Small Wins Steps Essay Example | Topics and Well Written Essays - 500 words

Small Wins Steps - Essay Example Achievement of gender equality in the workplace is largely dependent on the corporate strategies. However, adopting approaches that base on gender equality is a major problem for organizations. In the work place, gender inequality mainly affects women. Long ago, women were victimized in the job market, and their entry was highly restrictive. Although this situation has been alleviated by policy changes in companies and at the national level, there still exist cases of gender inequality, which to a higher extent are embedded in the organizational cultures and are hard to detect (Meyerson and Fletcher 127). In the small wins strategy, the identification of gender inequality problem is crucial in the rectification process. Failure to identify a problem will lead to its persistence. As a leader, I realize there is a gender inequality situation that needs to be addressed. The second step is to diagnose the gender inequality problem. Here, a company establishes the specific gender inequality problem, whether it lies in salary remuneration differences, or bias in managerial positions. As a new leader, I realize that the face of gender inequality in my company is manifest salary remuneration. Women are paid less as compared to men. Third is patterns and consequences identification of gender inequality aspect. Here, we establish the organizational culture, and how it promotes gender discrimination. The final step is experimentation. Managers take the initiative of replacing company practices, which promote gender inequality, with better ones. This is through talks with the company employees to brainstorm possible solutions (Meyerson and Fletcher 133-134). Additionally, I would consider the impacts of external environment on company policymaking. These include institutional framework, external labor market, and relations with other companies. This closely fits in Meyerson and

Theories of Causal Learning Essay Example for Free

Theories of Causal Learning Essay In the article entitled â€Å"When Learning Order Affects Sensitivity to Base Rates: Challenges for theories of Causal Learning† written by Ulf-Dietrich Reips and Michael R. Waldmann, theories causal learning was put to test, more specifically the causal-model theory and the associative theories. With this, the causal-model theory â€Å"assumes that learners form a representation of causal models regardless of the order in which learning information is presented† (Reips and Waldmann, 2006). As with the associative theories, the researchers decided to take on the Rescorla-Wagner theory of associative learning. Associative learning theories tend to place cues and outcomes simply for the predictive and diagnostic learning (Reips and Waldmann, 2006). Predictive learning entailed the prediction of symptoms based on the disease presented to them while diagnostic learning required the prediction of diseases based on the symptoms given to them. Thus, it can be said that predictive learning is the forecasting of the effects based on the causes. On the other hand, diagnostic learning is the determination of the causes based on the effects. These two causal learning methods were placed against the variable of base rates. The researchers did the study because in general, they wanted to find out whether the use of base rates was affected by the learning order, whether it is predictive learning or through diagnostic learning. Moreover, they wanted to test whether the base rates were encoded and if this was put to use. Also, they wanted to find out whether the increasing complexity of the ideas would affect the use of base rates. The researchers conducted studies on students coming from the University of Tà ¼bingen. They were given a list of fictitious diseases and their corresponding symptoms with other diseases given more likelihood than the other/s that were in the form of an inverted M. Three experiments were done which involved almost the same procedures with a little alteration for each experiment. The first experiment was done with the purpose of â€Å"finding out whether learners have the competency or correctly incorporating base-rate information regardless of the sequence of learning† (Reips and Waldmann, 2006). The purpose of the second experiment was to Results were later on computed using the ANOVA. The number of participants varied for the three experiments but is similar in terms of the school where they came from, which is the previously mentioned University of Tà ¼bingen. For the first experiment, the participants composed of 24 students who were given participation credit or were paid DM 5, where â€Å"half of this group was randomly assigned to either of the two learning conditions, predictive or diagnostic learning† (Reips and Waldmann, 2006). In the second experiment, there were 32 participants composing mostly of students from the same university who were recruited at the cafeteria. Just the same, each of them was given participation credit or was paid DM 8 for their help with the study. The participants were randomly assigned to either of the two learning conditions. With the third experiment, the participants remained at the number 32 and were randomly assigned to either of the two learning conditions and were also paid DM 10 or were given participation credits for their contribution with the study. The procedure varied from one experiment to another. In the first experiment, the participants were given typed instructions written in the German language. After reading such, they were asked to summarize the instructions and recite them. With an error in the instruction, they were asked to repeat it all over again until they were able to get the instructions right. They were asked to proceed as a â€Å"guest in a special clinic for viro-neuronal tropical diseases for one day† (Reips and Waldmann, 2006). Those under the predictive learning conditions will have to predict the symptoms based on the disease given and those under the diagnostic learning conditions will have to identify the disease based on the symptoms given. They were given hypothetical patients’ record on an index card. The card contains two symptoms on one side and one disease on the other where the predictive learning group saw the disease first before the symptoms and the diagnostic learning group saw the symptoms first. The participants were later asked to rate the likelihood of the occurrence of the disease. In the second experiment, they used the same inverted-M disease but added diseases and symptoms to make them into a total of six diseases and nine symptoms. For this experiment, the researches used the aid of the computer for their learning trials with the use of software called Micro Experimental Laboratory (MLE). They received practically the same instructions but with additional directions on how to use the computer and two new types of questionnaire. The test was self-paced and the experimenter would simply have to press a button to display the items that the participant will have to answer. For the third experiment, the general procedure will be a written general instruction, computer instruction, learning phase with feedback, instruction for the test phase, test phase of diagnostic judgments without feedback, rating questionnaire, and frequency questionnaire. The results of the first experiment were in consistence with the causal-model theory which states that â€Å"learners try to correctly represent causal knowledge regardless of the sequence of the learning input† (Reips and Waldmann, 2006). For the second experiment, the results revealed that the â€Å"participants acquired the base rates of the diseases in all conditions but used them differently in probability ratings depending on the learning condition† (Reips and Waldmann, 2006). The results affirmed the associative theories but were in contrast with the causal-model theory. The third experiment reaffirmed the results and findings of the first and second experiment. In addition to this, they were able to find out that â€Å"the use of base rates in the implicit measure is clearly less pronounced in the predictive learning condition than in the diagnostic learning condition† (Reips and Waldmann, 2006). Moreover, there was a â€Å"pronounced difference in base-rate use after diagnostic but not after predictive learning in the diagnostic ratings† (Reips and Waldmann, 2006). A future possible expansion that is adhered to by the researchers is the question on â€Å"whether the competency to acquire flexibly accessible knowledge is based on the learning phase or on the retrieval phase† (Reips and Waldmann, 2006). Due to the fact that none of the two learning theories, the causal-model and associative theories, encompass the findings of the experiments, it can be said that there is a need for further research regarding the topic to formulate a theory that would be able to hold true for the findings of this current research (Reips and Waldmann, 2006). This has an impact particularly on the causal-model theory which has been disproved by the second experiment and the third experiment (Reips and Waldmann, 2006). In addition to this, the same model is challenged by the fact that people encode base rates but do not always put them to use (Reips and Waldmann, 2006). Both theories may be applied but they can not totally encompass or they lack certain things that might explain the findings of the last two experiments to be able to fully contain them (Reips and Waldmann, 2006). The findings of the research is of great importance and use to the field of education. More specifically, it is helpful in determining the â€Å"suitable learning and training contexts in education† (Reips and Waldmann, 2006). Moreover, the information gathered from this research will be of great use to the field of medical sciences since the presentation of information with regard to causes may present deficiencies when this is used (Reips and Waldmann, 2006). The findings of this study will have to enhance the over-all learning process and theories that are in current use. References Reips, U. and Waldmann, M. 2006. When Learning Order Affects Sensitivity to Base Rates: Challenges for Theories of Causal Learning. PLEASE PUT THE PLACE OF PUBLICATION HERE: Hogrefe and Huber Publishers.

Study On Serial Position Curve Phenomena

Study On Serial Position Curve Phenomena The Serial Position Curve is a psychological phenomena founded by Murdock (1962) in an experiment where the participants were tested for recall on a list of words previously learnt. This experiment has in turn become an accepted measure of memory testing. The theory for the serial position curve is that people recall a list of pre-learnt words best at the beginning and at the end of the given list. Typically, when a sequence of visual or verbal material is presented, the initial and later items in the sequence are remembered better than those from the middle of the sequence (Baddeley, Papagno Andrado 1993; Glanzer Cunitz 1966; Neath 1993). These effects are termed primacy and recency effects, respectively. Well-known primacy effects occur when people are forming a summary impression of a single entity such as a person, product or event. When information about a single entity is presented sequentially, there is usually a primacy or first impression effect, whereby the earliest information has a larger impact on the unitary impression that later information does (Anderson 1973; Asch 1946). In addition, sensory scientists report a primacy bias in hedonic assessment of food; the first food sampled is experienced most strongly, so it is likely to be the most memorable (MacFie, Bratchell, Greehoff Vallis 1989). One reason putforward for the primacy effect is that the initial items presented are most effectively stored in  long-term memory  because of the greater amount of processing devoted to them. Several studies have investigated the effects of location in a sequence on end-of-sequence choices, there is still no clear answer to the question of which location in a sequence is most advantageous. Several researchers have conducted that there are primacy effects in choice (Carney Banaji 2008; Miller Krosnick 1998), and many descriptive studies of consumer choice have found such effects (Becker 1954; Berg, Filipello, Hinreiner Sawyer 1955; Coney 1977; Dean 1980). One suggested reason for the recency effect is that these items are still present in  working memory  when recall is solicited. One suggested reason for the primacy effect is that the initial items presented are most effectively stored in  long-term memory  because of the greater amount of processing devoted to them. There is some support backing up these ideas. Firstly, the primacy effect but not the recency effect is reduced when the items are presented faster. In addition, the primacy effect is enhanced when items are presented slowly, this suggests such factors can reduce and enhance processing of each item, therefore showing evidence of permanent storage. Secondly, the recency effect but not the primacy effect is reduced when a distracter task is given such as a maths continuous subtraction prior to recalling list items. This task in turn, requires working memory, and therefore interferes with the list items trying to be rehearsed and learned. The question of primacy versus recency dominance is not clear cut and continues to be investigated and debated. Marketing researchers generally have heeded the psychologists caution to vary presentation order in consumer product testing. However, there have been no recorded attempts to determine whether first or last position bias does influence consumer choice. Glanzer Cunitiz (1966) study investigating memory recognition and primacy-recency effects found that if a distracter task was introduced immediately after participants had learnt a list of words, that the recency effect was wiped out, but the primacy effect remained. However, Bjork and Whitten (1974) found that there was still a recency effect in free recall when the participants counted backwards for twelve seconds after each item in the list was presented. According to Atkinson and Shiffrin (1968) this should have eliminated the recency effect. The vast majority of research into the serial position effect and memory has been conducted using verbal stimuli. These have found familiar bow-shaped serial position functions using a variety of theory including probed recall (Avons, Wright Pammer 1994, Nairne, Whiteman Woessner 1995) and serial reconstruction (Nairne, Reigler Serra 1991). Similar results arise if the stimulus materials are familiar pictures that can be verbally encoded (Manning Schreier 1988). Recent research has shown that serial reconstruction tasks using random matrices (Avons, 1998) and unfamiliar faces accompanied by verbal suppression (Smyth, Hay, Hitch Horton 2005) yield similarly shaped bow-shaped curves. In contrast, when memory for visual stimuli is examined using probed recognition the typical finding is not of a bow-shaped serial position curve but one with no primacy and only last item recency. Phillips Christie (1977) first demonstrated this non-standard serial position curve using a range of paradigms, with this finding being replicated using a variety of materials and methods (Avons, 1980; Avons, 1998; Broadbent and Broadbent, 1981; Hanna Loftus, 1993; Kerr, Avons Ward, 1999; Kornes, Maggnussen Reinvang, 1996; Walker, Hitch Duroe, 1993). Miles and Hodder (2005) looked at the effects of serial position on recognition memory for odours. The seven studies presented in their report looked at the contradiction in the present literature concerning the effect of serial presentation of odours on immediate recognition of test items. Usually, recognition tasks give the participant a sequence of items followed by two test items; one of which is familiar. The participant is then asked to identify the familiar item. Such a task is known as a two-alternative forced choice (2AFC) task. Using such a type of testing usually creates recency effects in the absence of primacy effects (Miles 2005). Moreover, whilst considerable primacy-recency research has been conducted by using visual and auditory stimuli (Aldridge, J.W. Farrell, M.T. 1977; Broadbent, D. Dines, R. Broadbent, M. 1978; Engle, R.W. Durban, E.D. 1977) and to a lesser extent, motor stimuli (Magill, R.A Dowell, M.N. 1977), little study has been devoted in this area to the sense of taste. However, Ward, Avons Melling (2005) reported qualitatively equivalent serial position functions for both unfamiliar faces and nonwords when applied to a two-alternative forced-choice (2AFC) recognition task and a serial order reconstruction task. The recognition task demonstrated single-item recency whilst the construction task demonstrated both primacy and recency. On the basis of these analogous functions, Ward et al (2005) proposed that the serial position effect differs due to task, rather than stimulus or modality dependent. For example, a 2AFC recognition task produced recency effects only, and serial order reconstruction tasks produces primacy and recency effects. Although, research conducted on olfactory memory and recognition has suggested memory for olfactory stimuli is different from memory for other stimuli (Baddeley 1976; Herz Engen 1996) as it has been found that immediate recognition of odours is considerably worse than that noted in visual or auditory tasks (Lawless 1978). Research into taste memory has previously investigated the presentation order effects (Dean 1980). This study measured the effects of position order in consumer taste testing on overall product preference and product rating scores. It was found that consumer product evaluations appeared to have been influenced strongly by presentation order, as first position products were preferred over later ones. This was based on both food and beverages. However, it could be argued that the results were found due to underlying reasons such as attention decrement, which is an idea emerged from serial order effects research that suggests that attention decreases over the course of stimulus exposure. In addition, it is suggested another underlying reason is a possible palate desensitisation effect, which is where participants become progressively less able to discriminate as a result of an initial taste or sensory masking effect. This effect is thought to have been visible even though Dean (1980) us ed water and crackers between products, as the participants taste discrimination may have become temporarily impaired. A second study into taste preference by Mantonakis, Rodero, Lesschaeve Hastie (2009). This study found that their measure of preference revealed a primacy advantage for the 2-wine, 3-wine, 4-wine and 5-wine sequences and a recency effect for the 4-wine and 5-wine sequence only. Mantonakis et al (2009) suggested bias reasons for this, the first was a first-is-best bias which is to account for the consistent primacy effect. In addition, the second bias was the bias in favour of each new wine accounts for the recency effect, it was found that the participants with higher expertise in wine were more persistent in looking for a better wine later in the sequence. Furthermore, Melcher Schooler (1996) had investigated the verbal overshadowing of taste memory regarding a situation where domain-specific perceptual expertise exceeds verbal expertise. Three groups of participants were used, non-wine drinkers who have virtually no experience with the stimulus and have low perceptual expertise and low verbal expertise, wine drinkers who have developed a palate for wine, therefore they have moderate perceptual expertise yet low verbal expertise, and the third group was wine experts who have high perceptual expertise and high verbal expertise. It was found that verbal overshadowing did infact occur in the wine drinkers group whereby their perceptual expertise exceeded their verbal expertise. A possible explanation for this given by Lewis, Seeley Miles (2009) is that the novice wine drinkers may not have the ability to provide verbal descriptions that were sufficiently analytic in order to establish a change in style that could carry over to the wine- recognition stage. The experts on the other hand, may have been analytic in their approach to the initial wine tasting and so, even if the verbal description task did produce a carry-over of a controlled analytic style, then this style would not have been deleterious to their wine recognition skills. Another area of taste memory that has been explored is the processing of Navon letters and wine recognition in a series of tests (Lewis, Seeley Miles 2009). It was found that wine recognition was more accurate after the reading of the global letters rather than after the reading of the local letters of the Navon stimuli. The present study investigated the effects of position order in a sequence of wines and taste recognition of a trial wine in a series of trials. The experimental hypothesis for the present study was that there would be a significant difference in correct scores between the first and third position and the second position, therefore, that primacy and regency effects would be present in taste memory.

America Under Siege :: essays research papers

America under Siege†¦ One the greatest bastions of freedom and democracy in our world is now under siege by cowardly forces. The terrorist attack on the World Trade Centre and the Pentagon is not only an attack against the US, but an attack against the entire Western civilised world. There is nothing more despised and cowardly then a terrorist attack on innocent bystanders, but yet it is still one of the most effective weapons in the world today. It has been used before and will probably be used again, as we see from the attacks in the US. This is the warfare of the new Millennium. No country can be prepared for terrorist attacks and defend against them, especially not for one in such scale as the attack on the US. When seeing the pictures on CNN for the first time, I first believed that this was a hoax, a movie or something like that, but soon the fearful truth hit me ; this was for real! I have read things like this in books and seen them in the movies, but I for one, did not believe that this would happen. In 1996, Tom Clancy wrote a book called â€Å"Executive orders†, where he described a scenario which is not so far from what happened on Tuesday ; a plane crashes into Capitol Hill, killing the entire Congress and the president of the USA. You can say that Clancy almost predicted that something like this would happen, and so did the intelligence community. Already in 1993 a secret Pentagon report called â€Å"Terror2000† described possible terrorist scenarios against American interests, and in fact, several of those scenarios have come true indeed. America under siege. I remember reading Tom Clancy’s number one seller ; â€Å"Executive orders†, and thinking that it would be so cool if I could experience something like that. Well, I did, and the rest of the world did on the 11. of September 2001. And I realised how wrong I was when thinking that something like that would be cool to experience. Tom Clancy starts his book with a poem written by Colleen C. Hitchcock, called â€Å"the Ascension†, and I think that it is very appropriate for this occasion : Ascension And if I go, while you’re still here†¦ Know that I live on, vibrating to a different measure -- behind a thin veil you cannot see through. You will not see me, so you must have faith.

Career Goals and Learning Plan Paper

Career Goals and Learning Plan Paper I am a Grad student at the University of Pheonix pursuing a Masters Degree in Psychology. I have selected this particular field of study because I intend to become a Forensic Psychologist. Forensic Psychology involves applying psychology to the filed of criminal investigation and the law. I have an undergraduate degree from North Carolina State University and my major was Political Science and Philosophy. I worked as a Legal Assistant in a Law Firm for 8 years and obtained my Paralegal Certificate from Blackstone University in Dallas, Texas. I have spent many long hours in courtrooms and find it fascinating. I have interest in the criminal mind, as well as the rehabilitation of criminals. What is Forensic Psychology Forensic Psychologists examine methods, theories and processes within the criminal, legal and civil justice systems, and also look at and apply psychological theory to a crime or criminal investigation as well as look at criminal behavior. They look at the psychological problems associated with that and fair treatment of criminals including rehabilitation. Specifically they look at the assessment and treatment of offenders. One particular area that interests me focuses around risk assessment with offenders and making decisions as to whether or not they are suitable for re-integration. Career Goals My goals are ambitious, and study at the University of Pheonix will propel me towards achieving them. Goal setting is an important part of the career planning process. At this point I will start with dedicating myself to doing well in my current classes. Procrastination is a problem for me and I have to deal with it. I have a full time job and a two year old baby so it is important for me to use my time wisely. I plan to spend 1 – 11/2 hours per day reading and being active in the discussion portion of my class. â€Å"Get Time On Your Side† by Jennifer Nichols was helpful to me. Several points which I intend to follow include; writing stuff down, tuning out distractions, talking to my professor, and making good use of my daytime hours. Nichols) Dr. Ferrari, Professor of Psychology at DePaul University indicates that â€Å"academic procrastinators tend to lack self-confidence†¦lie low during group assignments. † (Hoover 2) I was delighted to find that he even has an online discussion group which centers on chronic procrastination! Furthermore, I must deal with stress in an effectual manner. Being a graduate student will demand a commitment, but out of the stress-filled times I am hoping will come tremendous p ersonal growth. I alleviate my stress with exercise and try to get at least 30 minutes of strenuous workout per day. The degree that I am working on will help me to achieve my goals. First, the counselor that I am working with has been extraordinary and is available to me most hours during the day. He has directed me to becoming acclimated to the online learning system. Second, my advisor has put together my schedule which consists of 39 credits and all classes that will be informative and beneficial to becoming a Forensic Psychologist. Occupational Outlook Handbook According to the Bureau and Labor and Statistics Occupational Handbook, Forensic Psychologists use psychological principles in the legal and criminal justice fields. Significant points include: â€Å"34% of psychologists are self-employed, mainly as private practitioners and independent consultants. † Furthermore â€Å"job opportunities should be the best for those with a doctoral degree in a subfield such as health†¦those with a bachelor’s degree will have limited prospects. † This information did not surprise me. It is a very a very competitive field which sort of excites me. A positive point is that employment is expected to grow 12% from 2008 to 2018 because of increased demand for psychological services in schools, hospitals, social service agencies, mental health centers, substance abuse treatment clinics, consulting firms and private companies. I have a second interest with respect to my future career path and that would be to work in a substance abuse treatment center. Since I have not studied many psychology classes I am going to wait to make my decision. Multiple Pathways to Learning Test I completed the Multiple Pathways to Learning test in Chapter 2 of Keys for College Studying. The test aims to help me to identify a learning style so that I may choose study strategies and pursue learning goals. The assessment helps determine the levels to which ones eight intelligences are developed. (Center, Bishops, Kravitz) Howard Gardner is the one who developed the test and he believes â€Å"that the way you learn is a unique blend of intelligences resulting from your distinctive abilities, challenges, experiences and training. (Center, Bishops, Kravitz) The results indicate that I have highly developed verbal-linguistic, musical, interpersonal, and logical-mathematical intelligence. In sum I communicate well, have music sensitivity, communicate with others well and understand logical reasoning. This indicates to me that I will work well in groups, and maybe would do well studying with music. I especially like Classical music. The Personalit y Spectrum Assessment Personality assessments help you to understand how you respond to the world around you; which includes information, thoughts, feelings, people, and events. The Personality Spectrum Assessment adapts and simplifies this material into four personality types; Thinker, Organizer, Giver and Adventurer and was developed by Joyce Bishop. (Keys for College Studying). The results of my test indicate that I am inclined to be a ,â€Å"Giver. † Giver traits include honesty, authenticity, successful close relationships, and others, but more important; I am inclined to so well if I study with others, teach material to others, seek out tasks, groups, and subjects that involve helping people and put energy into my most important relationships. I find the handbook to be very informative. I will follow advice from the author(s) with respect to playing to my strengths. Even though I will be studying and reading alone in my classes at the University, we will have Learning Teams which will work nicely with my â€Å"Giver† personality. I am very eager to begin Psychology Courses at the University of Pheonix. I am going to have to be focused and dedicated to my studies and schoolwork. In the long run I hope that this determination will give me the ability to find a position or career and work environment that suits me.

Nursing and Reflective Practice Essay

â€Å"Reflection is not just a thoughtful practice, but a learning experience†. (Jarvis 1992) This is a reflection on an incident that occurred during a shift on the labour ward. I have chosen Gibbs model of reflection (1988) to guide my reflective process. (Gibbs 1998) (Appendix I). Gibbs model (1998) goes through six important points to aid the reflective process, including description of incident, feelings, evaluation, analysis, conclusion and finally action plan. The advantage of Gibbs’s six-stage model is that it allows you to learn from experiences and make changes for your future practice. Description The incident involves the administration of a wrong opiate drug to a postnatal patient. The incident occurred whilst checking and administering a controlled drug. The drug error was discovered by the co-ordinator at the end of the day shift. During the daily checking of the controlled drugs, the co-ordinator and another midwife, found a discrepancy with the number of Diamorphine 10mg and Morphine 10mg ampoules, there being one too many Morphine 10mg ampoules and one too few of the Diamorphine 10mg ampoules. Myself, as the midwife checking the drug, along with the midwife who administered the Diamorphine to her patient, were the only midwives to have administered a controlled drug on the shift. The drugs were correct on the previous daily check. Feelings On being informed of the error my initial feelings were of disbelief and horror. I was confused; two midwives had checked the drug and neither of us noted the mistake. I felt very upset and embarrassed that I had made this mistake, since qualifying as a midwife I have never made such an error. When the error was highlighted I instantly remembered checking Diamorphine and mixing the drug with 2mls of water for injections, I remembered talking to the other midwife concerned about personal affairs. I felt ashamed that I had allowed myself be distracted during such an important task. I was very angry that I had allowed myself to become complacent about drug administration. The Code States that midwives shall, â€Å"provide a high standard of practice and care at all times†, (NMC 2008), I felt that I had not only failed the patient but the profession too. I started to worry about the potential effects to the patient concerned. The Standards for Medicine Management, (NMC 2010), states â€Å" as a registrant, if you make an error you must take any action to prevent any potential harm to the patient†. The patient had suffered no real harm as a result of the dug error and she was recovering well post-operatively. Evaluation The main advantage regarding this incident is that the patient concerned came to no serious harm. Personally, I feel that I have learnt from the experience, thus enhancing my clinical practice. Gladstone (1995) agrees that planning problem solving strategies and accepting responsibility is found to lead to positive changes. This incident has highlighted the need for vigilance at all times. I have changed my practice to avoid drug errors occurring in the future, I am aware not to be complacent with drug administration. I will never let this or any other incident occur due to lack of concentration again in my practice. Analysis Drug administration is one of the highest risk areas of nursing practice and a matter of considerable concern for both managers and practitioners (Gladstone 1995). Consequently, detailed and comprehensive procedures and standards exist, thus ensuring safe, legal and effective practice, for example of the Medicines Act (1968) and NMC’s Guidelines for the Administration of Medicines (2007). The Consumer Protection Act 1987 and Medicines Act 1968 require that to administer medication, the practitioner has to ensure that the right medication is given, to the right patient, at the right time, in the right form of the drug, at the right dose and right route. Nursing & Midwifery Council’s Code of Professional Conduct (2004) emphasises the administration of medication is an area of concern for public safety, and generally follow the principles laid down by law. The NMC also publish the appropriate guidelines for nurses on the administration of medicines (NMC 2004). The Standards for Medicine Management (NMC 2010) states that I am â€Å"accountable for your actions and omissions†. This incident has highlighted the need for vigilance at all times. Rule 7 of the Midwives Rules and Standards (NMC2004), states that â€Å"A practising midwife shall only supply and administer those medicines, including analgesics, in respect of which she has received appropriate training as to us, dosage and method of administration†. Although the local policy and procedures were followed, it seems that unintentionally the incorrect drug was administered. As a registered midwife I am up to date with all training, I have never before in my practice made a drug error. Research studies demonstrate that many drug errors within clinical practice occur as a result of distractions on the ward, illegible writing or because nurses failed to check the patient’s name-band (Gladstone 1996). The incident discussed demonstrates how easily practitioners can become distracted when checking and administrating drugs. With regard to reporting drug errors, (Webster and Anderson 2002) found that several areas of concern emerged, including nurses’ confusion regarding the definition of drug errors and the appropriate actions to take when they occurred. Nurses also reported their fear of disciplinary action and the loss of their clinical confidence. The Guidelines for the Administration of Medicine by the Nursing and Midwifery Council advises that an open culture exists in order to encourage the immediate reporting of errors or incidents in the administration of medicines. It also advises that nurses who have been made the subject of local disciplinary action, has discouraged the reporting of incidents which is detrimental to patients. Furthermore, all errors and incidents have a thorough investigation at local level, taking into account the full context of the circumstances, which requires sensitivity (NMC 2004). To learn from our mistakes, Williams (1996) believes we first need to acknowledge that we have made them. As mistakes in a professional capacity do happen, these mistakes need to be used as a learning experience to reflect upon and to therefore avoid them from happening again. Conclusion As discussed previously, the administration of medicines is a vital part of the midwives role. Drug error is costly in terms of increased hospital stay, resources consumed and patient harm (Webster and Anderson 2002). A study by Kapborg (1999) showed that the most common errors among nurses were administration of the wrong drug and levels of drugs administered exceeding the prescribed ones. Action Plan From my experiences of the incident, I have learnt a valuable lesson. I no longer allow myself to be distracted from other members of staff, patients or relatives when I am in the process of administering medication. During this time I only have discussions with the patient to whom which I am given them their medication. I realise the seriousness of my error and I have since read literature to educate myself, the important of not repeating the same mistake again. My reflective practice has encompassed critical analysis of my self-awareness. Through this process, I have been able to learn from my mistake. The drug error incident has been a learning curve and I now feel that I have improved my practice and became a better midwife, thus improving patient care. REFERENCE LIST Alderman, C. (1999). The drug error nightmare. Nursing Standard. Vol.11(25) pp.24-25. Atkins S., Murphy K. (1993). Reflection: a review of the literature. Journal of Advanced Nursing. Vol.18. pp.1188-1192. Armitage, G. and Knapman, H. (2003). Adverse events in drug administration. Journal of Nurse Management. Vol.11(2). pp.130-140. Benner, P. (1982). From novice to expert. American Journal of Nursing. Vol.82. pp. 402-407. 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