What Is Your Professional Or Career Goal And Why ✓ Solved

What is your professional or career goal and why is this

This essay must have a minimum of 5 paragraphs and a maximum of 2 pages.

1. What is your professional or career goal and why is this course important?

2. Describe your language proficiency entering this course.

3. What is your knowledge or work experience background that prepares you for this course?

4. Describe your strengths and weaknesses as a student.

5. What are your expectations of the course based on the described objectives?

1. What have you learned in the course that will help you continue to grow as a professional in your chosen career?

2. Which specific assignment for this course was your best work? What makes it your best work? What did you learn by creating it? What does it say about you as a student in regards to your degree concentration? How do you plan to use it in your field?

3. In which area(s) will you likely continue to strengthen your knowledge or competencies?

4. Which strategies did you use to learn the material in this course? Which were the most effective? Why?

5. How did your communication skills improve with this course? Discuss new vocabulary, the style of the profession (writing and oral).

Paper For Above Instructions

As a student enrolled in an Advanced Pathophysiology course, my primary goal is to become a competent healthcare professional specializing in chronic illnesses and patient management. This course is pivotal in my educational journey, as it equips me with an in-depth understanding of the physiological processes that underlie diseases, enabling me to provide better patient care. My aspiration is to work as a nurse practitioner or a physician assistant, where I can apply the knowledge gained to effectively diagnose and treat conditions, especially those involving chronic pain management.

Entering the Advanced Pathophysiology course, I possessed a strong academic background, having completed several basic medical science courses with commendable grades. My language proficiency is at a functional level, allowing me to comprehend complex medical terminologies and engage in professional discourse. However, I recognized the need to enhance my technical vocabulary and familiarity with medical literature, which this course has facilitated significantly.

My previous work experience as a healthcare assistant in a long-term care facility has also prepared me for the rigors of this course. In this role, I interacted with patients suffering from various chronic conditions, allowing me to appreciate the challenges they face daily. This practical experience has deepened my understanding of patient needs and informed my approach toward incorporating evidence-based practices in my future career. Yet, as a student, I acknowledge my shortcomings; time management has been a recurring challenge. Balancing coursework, clinical responsibilities, and personal commitments has demanded a reevaluation of my scheduling strategies and prioritization of tasks.

Regarding expectations, I look forward to engaging discussions and collaborative projects that align with the course goals. The objectives outlined promise to expand my clinical reasoning and analytical skills, which are critical for success in my future profession. As I delve deeper into how physiological changes affect patient care, I aspire to develop a comprehensive understanding that encompasses both theoretical knowledge and practical application.

From this course, I learned the significance of understanding pathophysiological principles for enhancing patient outcomes. My best assignment involved developing a case study on prostatitis, where I synthesized clinical data to present a robust treatment plan. This assignment exemplified my ability to integrate theoretical concepts with practical applications, showcasing my evolving skills as a future healthcare provider. Through this task, I not only improved my research and analytical skills but also gained insights into the complexity of patient care and management strategies associated with prostate health.

Looking ahead, I recognize areas for improvement, particularly in enhancing my understanding of pharmacological interventions and their implications in chronic disease management. Continuous education in these areas is essential to support my clinical practice and lead to improved patient outcomes. Additionally, I engaged in various study strategies throughout the course, such as active participation in study groups and utilizing online resources, which proved to be effective in reinforcing my learning.

Finally, my communication skills have significantly improved due to this course. I have become adept at using the professional vocabulary relevant to pathophysiology, allowing me to articulate complex concepts clearly. This course has highlighted the importance of effective communication in healthcare, both in written and oral forms. Engaging with my peers and instructors has enhanced my ability to convey ideas and foster collaboration in team settings, which is vital in the healthcare environment.

References

• Alibhai, S., et al. (2017). Bone Health and Bone-Targeted Therapies for Nonmetastatic Prostate Cancer: A Systematic Review and Meta-analysis. Annals of Internal Medicine, 167(5), 341–350.
• Cianferotti, L., et al. (2017). The prevention of fragility fractures in patients with non-metastatic prostate cancer: a position statement by the International Osteoporosis Foundation. Oncotarget, 8(43), 75646–75663.
• Eskra, J.N., et al. (2020). A novel method for detection of exfoliated prostate cancer cells in urine by RNA in situ hybridization. Prostate Cancer Prostatic Dis.
• Krieger, J.N., et al. (2003). Epidemiology of prostatitis: new evidence for a world-wide problem. World Journal of Urology, 21(2), 70–74.
• Nickel, J.C., et al. (2001). Prevalence of prostatitis-like symptoms in a population-based study. The Journal of Urology, 165(3), 842–845.
• Smith, M.R., et al. (2001). Pamidronate to prevent bone loss during androgen-deprivation therapy for prostate cancer. The New England Journal of Medicine, 345(13), 948–955.
• Wagenlehner, F.M., et al. (2013). National Institutes of Health Chronic Prostatitis Symptom Index (NIH-CPSI) symptom evaluation in multinational cohorts of patients with chronic prostatitis/chronic pelvic pain syndrome. European Urology, 63(5), 953–959.
• Abstracts from USCAP (2020). Genitourinary Pathology. Mod Pathol, 33, 1002–1002.
• National Cancer Institute. Prostate Cancer Treatment (PDQ®)–Patient Version. (2020). Retrieved from https://www.cancer.gov/types/prostate/patient/prostate-treatment-pdq
• American Urological Association. Guidelines on the Management of Benign Prostatic Hyperplasia. (2019).