Health Maintenance Organizations Essays - Managed Care,

Health Maintenance Organizations Throughout history, America has always strived for freedom and quality of life. Wars were fought and people died to preserve these possessions. We are now in a time where we may see these ideals crumble like dust in the wind. Health Maintenance Organizations, HMO's are currently depriving millions of people from quality health acre and freedom of choice. This is occurring because people who are enrolled in HMO's are unable to choose the doctor that they want. Also patients lose the quality of care because HMO's interfere with the health care providers decisions. The Health Maintenance Organization has been proven to"sometimes interfere with physicians' exercise of sound medical judgement and avoid covering necessary medical care, causing members to either pay out of their own pockets or go without" (Schlossman). This means that the insurance company does not really care about you. The insurance company only cares about how much money it has to spend on you as a person and if you need a type of special care that cost money either you can pay for it your self or just go without the care that is needed. This interference often compromises the patients' ability to have freedom of choice in selecting a provider and to get the best quality for their health care needs. This freedom of choice is the ability to choice the doctor that you want as a doctor. Yet instead HMOs pick the doctor for you. All over the United States HMO's have denied patients the medical care which they need. In Charlotte, North Carolina, for example, a boy named Ethan Bedrick was born with cerebral palsy. His doctors said that in order for him to be able to ever walk, he would need extensive therapy. Yet according to HMO policy, patients are only allowed a maximum of fifteen therapy sessions per year; therefore, his health plan said "NO." The HMO said no when a little boy said please help. This proves why HMO's frequently deprive patients of the optimum quality of life. This little boy's future of being able to walk was crushed by an insurance company that was so money grubbing greedy that it could not stretch the rule for this case. Since the boy's therapy is not being paid for the HMOs gets a bonus in their paycheck. They took the money that was supposed to go to the therapy and put it into their pockets. An epidemic has occurred in most senior citizens lives. Since January 1, 1999 440,000 senior citizens have lost their HMO privileges. In essence, HMO's decided to arbitrarily eliminate the senior citizen plan. The sad reality is that many members who subscribed to these particular HMO's for its senior citizens package are out of luck and without medical coverage. For many people over the age of 65 who once had HMO benefits are now scrambling to find a new insurance. There are people like Allen Martin from New York, who is over the age of 65. Due to a severe disease his kidneys do not work. As a result he needs dialysis, (which is when the waste material is flushed out of the body) three times a week. This process is extremely expensive costing hundreds of dollars each time and what was once paid for by the HMO, but now he has to find some way to pay for it on his own. In many cases doctors are unable to tell a patient the limitations of their particular HMO and how it interferes with the ability to provide good medicine. This is called the "gag rule". These gag rules do not allow the doctors to say anything bad or against HMO's. Also the rules restrain doctors from telling the patient certain things that HMO's do not pay for such as special procedures that might benefit the patients condition. Doctors who work with HMO's have to sign a contract. This contract states that a doctor is unable to tell patients certain things. Yet in frequent cases doctors have felt limited by their contract with HMO's. This is because they want to tell patients important facts, but are unable to because of the contract. If the doctor's break this agreement, they stand to lose their contract with the HMO. The Health Maintenance Organization created a situation where patients have lost the ability to select the doctor of their choice. In addition, many plans have something called a "Gatekeeper". The gatekepper is a business man who probibly does not know anything abnout medicine or

Explore reflective accounts of the mentor’s developing role using a recognised framework The WritePass Journal

Explore reflective accounts of the mentor’s developing role using a recognised framework Introduction Explore reflective accounts of the mentor’s developing role using a recognised framework IntroductionDefinition of mentorshipDescription FeelingsEvaluation/ AnalysisConclusion/ Action planEvaluation/ AnalysisReferencesRelated Introduction The purpose of this assignment is to review and explore reflective accounts of the mentor’s developing role, using a recognised framework.   Ely and Lear (2003) suggest that following a mentorship preparation course, a mentor should have sufficient information to increase their knowledge base in relation to a student’s learning needs; the effectiveness of role-modelling and effective learning environments.   The ability to examine and reflect upon issues relating to; course development and facilitation and assessment of learning should also be developed.   In order to achieve such; a portfolio of learning in collaboration with a reflective critical analysis and evaluation of five learning outcomes will be completed: supported by available literature, this will demonstrate the integration of theory and practice.   Burns and Grove (1999) believe that a literature review should contain only current research from the last five years.   However, as both mentorship and the reflective process are evolving phenomenon, it was felt significant to include reference to material, both recent and classic.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Although research into the effectiveness of reflection is extremely limited, anecdotally it does appear evident that there are multiple advantages to reflective thinking (Burton 2000). These will be discussed in more detail in outcome 2, but briefly reflection can be regarded as innovative (Pierson 1998), dynamic (Burns and Bulman 2000) and as Burnard (1989) proposes, promotes feelings, thoughts and beliefs to be challenged.   Although reflection is believed by some to be an essential part of professional education and development (Atkins and Murphy 1993), it does however have its critics.   The lack of research into the value of reflection has been noted by Newell (1994) and Macintosh (1998).   Burnard (2005) criticises the point that reflection requires an accurate recollection of an incident.   However, this would not appear to apply during reflection-in-action. To direct the reflective process throughout this assignment, an adapted version of Gibbs reflective cycle (1988) has been implemented.   As the reflective process entails a recognition of an experience and a subsequent description of such (Powell 1989), it is justifiable to incorporate the use of the first person when discussing related feelings.   Hamill (1999) considers the use of first person to be suitable when writing an assignment that requires an element of personal reflection.   He also believes it to be appropriate when developing personal and professional qualities of self-awareness, reflection, analysis and critique. In accordance with the Nursing and Midwifery Council’s (2004) guidelines relating to confidentiality, the mentored student will be named Amy.   Throughout the assignment, the author will be referred to as a mentor (although in reality the role was more of an associate mentor since the official requirements for mentorship had not yet been met).   All paperwork and formalities were agreed and countersigned with a recognised ‘mentor’ who had previously undertaken the former 998 course.   This nurse also acted as the authors mentor throughout the preparation course. Definition of mentorship Phillips et al (1996) note a lack of clarity in the term mentorship.   A variety of definitions have been offered for the term ‘mentor’, and so for the purpose of this assignment, a considered clear-cut definition provided by a well-regarded source will be applied. ‘Mentorship is a role undertaken by a nurse midwife or health visitor who facilitates learning and supervises and assesses students in the practice setting’ (Department of Health/ English National Board 2001a). In a longitudinal qualitative study undertaken by Gray and Smith (2000), it was again revealed that students identified a good mentor as a good role model, encompassing skills such as being organised, caring, confident, enthusiastic and professional.   A bad mentor, however, was thought to have a lack of knowledge, expertise and structure in their teaching, who was unfriendly, unapproachable and intimidating.   Although this study provides an insight into the effects of mentorship on student nurses, it can only really be applied to the small sample size employed, as to generalise to a wider population, the sample must be well-defined (Cormack 2000) Outcome 1 Description I was not on duty on Amy’s first shift; however, the ward manager introduced her to the nursing team, orientated her around the ward and explained the emergency procedures.   During the first week of Amy’s placement, I ensured that time was allocated to discuss all her learning objectives.   These had been set by the school of nursing, by Amy herself, and included objectives that I felt she would be able to achieve during her 9 weeks on the unit.   Although Amy’s allocated placement was specifically the surgical assessment unit, it was agreed that as the qualified nurses rotated between this unit and the main ward, it would be beneficial for her to do the same, thus ensuring consistency of mentorship and also a broader range of experience. The course documents were attained from the link educator, and these were discussed with Amy to ensure all outcomes were appropriate to the course module.   It was agreed that although allocated time would be available to discuss her progress, both Amy and I would state any concerns or difficulties that were identified, as and when they arose. Feelings During this initial interview Amy appeared extremely enthusiastic to learn, and despite having just entering the second year of her training, she seemed knowledgeable in many significant areas of nursing.   Amy’s enthusiasm had a direct impact on my desires to become a good mentor.   Despite feeling extremely nervous that I may let her down by not encompassing the necessary knowledge and experience to assist her through her placement, I felt eager to prove my capability and to learn more about the mentorship process. Evaluation/ Analysis Ely and Lear (2003) state that an initial discussion between the mentor and student should take place at the earliest opportunity, ideally during the first shift of the placement (Gray and Smith 2000).   Phillips et al (2000) believe that the discussions regarding a students assessment, should pre pre-arranged and prioritised, to avoid the student feeling like an added burden.   Time should be spent to ensure a thorough assessment is made, as hurried meetings have been suggested to be of less value (Bedford et al 1993). Price (2005a) states that during this initial interview, the mentor should make it clear that any developing problems or concerns should be addressed as they arise.   He also suggests that this initial interview act as a reference point for future discussions regarding progression.   Neary (2000a) recommends clearly identifying outcomes at this point to aid the relationship between theory and practice.   These objectives should express the needs required by the individual student (Gray and Smith 2000), the learning opportunities that the placement can provide (Stuart 2003) and as Price (2005b) advocates, meet the module outlines set by the school of nursing.   Rogers (1961) maintains that students are more likely to succeed once they have identified, individual needs and feel confident in their ability to achieve them.   He also states the importance of the student feeling comfortable to ask for advice and express their limitations.   Oliver and Endersby (1994) agree, sug gesting that the identification of the student’s individual needs during the initial orientation facilitates their perception of security. A number of authors have suggested the use of a learning contract as part of the continual assessment process and as a guide to learning (Stuart 2003, Quinn 1998, Priest and Roberts 1998).   Ely and Lear (2003) believe the implementation of a learning contract specifying individual evaluative criteria and outcomes, can promote the individual to take control of their own learning.   This contract is thought to provide a structured plan for ongoing formative assessment, therefore assisting the learning process and providing continuity (Wallace 2003). Although this form of self-directed learning does appear to be advantageous (Hewitt-Taylor 2002), Darbyshire (1993) suggests that mentors may find it difficult to gain control over a learning situation. Hutchings Sanders (2001) highlight a study commenced in the Northern Devon Healthcare Trust in 1999, in which a regional project bid was placed to develop formalized, multi-professional learning pathways. The overall aim was to prepare and provide a learning environment that was dynamic and enjoyable and promoted high quality care. A learning pathway was developed in order to ensure equity and consistency in the quality of student practice place. It comprised of three steps: preparation for each placement, induction before each placement and the learning experience.   The study was piloted in 6 clinical areas over 3 months, attempting to evaluate the effectiveness of the model.   A baseline qualitative analysis of the perceptions of service staff and students was completed prior to the study. The results of this were to be compared to a similar evaluation on completion of clinical placements in the pilot areas.   Although suggested that the model will have a positive effect on the quality of the students experience, it was noted that the pilot had not yet been completed, and subsequent results have not yet been published. Conclusion/ Action plan Following the above reflection and analysis, it would appear that most of the issues highlighted in the literature were actually met in the initial meeting with the student.   It is however noted that my area of practice does not typically implement learning contracts unless a student is repeating a placement.   With this in mind, I devised a form of agreement in conjunction with Amy, which would aim to meet her individual learning needs.   This has been included in appendix1. The main presenting challenge was that of a time constraint.   Working on an unpredictable assessment unit, it is very difficult to prearrange a discussion. To overcome this problem, Amy and I agreed to stay behind at the end of assigned shifts and to utilise any ‘quiet’ time that arose during the placement. Outcome 2 Description In order to be an effective role model, I first needed to ascertain how I was perceived by others.   In order to gain an honest insight, I asked my family, friends, and chosen colleagues that I felt would not be afraid to be truthful.   The outcome was that although I was considered caring and enthusiastic to teach others, I sometimes appeared impatient when under stress.   I identified similar attributes when compiling my own list.   With the assistance of my mentor, I compiled a list of self improvements and asked her to observe my behaviour to notice if they were being achieved. Feelings I felt very aware and anxious, that my actions and attitudes would be observed by Amy and possibly imitated in her work.   I was therefore conscious of how I acted in front of her, and realised I needed to remain professional, not only when dealing with patients but also away from the clinical area. Evaluation/ Analysis It has been suggested that nurses should use self assessment and reflection as part of their professional work and learning (Thorpe 2004).   The Department of Health/ English National Board (2001b) profess that qualified staff should provide good role-models for best practice, valuing learning and encouraging reflection.   Boud et al (1998) emphasise the importance of reflection as both a learning and teaching tool, believing it to facilitate the integration of theory and practice and develop a nurses’ capacity to contextualize knowledge to meet patients’ needs.   Burrows (1995) highlights the effectiveness of reflective thinking for both enhancing clinical practice and affirming the value of practice and knowledge-in-action to the profession. Burrows (1995) does however point out that research suggests students under the age of 25 may not encompass the cognitive readiness or experience required for critical reflection.   Although the student discussed in this a ssignment is 34 years old, the majority of pre-registration student nurses are in fact included in this category. The term role modelling has been defined by Bandura (1977) as a process that teaches students to learn new skills from others, that does not involve their personal trial and error.   Donaldson and Carter (2005), consider it to be of such importance, that they advise the value of role modelling to be discussed in the preparation for mentorship module.   Effective role modelling involves competence, enjoying the profession and providing excellent nursing care, and using these qualities when interacting with students and structuring their learning environment (Wiseman 1994).   Murray (2005) lists the behaviours of a positive role model as; listening and responding appropriately, displaying warmth and sincerity, maintaining eye contact and asking questions.   The problems with role modelling, however, can be if the student observes bad practice and consequently mimics such (Charters 2000), or as according to Lockwood and Kunda (1999), if the student feels dampened and de-motivate d when unable to achieve high standards set by a high-achieving, outstanding mentor. Watson (1999) undertook a qualitative ethnographic study to investigate the mentoring experience and perceptions of pre-registration student nurses.   Interviews were conducted within the clinical setting, with 35 students on a common foundation programme, and 15 allocated mentors.   The semi structured interviews, lasting between 20 and 30 minutes, were conducted privately and recorded by the researcher.   The results from the students and mentors were very similar; all saw the mentor’s role as assessor, facilitator, role model and clinical support, although the students identified an additional key role as planning.   This study highlighted some important issues; however, it is not without its drawbacks.   Although a small sample size is often acceptable within qualitative research (Thompson 1999), in order for the results to be generalized Dempsey and Dempsey (2000) explain that the selection of subjects must be thought to be a representation of the target populat ion.   The researcher stated using purposeful sampling, but it was not felt that 35 students at the beginning of their training from 7 ward areas met such requirements.   As the researcher only used one form of data collection (Appleton 1995) and did not ask the subjects to verify the results (Nolan and Behi 1995), the results can not be deemed to hold credibility.   The fact that the researcher undertook the interviews herself, the results could also have encompassed interviewer bias (Carr 1994). Brereton (1995) believes that a mentor’s insight and understanding of the mentoring role is the most effective bridge over the theory-practice gap.   A number of mentorship roles have been discussed by Thompson (2004) including; sharing personal thoughts, feelings and intuitive practice, being aware of own strengths and weaknesses and their effects on others, and being sensitive to a students needs. Conclusion/ Action plan Having read and internalised the literature, I would hope that I am a ‘good’ role model.   To confirm the opinions held by the students, I have encompassed an anonymous questionnaire within the student booklet discussing the strengths and weaknesses of the placement area and feedback regarding their mentor.   I have also learnt to reflect more in and on-action to improve on my own self-awareness and gain further insight into my actions and feelings. Outcome 3/6/7 Description My ward area currently has access to the trust intranet and internet, hospital policies and protocols, a small selection of books and journal articles and a welcome pack, notice board and information file designed and intended for student nurses.   Students also have access to lockers, kitchen facilities and the staffroom.   Whenever possible, a student’s off duty is planned around that of their allocated mentor and associate mentor. Feelings Although I feel that A6 generally meets the needs of student nurses, some of the resources are very out of date, and many of the books have ‘disappeared’ from the unit.   The absence of an allocated teaching room makes it difficult to discuss a student’s outcomes and/ or progress. Evaluation/ Analysis Price (2005a) emphasizes that the learning environment must be fit for practice and conducive to learning.   The ENB DOH (2001a) state that a clinical setting must be planned, structured, managed and coordinated, in order to provide unique learning experiences and opportunities, to enable the development of competencies for professional practice. In a quantitative study undertaken by Hart and Rotem (1995), it was significantly verified that the clinical learning environment has a considerable impact on nurses’ perceptions of their professional development.   The 516 questionnaires returned from across five metropolitan teaching hospitals suggested that; autonomy and recognition, job satisfaction, role clarity, quality of supervision, peer support and opportunities for learning all had an effect on professional development.   The statistical significance of p0.001 would suggest that the results are significant (Couchman and Dawson 1990).   However over a quarter of the questionnaires were not completed in full and for a quantitative study, the sample was still relatively small, and therefore questionable for generalisability to a wider population (Fetter et al 1989). Price (2004) believes a learning environment should address four issues; practical experience, practice resources, an approach to education and learning support.   These have been individually discussed by a number of authors.   The practical experience should provide sufficient supervision, ensure a range of patient/ clients and procedures, implement the nursing process and practices consistent with local protocols, policies and philosophies (Price 2004).  Ã‚   Myrick and Yonge (2002) advise students to work alongside various members of the multidisciplinary team (MDT) and to seek relevant opportunities from other practice areas to ensure exposure to a variety of clinical experience and expertise. The availability of a variety of resources, including journals, books and relevant articles has been suggested by Stengelhofen (1993).   Oliver and Endersby (1994) recommend access to policies, procedures and protocols, product and department information, health education literature and a list of contact names.   Ely and Lear (2003) advise the implementation of a dedicated teaching area, believing the use of patient day room, staff rooms and nursing stations to be unsuitable for structured teaching.   Mentors should be knowledgeable of learning centres and resources and take the time to inform students of their availability (Myrick and Yonge 2002). Characteristics of a good clinical learning environment are said to include a humanistic approach to students in which they are treated with kindness and understanding and encouraged to feel part of the team (Quinn 2000).   Quinn (2000) also emphasises the importance of an efficient management style, encompassing nursing practice that is consistent with that taught in university.   The National Audit Office (2001) strongly encourages partnerships between the school of nursing and the clinicians applying learning in practice to improve the quality of practice placements. To ensure students are adequately supported, Eaton (1999) insists staff must be dedicated and adequately prepared to undertake the role of the mentor.   The off duty must be carefully planned to coincide a student’s shifts with those of their mentor, and arrangements should be made to ensure other members of staff will ‘look after’ them in their mentor’s absence (Gray and Smith 2000).   Although Landers (2000) suggests that the supernumerary status of students can accentuate their insecurities if they are lacking direction and guidance, Ferguson and Jinks (1994) insist that student allocation should be for the purpose of learning rather than service needs.   Spouse (2001) believes that the ideal situation for learning is an environment encompassing good staffing levels of active learners engaged in problem solving, where there is a knowledge transmission, together with trust and companionship. Conclusion/ Action plan On examining my ward area as a conducive learning environment, the literature appears to support the conclusion that it holds many positive aspects, with staff members attempting to make the student experience enjoyable and informative. During recent weeks, the area was audited by the university as a positive learning environment, with no recommendations given for improvements.  Ã‚   Although this is extremely encouraging, it is felt that there are areas that could be improved.   Following discussion with the ward manager, I have devised a teaching system within the ward, which entails a monthly update of a teaching board and a short presentation for the junior staff members, including students.   This is maintained by the link nurse for each speciality and has received excellent feedback for the two months it has been implemented.   I have also updated the student booklet and have suggested providing the students with these prior to the placement with an invitation for them to visit the unit in advance, should they wish to do so.   The ward manager and I have also ordered a selection of books suitable to the ward area and are now continuously updating the policies and protocols on the ward. Outcome 4 Description As discussed in the previous outcome, my ward area does currently discuss relevant issues and ideas to ensure practice is evidence based.   On gaining a password from the IT department, all staff has access to the trust intranet, and at the discretion of the ward manger, internet access is also granted.   All staff members, including students, have access to the library. This ensures access to a variety of sources of research. Feelings Although relevant and up to date literature is accessible, it is felt it would be beneficial for my ward to hold more recent books and articles on surgical nursing.   Although I do feel that students are relatively well supported in my area of practice, I think they could be more involved in decision making and the planning of patient care. Evaluation/ Analysis Sams et al (2004) identify three largely unresolved problems within the healthcare setting: an existing gap between evidence and practice; unnecessary variations in practice and an increasing cost of healthcare.   They explain that these factors are changing nursing practice from routines and opinions to critical appraisal and practices substantiated by evidence.   In doing so; quality and safety of patient care is ensured through the nurse performing the right thing, the right way, the first time (Caramanica et al 2003).   Sackett et al (1996) describe evidence-based health care as the conscientious utilisation of clinical experience and current best evidence in decision making and patient care.   Evidence-based guidelines have been said to include three sources: clinical expertise, patient preferences and most importantly scientific findings (Hinds et al 2003) Webster (1990) advises clinical staff to keep up to date with current practice to ensure that what is carried out relates to what is taught in university.   Krichbaum (1994) believes student learning in the clinical setting is related to their mentors’ behaviours, including using objectives, providing practice opportunities and asking effective questions.   It has also been argued that teaching methods reflect what the student perceives as most effective (Burnard and Morrison 1991).   Thomson (2004) advises a mentor to transmit their view of nursing into the student’s mind in order for them to understand and evaluate practice from their perspective.   To maximise the benefits of a clinical placement, mentors should teach from the experience the student is having through a combination of a teacher driven approach and the reflective process (Thomson 2004).   The use of reflection has been discussed further in the facilitation of learning, to demonstrate an under standing of concepts, knowledge, skills and attitudes (Dix and Hughes 2004).   Neary (2000a) explains that to reflect in a way that enables them to understand and learn through their experiences, students will need advice and guidance from their mentors. Craddock (1993) suggests teaching students to process information in a way that becomes more meaningful to them, enabling the integration of theory and practice.   Self directed learning has been proposed as an effective method of achieving such, providing a foundation for practice based on evidence (Burnard and Chapman 1990). Students should be encouraged to participate in clinical knowledge by sharing ideas on practical issues, facilitated with time to visit the library (DOH/ENB 2001). Andrews and Roberts (2003) suggested that a mentors’ role was that of support, and to ensure students received adequate teaching within the clinical area, a clinical guide should be employed.   They undertook a study consisting of self-report questionnaires administered to 239 first year students and 450 clinical guides across eight NHS trusts.   They indicated that the students valued the clinical guides’ impartiality, gained further insight into the practice experience and became more proficient in problem solving.   The level of confidence that can be placed in the results is however extremely limited.   Only 65% of students and 21% of clinical guides responded to the questionnaires, the subject’s demographic characteristics were not described (Ryan-Wenger 1992), and no reference was made to the sampling method, (Parahoo 1997) the validity and reliability of the data collection (Mathers and Huang 1998) or the study’s credibility (Carter and Port er 2000). Conclusion/ Action plan Following the above literature review, I now understand the importance of involving a student in the assessment, planning and evaluation of a patients’ care as well as the implementation.   I try to involve students in all aspects of the nursing process, explaining our rationale for all decisions.   I have also implemented a self-directed learning approach, asking Amy to briefly research and feedback issues that have arisen.   She seemed to enjoy, and benefit from this style of learning, and in the process I also gained further insight into current evidence. Outcome 5 Description I used the outcomes set in the initial discussion as a benchmark for Amy’s learning and assessed her competency on how well I thought she achieved these outcomes.   Amy would observe a task, we would research it where appropriate and I encouraged Amy to ask questions.   When we mutually decided Amy was ready, and on gaining the patient’s consent; I allowed Amy to perform a task, such as completing an admission, administering an injection or redressing a wound. Feelings I was extremely nervous of misjudging Amy’s level of competence and consequently allowing her to administer care she was not capable of or restricting her learning. Evaluation/ Analysis Myrick and Yonge (2002) emphasize the importance of assessment and evaluation of a student’s learning in facilitating their experience.   Effective assessment is vital in judging a student’s competence to practice (ENB/DOH 2001a).   Watson et al (2002) noted a lack of clarity surrounding the term competence.   However, the NMC’s (2004) definition describes ‘possessing the skills and abilities required for lawful, safe and effective professional practice without direct supervision’. Rowntree (1987) identifies reasons for assessment as; motivating students, establishing progress and providing feedback, identifying strengths and weaknesses and establishing the level of achievement.   To uphold the reputation of nursing, Price (2005c) considers it vital to assess a learners’ ability to practice in a professional, sensitive and safe manner.   Watson et al (2003) believe that having the competency to practice involves having the competence to learn.   This involves having a positive attitude to learning, taking initiative, recognising learning needs, seizing learning opportunities and understanding how to reflect on; analyse and critique practice.   Benner (1984) advises skilful teaching in the practice setting to ensure students pass through five levels of proficiency from novice to expert. Calman et al (2002) undertook a study in Scotland to determine the methods, preparation of assessors and student views relating to the assessment of students’ practice. A combination of postal questionnaires, review of programme documentation and interviews with key stakeholders were completed.   They concluded that students had little confidence in competence assessment methods, there is a lack of consistency in the training of student assessors in the clinical areas and a limited number of approaches to clinical assessment are used.   Credibility was ensured through presenting the results to the subjects to verify (Nolan and Behi 1995) and by the implementation of a triangulative data collection method (Appleton 1995). Wilkinson (1999) states that to ensure an assessment is reliable; student’s abilities should be consistent and the assessment should be made over a period of time and agreed by others.   Validity can only be assured when a students’ performance involves an integration of cognitive, affective and psychomotor skills (Wilkinson 1999).   A vital part of clinical assessment is direct observation, which must involve sufficient time to observe, an awareness of observer bias and the observer effect, and the incorporation of a checklist (Hull 1994).   Greenwood and Winifreyda (1995) devised a model to aid teaching and assign which the use of direct observation with diagnostic questioning of students.   This elicits a students understanding and performance and should be followed up with constructive feedback including; instructions, revisions, encouragement and guidance.   A study by Watson (2002) supports the use of reflective learning contracts as an assessment tool a lthough this has been criticised on ethical grounds. As no single procedure is adequate for assessing clinical competence, a continuous assessment incorporating a variety of methods should be employed (Neary 2000b). Conclusion/ Action plan On reviewing the literature, I feel that I now have a deeper understanding of the methods of assessing a students’ competence and will attempt to implement such in the future.   I will also try to provide feedback and constructive advice whenever possible to assist a student in meeting their initial outcomes. References Andrews, M. and Roberts, D. (2005).   Supporting student nurses learning in and through clinical practice: the role of the clinical guide.   Nurse Education Today, 23: 474-481. Appleton, J.V. (1995).   Analysing qualitative interview data: addressing issues of reliability and validity.   British Journal of Nursing, 14 (10), 587-590. Atkins, S. and Murphy, K.   (1993). Reflection: a review of the literature.   Journal of Advance Nursing, 18: 1188-1192. Bandura, A. 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The Electoral Systems of Russia, France, USA and China and How the Essay

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Kentucky Fried Chicken - Case Study Example According to the study, increased political turmoil constantly threatens the existence of KFC in it e.g. in Jan 1, 1994; around 150 people were killed in the Mexican province of Chiapas on the Guatemala border when NAFTA went into effect. In another incident of 1998, the peso crisis resulted in recession in Mexico leaving KFC managers with a great deal of uncertainty regarding Mexico’s political and economic future. This has led to KFC approaching investment in Mexico conservatively until the time when greater economic and political stability is achieved. KFC employs the perfect strategies in selecting its man power and operational procedures. For instance, in china it employed managers who speak and write the native Chinese language, and who is also proficient in the restaurant business and understands the needs of the local Chinese customers better. Its employment plan is localized through hiring the locals. All materials and chicken come from the local supply chains thus en suring that the customers and surrounding communities feel as if they are also one big part of KFC’s existence. It also moved quickly to establish itself by expanding its branches to different parts of the countries in which it had started offering its services so as to serve a larger percentage of the population. Creating its own distribution system has ensured that supplies reach the store network at an appropriate time and in good condition. It has also emphasized on extensive staff and management training on preparation and customer relations and logistics which helps it to attract more customers. Since the early 2000s, fast food has been criticized on the links to obesity, negative environmental impact and cruelty records pertaining to animal welfare. KFCs choice of poultry suppliers worldwide has been protested by People for the Ethical Treatment of Animals (PETA) since 2003.

A Case Analysis On Arik Air Nigeria Commerce Essay

A Case Analysis On Arik Air Nigeria Commerce Essay This essay is a case analysis on Arik air Nigeria and will therefore seek to identify the major threats and opportunity in the environment, analyse the strength and weakness of the company, identify the strategic position of Arik air, and suggest a strategy to be adopted by the airline in an effort to sustain its competitive advantage. BACKGROUND Arik Air is Nigerias biggest indigenous commercial airline offering domestic flights to major cities in Nigeria and with an expanding network of regional and international flight operations to major cities in the world (Eze, 2010). Presently, Arik Air flies to 17 Domestic destinations in Nigeria and 8 International destinations (Arik air, 2010: Online). Arik Air Nigeria The companys corporate mission is: To be a safe and reliable airline by selecting and operating new, modern aircraft and by employing the most experienced and efficient staff. (Airkair, 2010: Online) Vision: To make Nigeria proud of its aviation industry (Arikair, 2010: Online) Strategic Intent: Ariks strategic intent is to be the preferred airline carrier of choice in West Africa. (Airk Air, 2010: Online) EXTERNAL ANALYSIS: The external analysis was conducted using PESTEL Framework and Porters five forces as the basic tools (Thompson, 1997; Luffman et al, 1996; Welsh, 2005; Johnson et al, 2009) in an effort to understand the effect of changing environment on Arik Airs operation. The findings based on pestel framework (See Appendix 1) and Posters five forces (See Appendix 2) are as follows: An analysis of the political environment revealed that governments around the world are tightening immigration regulations due to the surge in terrorism the implication of which is a reduction in the number of global traveller thus posing a threat to airline including Arik Air. (Stevermen, 2009; Cartar, 2010). However liberalization and Deregulation efforts are being made in several regions of the world with Asia setting a target for the full liberalization of its skies by the year 2015. This is projected to boost aviation industry performance by creating avenue for fair competition platform between more established airlines and the growing competitors like Arik Air(Bailey, 1986; Smith Cox, 2007; Ting, 2008). The rising fuel price is a matter of economic concern in the world, with Aviation fuel price estimated at $85 per barrel (IATA, 2010: online) the implication of which is an increase in running cost for airlines and this poses a high threat to Airlines. However, there is optimism that a global economic recovery is on the way with the world economy expected to grow 2.7% in 2010 (World Bank, 2010: Online) and the aviation industry is forecasted to reduce its loss from $5.8 Billion in 2009 to $2.8 Billion in 2010. (Financial Times, 2010). The World travel tourism council (2010) projects an increase in the number of holiday travellers in 2010 with further growth expected in 2011. The 2010 world cup is expected to boost travel to Africa in 2010 (Eberl, 2010). Percentage change vs. 05-Mar-10 Index* $/b cts/gal $/mt 1 week ago 1 month ago 1 year ago Jet Fuel Price 243.3 89.0 211.9 701.4 3.4% 4.1% 80.3% Source: IATA (2010: Online) source from Platts * 100 in 2000 (87 cts/gal) Impact on this years fuel bill of the global airline industry: New fuel price average for 2010 Impact on 2010 fuel bill $85.5/b +$13 billion Estimated by IATA Source: IATA (2010: Online) With heightened security checks and the introduction of the full body scan at airport, there are concerns over the privacy infringement due to the utilisation of the full body scan. (McDonough, 2010). Arik air is in the traditional full service airline industry offering pre-flight, in-flight, and post flight services to customers and its competitors in the industry include Virgin Atlantic, British Airways, Air France, Lufthansa, Emirate, Qatar Airline and South African Airways all of which are established airlines with good brand image. An industry analysis revealed as follows (See Appendix 2): there is high competitive rivalry within the industry; barrier to new entrant is high due to the enormous capital required to start an airline; buyers have a high bargaining power due to the various options of airlines available to them and suppliers have a medium bargaining power. INTERNAL ANALYSIS: The internal analysis was conducted through an evaluation of the resource based view of strategy (resources and competencies) (Mahoney Pandian, 1992; Johnson et al, 2009); as well as competitive advantage; value chain and VRIO (Johnson et al, 2009; Thompson, 1997; Luffman et al, 1996) to identify the strengths and weakness of the company. (See Appendix) UNIQUE RESOURCE(S) AND CORE COMPETENCIES (See appendix 3 for the list of tangible and intangible resources of the company) Arik Airs unique resource is its chairman who is an elder statesman in Nigeria with an easy access to finance while its core competencies are its excellent customer relations skill and reliability COMPETITIVE ADVANTAGE Arik air derives its competitive advantage from a unique merge of low price and quality service. This is based on its vast research and unique understanding of the West African market need for quality service at affordable prices and the support it receives from the Nigerian government and some other West African countries through concession and subsidies which thus reduces its operational cost and affords it a lower price than competitors (William, 2010; Russell, 2008; Abioye Ezeobi, 2008). THE VALUE CHAIN (See appendix 4) An evaluation of Arik Airs value chain activity revels as follows: The Inbound logistics which involve the delivery of fuel for the aircraft, in-flight meals, cleaning of the aircraft in preparation for a flight is outsourced (procurement) through an effective human resource management practice in an effort to reduce amount of people employed by the airline and reduce fixed operational costs. Arik with its strong finance base utilises an integrated ICT technology (Infrastructure/technology) to manage and support its operation by enabling online bookings, ticket purchase and flight check-in in an effort to reduce operational cost of employment. To ensure safety/reliability, a strict maintenance of its fleets is outsourced and an effective human resource management policy is put in place (training and reward) to promote employee commitment and performance (Arik, 2010: Online; Banfield Kay, 2008). Outbound logistics with regard to customers luggage is coordinated and monitored with a technological coding and is outsourced to Sachol to ensure the safety of customers property and to sustain Arik Airs reliability (Airkair, 2010: Online, Sachol, 2010: Online) while an extensive marketing is implemented through the media to promote sales. This enables Arik air to achieve its competitive advantage through a systemic integration of technology (speedy services and reduced operational cost), human resource management (ensures quality delivery of services by employees) and a firm infrastructure to support its primary activities thus enabling the airline to deliver quality services at reduced prices in comparison to competitors. VRIO: The VRIO examines the sustainability of a firms competitive advantage (Johnson et al, 2008); Arik Air offers its low priced fares with excellent in-flight services unparallel to none offered by any Nigerian airline (Eze, 2010) which implies that its services are valuable and rear. However this can be imitated by other airline thus Arik air enjoys a Temporary competitive advantage (Khanna, 2010) In the airline industry the critical success factors are: a good brand image; good quality service; good customer relations; cost effectiveness; Reliability; safety. (Svein Vidar, 2004; Bijan Kenneth, 2005). Judging by the critical success factors in the airline industry, Arik Airs performance is standard in the industry since the airlines services are affordable, safety is given high priority, it offers good customer service, and is reliable. However, theres need to develop the Arik brand beyond West Africa. SWOT ANALYSIS (Kotler et al, 2009) See Appendix 4 Arik airs strengths are its highly skilled workforce with excellent ethical conduct and customer relations (Some of the Best in the industry), the easy access to finance or funding, the airlines fleets of aircraft (mostly new), speed in service delivery and low operational cost while the weaknesses are the brand image (still unrecognised outside west Africa), flights offering to only 8 international destination (Williams, 2010). In consideration of Ariks strengths and weaknesses, the external environment provides opportunities as well as threats for Arik air. The identified opportunities are an increase in earnings due to a projected increase in the numbers of global travellers (World travel tourism council, 2010); expanding the network of flight destination due to the expected liberalisation of skies in Asia and the African continent (Bailey, 1986; Smith Cox, 2007; Ting, 2008) However, the threats in the environment include the unstable global fuel price, increased terrorism scare s, continued government subsidy for competitors airlines which reduces the open market competition and the expected mergers in the airline industry which might result in the dominance of a few big airline. Arik Airs plans to increase its market share in Nigeria and West Africa and equally targets an expansion its operation across Europe, North America and Asia but Arik Air is faced with immense industry competition on international destinations from the established airline (Virgin, Bristish Airways, Emirate) and The threats global economic recession which has slowed the expected growth of the airline. The competitive strategy adopted by Arik is the Hybrid strategy (see appendix 4). This strategy allows the airline to maintain its low cost base thus enabling it to compete on low price relative to competitors with sustainable differentiation. However, the low price might impede the airline ability to obtain the maximum returns possible. (Johnson et al, 2009) STRATEGIC OPTIONS: Arik air is experiencing a decline in its projected market growth caused by the increase competition in airline industries; the various strategic options available to Arik Air are evaluated simultaneously below with the aid of TOWS and Ansoff Matrix (Khanna, 2010; Johnson et al, 2009). (See Appendix 5: Tables 3 4): Strategy 1 Strength-Opportunity/Market Development Arik Airs key strengths of easy access to finance and excellent customer service practices can be explored based on the identified opportunity in the macro environment (politics) stemming from the planned liberalisation of skies in Asia and Africa (Bailey, 1986; Smith Cox, 2007; Ting, 2008). The strategy option this provides Arik Air is Market Development. The Airline can increase its fleets of aircraft by purchasing additional aircrafts, employing and training additional workforce, and increasing the route options of the airlines to more destinations in Asia and Africa Strategy 2 Strength-Weakness/ Market Penetration Market penetration is another strategic option available to Arik air. By utilising this strategy, Arik air can utilise its strong financial capability to bankroll an extensive marketing exploit to improve the brand image of the airline. This will create awareness for the Arik brand thus, enabling the airline to gain a greater market share in its present markets. However, the heightened competition in the industry poses a genuine threat to this strategy. Strategy 3 Strength-Threat/Diversification The on-going merger in the industry which may result in a few dominant airlines is a threat to Arik air. Arik with its easy access to finance can adopt a related diversification into the budget airline industry (horizontal integration) with the option of acquiring Virgin Nigeria (low cost low frills airline) (Attitude travel, 2010: Online) This will enable Arik air to optimally minimize the threat posed by merger of the more established operators by spreading its risk and making it a formidable competitor. Strategy 4 Weakness -Opportunity/Product Development The weak brand identity of Arik Air outside West Africa is one of the airlines weaknesses. Arik can overcome this weakness by ensuring that the flight experience of its customers remains memorable with an excellence in customer service at all time. The company can equally offer new products such as travel miles accumulation/flyers club membership for its customers as a Product Development Strategy. Strategy 5 Weakness -threat/Consolidation The proposed merger in the airline industry which might result in a few dominant airlines is a major threat to a growing airline like Arik airs weak brand identity; Arik can adopt any option of consolidation (Johnson et a, 2009) to defend its market share by merging with some established airline like Qatar Air or Emirate in order to ensure the sustainability of the business. The problem however is the possible loss of Ariks brand identity sue to such consolidation (Johnson et al, 2009) SELECTED STRATEGY After a thorough evaluation of the strategic options available to Arik air, the most viable option for the airline to adopt is a related diversification of the companys operations into the no-frills airline industry (a form of concentric diversification) (Mintzberg et al, 2003; Johnson et al, 2009). As suggested by Johnson et al (2009), related diversification allows a company to expand by utilising its existing infrastructure, resources, competencies and strengths in a new trade of similar capacity or intricacies. Therefore by this strategy, Arik air can capitalise on its strong financial strength in acquiring Virgin Nigeria (a no frill airline in Nigeria) (Attitude travel, 2010) or may purchase additional aircrafts to its fleets to cater exclusively for the no frills service operations while still utilising some of the companys existing technological infrastructure to cater for online bookings and check-ins (without incurring additional cost of employment). This is because there is evident potential synergy between the new business (a no-frills flight operation) and the core one, based on a common facility, asset, channel, skill, even opportunity. (Mintzberg et al, 2003:124) CONCLUSION To conclude, the introduction/inclusion of the no-frills airline options will afford Arik air no increased workforce requirement (due to the low service requirement of no-frill operations thus resulting in reduced operational cost); spread its market risk; enable greater efficiency, and will give commuters a greater variety to choose from among the Arik brand thus increasing the potential customer base of the airline. The adoption of diversification strategy by Arik air is a sustainable option for the airline due to the fact that there is presently only one no-frills airline in West Africa (Virgin Nigeria) (Attitude travel, 2010) which Arik air has the option of acquiring in order to build its business and booster its market share. However should the option of acquiring Virgin Nigeria not be chosen, Ariks reliability and brand identity in West Africa is sufficient to sustain the success of the diversification exercise thus ensuring Arik airs market growth. APPENDIXES (Appendix 1) PESTEL Analysis Political: Government subsidies for flag carriers: Flag carriers benefit from subsidies and cash injection from the government, relaxed accessed to loans, reduction in airport service and landing fees, subsidies on fuel and fiscal privileges. (The international chambers of commerce, 1995) Employment regulations: Countries differing employment regulations and trade union laws which Scholars have identified to a considerable affect the operational activities of organisations. (Harris et al, 2003; Deirdre, 2005) Immigration: The increasing global terrorism threats is resulting in governments around the world tightening immigration regulations which in turn might result in a reduction in the number of traveller around the world (Stevermen, 2009; Cartar, 2010) Deregulation: The deregulation of the aviation industry will provide an avenue for improved market conditions that will promote growth in the industry and remove the barriers to entry for new airlines thus allowing for effective market competition. (Bailey, 1986; Smith Cox, 2007) Liberalization of skies: Asia hopes to achieve a full liberalization of its airspace by 2015 and has put up a round map to achieve that. (Ting, 2008) Economic: Unstable Fuel price: The rising fuel price is estimated to result in a $13billion increase in 2010 oil bill with fuel prices put at $85/barrel. See appendix 1 (IATA, 2010: Online) Global economy recovery: The World Bank projects that a global economy recovery is on the way with a 2.7% growth expected in 2010 (World Bank, 2010: online) the aviation industry is projected to make a loss of $2.8billion in 2010 down from $5.8 billion made in 2009 (Financial Times, 2010) Mergers in the industry: The airline industry is undergoing transformation as airlines are announcing merger plans (Leung, 2010; Clark, 2010) Social: The World travel tourism council (2010) projects an increase in the number of holiday travellers in 2010 with further growth expected in 2011. Furthermore the 2010 world cup is expected to boost travel to Africa in 2010 (Eberl, 2010). There are concerns over the introduction of the full body scan at airport over the privacy infringement (McDonough, 2010). Technology: Terrorism threats, has prompted an increase in security screening in many airports with the introduction of the Full body scan (McDonough, 2010). New Air Traffic Control (ATC) technologies have been developed for commercial airlines one of which is ADS-B. (Karp, 2010) Environmental: In an effort for airlines to go green the International Air Transport Association (IATA) plans to cut CO2 emission by 1.5Million tonnes in 2010. (IATA, 2010: Online) Legal: The international air transport association (IATA) is to sign a data sharing agreement with the EU, US and ICAO (IATA, 2010: online). Furthermore, there are restrictions on mergers and acquisitions in the airline industry. (Appendix 2) Porters 5 Forces Threat of Entry: There is relatively low threat of entry to the industry based on the high capital requirement of starting an airline. Furthermore the airline industry is presently making a loss (IATA, 2010) which makes it unattractive to many investors thus reducing the numbers of possible entrant. Threat of substitute: Substitutes to airline are Trains, Automobiles and Ship. The threat posed by these is relative to the intended destination, time and cost analysis by the customers (Givoni, 2009). For National and Regional travels, these substitutes pose an increased threat to the airline industry due to the cheaper prices they offer with particular reference to travel by automobiles and/or trains. However, this threat is low on transatlantic travels. Bargaining Power of Suppliers: Scholars have argued that the present global market condition is tending towards buyers market (Kotler et al, 2009). This is also made evident by aircraft manufacturers seeking the greater participation of airlines in the design of their aircrafts customising. However due to high switching cost in the airline industry, the bargaining power of the supplier is medium. (Kotler et al, 2009) Bargaining Power of Buyer: Consumers have a high degree of options to choose from and this allows them a great bargaining power. (Kotler et al, 2010) Competitive Rivalry: The airline industry is highly competitive and there is prevalent merger going on in the industry in an effort to cut cost and improve efficiency. (Leung, 2010; Clark, 2010) and there is a high exist barrier Fig 3 Porters five forces: Source: Johnson et al (2009: 31) adapted from Porter (1984) (Appendix 3) Table 1 Arik Airs Resources Tangible Resources Intangible Resources Fleets of Aircraft (Physical resources) Buildings (Physical resources) Capital, Shareholders, Bankers (Financial resources) Highly skilled Employees (Human resource) Brand Customer database Business system Source: adapted from Slack et al, 2009 The aircraft fleets are as follows (Arik Air, 2010: Online) Two (2) Airbus A340-542, manufacture date: 2008-2009 with a Seat capacity of 237; Three (3) Boeing 737-800NG, Manufacture date: 2009 has a seat capacity of 148; Six (6) Boeing 737-700NG, Manufacture date: 2007-2008, has a seat capacity of 131-149; Three (3) Boeing 737-700, Manufacture date: 2001, has seat capacity of 124; Two (2) Boeing 737-300, Manufacture date: 1989, has seat capacity of 126; Four (4) Bombardier CRJ-900, Manufacture date: 2005-2007, seat capacity of 74; Two (2) Bombardier Dash 8 Q400, Manufacture date: 2009, has seat capacity of 72; Three (3) Bombardier Dash 8 Q300, Manufacture: 2001-2002, with seat capacity of 50; Four (4) Fokker 50, Manufacture date: 1990, seat capacity of 51; Two (2) Hawker HS 125-800XP, Manufacture date: 2004, seat capacity of 8. (Appendix 4) Table 2 SWOT Internal Origin Strengths highly skilled workforce with excellent ethical conduct and customer relations the easy access to finance or funding, the airlines fleets of aircraft (mostly new), -speed in service delivery and -low operational cost Weakness the brand image (still widely unrecognised outside west Africa) -Limited flight offering to 17 local and only 8 international destination External Origin Opportunities -increase in the numbers of global travellers expanding the network of flight destination due to the expected liberalisation of skies in Asia and the African continent Threats -unstable global fuel price, -increased terrorism scares, government subsidy for competitors -dominance of a few big players due to merger. Source: Adapted from Kotler et al (2009:101) Fig 4 Source: Marketing teacher (2010: Online) adapted from Bowman (1995) (Appendix 5) Table 3 TOWS analysis of Arik Air Nigeria. SW Strategy that use strength to overcome weakness Strategy 2- Market Penetration Opportunity -Increase in the numbers of global travellers expanding the network of flight destination due to the expected liberalisation of skies in Asia and the African continent Threats unstable global fuel price, -increased terrorism scares, government subsidy for competitors -dominance of a few big players due to merger. Strengths -Easy access to finance -excellent customer services -low operational cost Highly skilled workforce SO Strategy that use strength to maximize opportunity: Strategy 1 Market Development ST Strategy that use strength to minimize threats. Strategy 3- Related Diversification (Horizontal Integration) Weakness -weak brand identity -Few flight destination offering WO Strategy that minimize weakness by taking advantage of opportunity Strategy 4- Product Development WT Strategy that minimize and avoid threat Strategy 5 Consolidation Table 4 Ansoff Matrix Existing Product New Product Existing Market -Market Penetration -Consolidation -Product Development New Market -Market Development -Diversification Source: Johnson et al (2009:174) REFERENCES Abioye, O. Ezeobi, O (2008) YarAdua, governors pledge support for Arik [Online] Available from: http://www.punchng.com/Articl.aspx?theartic=Art2008120422503246 [Accessed; 2nd April, 2010] Attitude travel (2010) African low cost no frills airlines [Online] Available from: http://www.attitudetravel.com/lowcostairlines/africa/ [Accessed: 23rd March, 2010] Bailey, E. (1986) Price and Productivity Change following Deregulation: the US experience. 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Journal of Air Transportation. 10(1), 3-19 Carter, N (2010) United Kingdom: Immigration Law Update [Online] Available from: http://www.mondaq.com/article.asp?articleid=92474 [Accessed: 12th March, 2010] Clark, P (2010) Investors in BA focus on open skies talks [Online] Available from: http://www.ft.com/cms/s/883d3e28-19ac-11df-af3e-00144feab49a,Authorised=false.html?_i_location=http%3A%2F%2Fwww.ft.com%2Fcms%2Fs%2F0%2F883d3e28-19ac-11df-af3e-00144feab49a.html_i_referer=http%3A%2F%2Fsearch.ft.com%2Fsearch%3FqueryText%3Dlibralisation%2Bof%2Bskies%26ftsearchType%3Dtype_news [Accessed: 13th March 2010] Deirdre, M (2005) Working Time Laws : a Global Perspective : Findings from the ILOs Conditions of Work and Employment Database. Geneva, International Labour Office Bureau International du Travail. Eberl , N. (2010) world travel trends spell opportunity for 2010. 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IATA (2010) Jet price Monitor [Online] Available from: http://www.iata.org/whatwedo/economics/fuel_monitor/index.htm [Accessed: 13th March 2010] Johnson, G; Scholes, K; Whittington, R (2009) Fundamentals of Strategy. Essex, Pearson Education Limited. Karp, A (2010) LaHood: White House has an interest in funding NextGen aircraft equipment, [Online] Available from: http://atwonline.com/news/story.html?storyID=19647 [Accessed 14th March 2010] Khanna, T (2010a) Internal Analysis: the VRIO framework. [Lecture] University of Greenwich, 15th February. Khanna, T (2010b) Managing Strategy. [lecture] University of Greenwich, 8th March. Khanna, T (2010c) Corporate level stra

Video Games in Education Essay -- Gaming Video Games Essays Papers

Video Games in Education Since the Early 70’s video games have been giving a bad name. Parents state that video games rot the minds of children and are influencing them do be violent. These accusations are far from the truth. In my research I found that there are many positive effects of gaming. Some of these effects are increased skills, creativity, general knowledge, and also help those in need. Parents can also take proper precautions and look into a game before buying it to see if it meets the criteria discussed in this paper. Video games challenge the player and expand his ability to react fast with very little lag time. With years of practice the player becomes quicker and more accurate with the movements. Thus hand and eye coordination is better, the player sees something on the screen and has to physically react to it. Not only is hand and eye coordination improved but so is manual dexterity (Taking Children Seriously). For example Madden 2004 is a football game, which requires fast reactions. If the player does not have the quick reaction skills develop then the other team will most likely sack him. The player needs to realize he has a limited time to throw the ball and most get the pass off quickly, he needs to scan the field, look for a possible escape route, and watch for the defense closing in. Another type of game, which improves hand and eye coordination, is shooting games. Although these games, such as Time Crisis 2, are being criticized for its violent content, these games force the pl ayer to quickly scan the screen for criminals to shoot before they are shot. The police force uses similar methods to train their officers to raise reaction speed when they are out on the streets. Related to h... ...the ideas that are taught in schools. Games also need to intermix instruction with demonstration. This is a big difference from the basic way of learning in school, which is memorize and regurgitate. Demonstrating shows the student what it looks like and they retain the content longer. Video games have been an influence part of our society since the early 70’s. The bad named that they are given is false, the only reason they have this bad name is because kids like games, so anything that is fun is bad for you. If a child loved playing chess he or she would be rewarded but it to is a game. Video games can help the learning process and should be incorporated in to the school system. If a child loved playing chess he or she would be rewarded but it to is a game. Video games can help the learning process and should be incorporated in to the school system.