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University Degree: Problem Based Learning cases

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  1. Clinical care case study. Mrs. Burton was left with a mixture of emotion mostly feeling of dissatisfaction after her appointment, especially as she had been so nervous and apprehensive about seeing the doctor in the first place. Mrs. Burton had suspected

    There will also be relevant literature to underpin the care that Mrs. Burton had receive when being diagnosed with depression, as well as the rational of choosing Mrs. Burton. The rationale for choosing Mrs. Burton were both professional and personal rationale as the professional rationale for choosing Mrs. Burton was the fact that she was an elderly woman who is suffering from depression. I am fascinated with her condition as a student nurse perspective to gain knowledge and understand of how and what causes the different types of mental illness such as depression in my particular nursing branch.

    • Word count: 2384
  2. Origin,causes and treatments of gastroenteritis using a case study

    What can cause lower gastrointestinal infections? Microbes can cause gastrointestinal infections and the common agents are: Viral: rotavirus (common in children),noravirus (norwalk agent), calciviruses and astroviruses. These are usually self limiting and common in children. Bacterial: This is a common cause of food poisoning. Salmonella enterica: is usually associated with drinking un-pasteurised milk. Shigella: This is the most common cause of dysentery. Escherichia coli: most common species that cause diarrhoea are: entero-toxigenic and enteropathogenic species. These can either be heat stable or heat labile.

    • Word count: 2516
  3. reflective case study

    Confidentiality has been preserved throughout in accordance with the Health Professions Council (HPC) Code of Professional Conduct (HPC, 2002). To achieve and understand the use of reflection in a structured manner, the Gibbs (1988) Reflective Cycle will be utilised. Bulman and Schutz (2004) believe that reflection is a dynamic progression, and using a cyclical framework is of an advantage in providing structured guidance through a learning experience. Description I was told by one of the Doctors in the A&E department, there was a young boy in one of the cubicles that had fallen over and bumped his chin on the seat of a chair as he fell.

    • Word count: 2286
  4. Reflective Portfolio

    During my clinical placement in a surgical ward, I had the opportunity to observe and participate in pre-admission/assessment and pre-operative care of patients. I was very keen to learn and I worked very hard to assimilate all that I have observed and participated in. During my first shift I received my first report about the patients on the ward, their diagnoses and their treatments. I was privy to their confidential information. I felt so privileged that they have given me their trust about their health and their information.

    • Word count: 2256
  5. With medical advances promising ever more detailed pre-natal genetic screening, do we have a duty to prevent the birth of physically and/or mentally impaired individuals?

    Who decides which disabilities are bad enough to prevent life? Are the problems faced by disabled people really just prejudice from the rest of us? Are we playing god by making value judgments on who lives and dies? In this essay we will consider these questions more deeply, and look at potential avenues of reasoning that can steer us to a conclusion beneficial to all. We do not have space to touch on screening for late onset disability (Alzheimers etc) but this is also a consideration that the reader is encouraged to persue.

    • Word count: 2781

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At university, well-written essays are perhaps the best way to show your professors that you understand the material. Marked by Teachers is here to helpyou polish your writing, whether it's an essay inhistory, or a lab report in zoology. Visit our collection of student-submitted and teacher-marked essays to tap into a wealth of writing insight. It won't be long before your own writing lives up to its full potential.

Undergraduate students can continue to study after their degree, or go straight into the workforce. Jobs vary depending upon the degree, but the critical thinking skills gained during a university degree will continue to help students achieve their goals, for their first job and throughout their lives.


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