providers on what is a standard handoff procedure and make it a priority in handling patients (Pubmed 2011). Engage staff in actual situations to test their hands off skills. Healthcare Senders should be encouraged to uses standardized forms during handoff. Inculcate the use of new technologies to assist in making the handoff successful and complete, for example, personal data assistants that would be recording information real time and electronic medical records (Garber, Gross & Slonim, 2010). It would cut on the time it takes to do the handoff and the incidents of data loss would be minimized health care Sender should identify and stresses key information to be relayed to the receiving health care worker.
A successful patient handover will have a direct impact on reducing morbidity and mortality rate among healthcare seekers (Lobdell & Stamou, 2013). The handing over of the patients to from the clinical to the theatre team should following the laid down changeover procedures and handoff. This is critical since there no competing interests at this time between the cares providers. Therefore, the handoff process must be smooth and efficient with all the necessary documents and information regarding the patient’s medical needs to be adequately addressed between the transitional medical parties, otherwise, more patients will succumb to medical and clinical miscommunication and errors.
References
Does improving handoffs reduce medical error rates?. PUBMED. 2014, March 30, http://www.ncbi.nlm.nih.gov/pubmed?linkname=pubmed_pubmed&querykey=5.
Garber, J. S., Gross, M., & Slonim, A. D. (2010). Avoiding common nursing errors. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins.
Lobdell, K. W., & Stamou, S. C. (2013). Quality improvement: Methods, principles and role in healthcare. New York: Nova Science Publishers. Alexander, E. L.
Nurses’ experiences and perspectives on medication safety practices: an explorative qualitative study. PUBMED. 2014, March 30, HYPERLINK “http://www.ncbi.nlm.nih.gov/pubmed/24635029” http://www.ncbi.nlm.nih.gov/pubmed/24635029.
Wachter, R. M. (2012). Understanding patient safety. New York: McGraw-Hill.