Descartes And Hume Essay - 545 Words

There are three ways in which one is able to find truth: through reason (A is A), by utilizing the senses (paper burns) or by faith (God is all loving). As the period of the Renaissance came to a close, the popular paradigm for philosophers shifted from faith to reason and finally settling on the senses. Thinkers began to challenge authorities, including great teachers such as Aristotle and Plato, and through skepticism the modern world began. The French philosopher, Renà © Descartes who implemented reason to find truth, as well as the British empiricist David Hume with his usage of analytic-synthetic distinction, most effectively utilized the practices of skepticism in the modern world. Renà © Descartes was the first philosopher to†¦show more content†¦For in Descartes terms, it was plausible to doubt that one has a body, but impossible to doubt the existence of one’s mind; therefore â€Å"†¦self and mind must be identical† (Palmer 162). Hume on the other hand, took a different approach to the idea of self. He believed that there in fact was no such thing as selfhood. Instead he asserts that â€Å"it must be some one impression, that gives rise to every real idea. But self†¦is not any one impression, but that to which our several impressions and ideas are supposed to have a reference†¦Ã¢â‚¬  (597). By this he implies that in order to form concrete ideas, ones impressions of pain, pleasure, joy, etc. must be invariable throughout time. This, Hume states, we know without a doubt to be impossible. Passions succeed each other over time and give rise to new passions, therefore â€Å"†¦it cannot be from any of these impressions†¦that the idea of self is derived, and consequently there is no such idea† (597). Although like Descartes, Hume practiced the art of radical skepticism, he felt that if he could not utilize his senses to prove something it was meaningless. Hume continued development of Leibniz’s analytical-synthetic distinction, or in Hume’s words â€Å"†¦a distinction between relations of ideas and matters of fact† (Palmer 197). Analytical propositions are true by definition and are a priori, and therefore necessarily true. Synthetic propositions are not true byShow MoreRelatedThe Contributions Of Descartes And Hume3394 Words   |  14 PagesThe contributions of Descartes and Hume towards the issue of establishing: the existence of God Introduction: Arguments for and against the existence of god have been proposed by philosophers, theologians, scientists and others for thousands of years. In Philosophy, these arguments involve primarily the disciplines of Epistemology and Ontology and can be categorized as metaphysical, logical, empirical, or subjective. The epistemic arguments place different restrictions on our ability have knowledgeRead MoreDescartes vs. Hume Essay698 Words   |  3 PagesRene Descartes, a rationalist, said that each person contains the criteria for truth and knowledge in them. Finding truth and knowledge comes from the individual themselves, not necessarily from God. Descartes also believed that reason is the same for every single person. Descartes believed that nothing could be true unless we as humans could perceive it. He also believed that you could break down things into smaller simpler parts. Descartes also believed that there was a relationship betweenRead MoreDescartes v Hume Essay1542 Words   |  7 Pagesestablished by sensual experience: touch, taste, smell, et al. Rene Descartes, a philosopher and rationalist concluded that one self was merely a continuous awareness of one’s own existence; one’s substance was one’s ability to think. On the other hand, David Hume, an empiricist refuted Descartes conclusion and claimed that the concept of self was nonsense, the idea could not be linked to any sensual experience. Ultimately, Hume concluded that there was no such thing as self, i.e. self does not actuallyRead MoreDescartes, Hume and Skepticism Essay735 Words   |  3 PagesDescartes, Hume and Skepticism Descartes is responsible for the skepticism that has been labeled Cartesian doubt. Hume critiques this skepticism in his Enquiry Concerning Human Understanding. After his discussion of Cartesian doubt, he offers a different type of skepticism that he considers as being more effective philosophically. Is Hume right in his characterization of Cartesian doubt and is the skepticism he offers better? Descartes introduced the idea of universal doubt to philosophy. IfRead MoreSimilarities Between Descartes And Hume1627 Words   |  7 Pageshow we gain our knowledge. Renee Descartes is often known as the father of modern philosophy. He was also a mathematician and scientist. He developed the coordinate system, explained blood circulation and rainbows. He also discovered how the earth orbits the sun. He is a rationalist about knowledge. (Pismenny, 2016) This means that he believes we can gain knowledge through our minds. He argues that you do not need to have experience of something to know it. David Hume, another philosopher, is an empiricistRead MoreDavid Hume And Rene Descartes1816 Words   |  8 Pagesour perceptions, and memory. Well-known philosophers, David Hume and Rene Descartes are some of the individuals who searched for an answer and definition of personal identity. Both considered the perceptions of their mind and came up with two different conclusions. One stating th at personal identity in unintelligible, and the other confirming that what makes one certain of their existence is their ability to think and perceive. David Hume begins his discussion of personal identity by denying thatRead MoreRene Descartes And Hume Essay1767 Words   |  8 Pagesmost influential metaphysicians of this millennium are Rà ©ne Descartes and David Hume, who both offered varying opinions on matters relating to consciousness, the self, and personal identity. Despite holding consistent viewpoints on some factors of the aforementioned, their contrasting perspectives provide additional insight into the essence of human existence. In his most notable work, â€Å"Meditations On First Philosophy†{1641}, Rà ©ne Descartes attempts to disprove skeptics who say that an individual simplyRead More Hume And Descartes On The Theory Of Ideas Essay619 Words   |  3 Pages Hume and Descartes on The Theory of Ideas nbsp;nbsp;nbsp;nbsp;nbsp;David Hume and Rene Descartes are philosophers with opposing views about the origination of ideas. Descartes believed there were three types of ideas which are, innate, adventitious and those from imagination. He stated since he exists and his idea of what a perfect being is, such as God, then God exists. Hume, on the other had, believed ideas came only from one thing, impressions. Both theories have their strengths and weaknessesRead MoreIdeas of Descartes, Plato, and Hume Essay880 Words   |  4 PagesIdeas of Descartes, Plato, and Hume The immediate starting-point of Platos philosophical speculation was the Socratic teaching. In his attempt to define the conditions of knowledge so as to refute sophistic skepticism, Socrates had taught that the only true knowledge is a knowledge by means of concepts. The concept, he said, represents all the reality of a thing. As used by Socrates, this was merely a principle of knowledge. Plato took it up as a principle of Being. â€Å"If the conceptRead MoreDescartes and Hume: A Look at Skepticism and Finding Stability915 Words   |  4 PagesRenà © Descartes was a skeptic, and thus he believed that in order for something to be considered a true piece of knowledge, that â€Å"knowledge must have a certain stability,† (Cottingham 21). In his work, Meditations on First Philosophy, Descartes concludes that in order to achieve this stability, he must start at the foundations for all of his opinions and find the basis of doubt in each of them. David Hume, however, holds a different position on skepticism in his work An Enquiry concerning Human Understanding

Reflective Journal Assignment Free Essays

string(98) " Many views of differentiation are teacher-centric, viewing the process as created by he teacher\." Reflect on your portfolio of professional development in order to demonstrate how your practice has developed across the year. BY PhDKaur Reflective Journal Assignment 3 i) Reflect on your portfolio of professional development in order to demonstrate how your practice has developed across the year. it) Reflect on the GTC research ‘How does collaborative Continuing Professional Development (CPD) for teachers of the 5-16 age range affect teaching and learning? † Reflect on the role of the professional teacher in the light of the GTC professional standards and the National Standards for Qualified Teacher Status. We will write a custom essay sample on Reflective Journal Assignment or any similar topic only for you Order Now You should link this paper to reading on teacher professionalism and opportunities for professional development. Professional Tutor: word count: 2000 Part 1 Introduction The challenge of achieving progression for a group of students, each representing individual learning backgrounds and different levels of ability, has been an area of considerable professional development. If students are expected to make different rates of progress, then their experiences in the classroom must be tailored to their individual learning n pupil learning. Thus, differentiation arguably nas the greatest impact on My teaching groups represent a diverse range of abilities and needs including English as an additional language (EAL), disabilities, or academic talent. Differentiation is synonymous with the umbrella term ‘personalised strategies for learning’ and encompasses Assessment for Learning (AFL) and inclusion. Convery and Coyle (1993) demonstrate the significance of differentiation as the entitlement of every learner to have his/her individual needs and abilities catered for, and the teacher’s responsibility to find effective ways of managing those needs matching them to appropriate teaching and learning styles. However within the current education system, individualised learning for all in a class of 30 pupils is compounded by inadequate behaviour for learning and constrained resources. Professional development My initial perception of the purposes and strategies of differentiation consisted of an expectation that all learners were expected to achieve the highest levelled learning objective, through a system of differentiated instruction. I struggled to understand what differentiation meant in practice and where it aligned with my personal perspectives of education and classroom values. The lack of clarity around regarding my expectations of differentiation meant that although I planned for progression in lessons, I failed to appreciate its value in learning for the individuals in the class. In practice, differentiating by outcome involved whole-class activities, with prior assessment data determining pupils’ individual targets. Pupils expected to achieve the ‘most’ learning outcomes did not, as I focused on supporting pupils of lower ability, thus different groups of pupils did not make sufficient progress. The dynamic model of learning processes (O’Brien and Guiney, 2001) greatly nfluenced my philosophical and professional perspectives of differentiation. This 3D model encompasses a holistic view of the learning process, where pedagogical, emotional and cognitive factors must be synthesised in order to enable the learner to develop autonomy and self-awareness. The model states that differentiation should not be construed for pupils with SEN, nor should it be a purely reactive response, with teachers intervening when learners experience difficulty. I adopted the model as a framework for my planning, a key strength being the goal in achieving autonomy for the learner, as differentiation targets the development of elf-awareness. In practice this meant providing challenge and choice-making opportunities, through problem-solving activities, questioning knowledge as objective truth and reflecting upon the answers that students can or cannot give when confronted by uncertainty. The model suggests that questioning their own beliefs is most likely to be achieved through interaction with others, a beneficial approach as the pupils at Highbridge Academy needed to develop social skills such as team work. Shitting my tocus trom a ‘pupil-labour premium’ mindset to gauge the success ot learning activities i. e. he pupils were able to achieve the task set, towards an attitude whereby I consciously planned the development of pupils’ self-awareness was a crucial step in my professional development. An example of where this belief was put into practice was a lesson developing the concept of density with a Year 7 group. Students were given a list of possible activities they could complete to learn about density. The activities included: using a water table to explore properties of various objects, measuring the volume and mass of objects and calculating their density, reading about density in the textbook and watching a video showing density xperiments. The activities were based on visual, auditory, kinaesthetic, and tactile learning styles. Students had to choose and complete a minimum of two activities, from two different learning styles. These ‘choice boards’ were organized so that students chose options focusing on several different skills. Reflecting upon the lesson it was clear that the ‘buzz’ created in the classroom was not entirely due to the novelty of the lesson format but due to the structured activities encouraging independence and self-realisation of their own skills. Some pupils, whose prior data indicated they would not achieve the higher level learning bjectives, were able to achieve higher levels than expected. The following lesson, I used a similar format, grouping pupils together and observed that many pupils naturally gravitated towards certain roles (e. g. recording, observing, organising). In order to develop team-work skills and awareness of how teams work it was important that I made pupils aware of these roles, especially those that did not come naturally to them. The creation of an environment involving mutual support of each other’s learning was a turning point in shaping my classroom culture. Upon reflection it is obvious that this insight required me to move onto less didactic ethods of teaching. Schon (1983) values the capacity of teachers to ‘step away and undertake ‘reflection-on-practice’, enabling teachers to gain confidence and intuitively respond to needs by reflecting. Following a series of ‘choice board’ lessons in the 7K Forces unit I consciously planned activities which encompassed the wider skills, knowledge and understanding of science and pupils’ learning experience. Thus my view of differentiation developed to encompass a long-term goal of enabling pupils to become confident, self-aware learners. Conclusion Many views of differentiation are teacher-centric, viewing the process as created by he teacher. You read "Reflective Journal Assignment" in category "Papers" My study of Wgotskys zone of proximal development (the gap between the actual development level as determined by independent problem solving under adult guidance or in collaboration with peers) reinforced the need to plan the teacher-student dialogue in order to focus on emerging skills and abilities and to give students control in shaping their learning experiences. (Ugotsky, 1962). The teacher- student relationship and the pedagogical environment created, shape the quality ot learning experiences for the learner, now and in their future. My experience shows hat responding to learner’s needs intuitively is a key component of AFL and differentiation. Differentiation should not be considered a concession to lesson planning, but underpin an entire teaching approach. It is equally the responsibility of the pupil and the teacher, as pupils must be prepared to identify when they need support in their learning to become independent learners. However, in order to contribute to the end of having learners become self-determining members of their community at the levels they are most capable of achieving, then they require opportunities to exercise choice in their learning choices. art 2 The GTCE’s 8 codes of professional practice highlight a series of aims that distinguish the teaching profession’ (GTCE professional standards, 2009). Initially, I associated being a professional with a pre-determined product and brand image than with pedagogy. My superficial interpretation of teacher professionalism comprise d of adopting behaviours in accordance with a ‘paradigm’ of teaching that I assumed was expected from me from my peers and mentors. The QTS standards were a reference guide but provided a purely mechanistic outline of accomplishments validating my aptitude to teach. Current research regarding effective CPD Researching other viewpoints of professionalism and my experiences over the training year has shaped my professional ideologies and perspectives. Fundamentally, teaching centres on the concept of the ‘reflective practitioner’. Schon (1983) called it the knowledge acquired through ‘reflection in action’, and my experiences have highlighted four essential characteristics: competence, craft, collaboration, and continual reflection. These are reflected within my goals, abilities, standards and the development of the these qualities will directly impact the effectiveness of my teaching, Pratte and Rury (1991, p. 2) defined teaching as ‘a craft profession, built on a conscience of craft, rather than a conventional ideal of professionalism’. They argued that teachers need embodied knowledge to perform their Jobs, ‘something that they learn by doing and that is experientially learned, rather than acquired in a systematic, highly formal fashion’. However, research has shown there should be a personal entitlement to professional development throughout a teacher’s career, one that is not link 2005). ed solely to school targets but personalised and structured (Cordingley The use of the term ‘reflective practitioner’ logically entails that CPD must also be ooted in extended reflection. However, Schools often rely on ‘one-off workshops to achieve these aims, a shortcoming highlighted in an Ofsted 2009 CPD report. These approaches to CPD appear insufficient to foster learning which fundamentally alters what teachers teach or how they teach (Boyle, Lamprianou and Boyle, 2005). To support effective CPD and to ensure that acquired knowledge and skills are consolidated, implemented and shared with other teachers, research advocates collaborative CPD programmes. Sharing the expertise, knowledge and skills of teachers in the same school, in other schools and using consultants to provide in- chool programmes of support can tackle specific needs (Ofsted, 2009). Levin and Rock (2003) claim that teachers involved in collaborative CPD can become more reflective, critical and analytical when they think about their teaching style in the classroom. Little (1993) lists four categories of professional interaction that builds a culture of learning in practice where teachers: Engage in focused discussions about teaching and learning Observe and evaluate the teaching of their colleagues Engage in collaborative planning and design of lessons Actively teach each other and take leadership roles offering workshops This distinguishes a professional culture, where it is the responsibility of the community administrators to assure quality of the teaching staff, from that of a bureaucratic culture where administers are responsible. One of my professional goals is to strive for innovation in my practice. Collaborative CPD has been shown to foster an environment of active risk-taking where teachers try new ways of working, moving beyond the safe and familiar’ (Humes 2001). This can often be stressful when confidence is undermined by a lack of experience. Cordingley et al. (2005) suggested collaboration provided ‘moral support to teachers s they work through making difficult changes’. In order to adapt and learn from experience, essential for developing the capacity to bring about purposeful change, higher order thinking is required. Resnick (1987; cited in Land and Jonassen 2008) stresses the importance of the social setting to cultivate the disposition to engage in metacognitive strategies, closely aligned to Wenger’s (2007) concept of a ‘community of practice’ a notion of teachers’ adapting and learning from experiences gained through the actual practice of teaching and their mutual involvement in ‘study groups’. Such study groups would encourage risk- taking and provide an effective locus for learning about and inquiring into the teaching of thinking and related topics (what Shulman and Sherin (2004) refer to as a ‘big idea’). Cordingley et al. ) recommend the use ot research literature as a springboard for experimentation within CPD groups carrying out exploratory lesson planning. This promotes understanding and use of the relationship between abstract theoretical knowledge and experiential knowledge gained through direct classroom experience. Crucially, t his ‘big idea’ connects to the broader professional concerns and rofessional lives of teachers. It provides a platform where teachers can become more knowledgeable about the theory and practice of learning and teaching, motivation, and contemporary issues in education beyond their academic obligations of the PGCE. Additionally, teachers maintain an awareness of educational matters beyond the immediate scope of teaching. In light of this research and my experiences I have identified the following key areas for professional development next year. Firstly, I will develop self-evaluation, observation and peer review skills, professional dialogue and feedback. Secondly I ill dedicate an hour a week to reading professional Journals and texts. This can have very beneficial results, especially if what is read is reflected on in peer discussion. Thirdly I will focus on developing resources with colleagues, which should guard against isolation and repetition of ideas and work. I believe researching existing effective practice will help me as an NQT, to keep an eye on the wider world of education. In conclusion, effective CPD requires structured, peer-centric reflection. This does not depend solely on the school’s provision but my own efforts in reviewing my progress and targets throughout the formative NQT year. How to cite Reflective Journal Assignment, Essays

Contemporary Health Promotion in Nursing Practice

Question: Discuss about the Contemporary Health Promotion in Nursing Practice. Answer: Introduction: Patient centered theory is one of the popular theories of nursing. The theory was developed by Abdellah Faye who in 1960, came up with the idea of the 21nursing problems. According to this theory, a nurse should be at the fore front of delivering holistic care to the patients (Alligood, 2014). The nurse should be ready to use the skills to solve the problems faced by the patient. In her analysis, Faye identified various problems that patients face on day to day basis. Some of the major challenges include personal hygiene; regulatory functions; physical activity; safety; electrolyte balance; sensory functions; body mechanics; oxygen supply; elimination; nutrition; negative feelings; interpersonal relationship; communication; self awareness; therapeutic environment; and personal spiritual goals. These are the problems that the nurse should try to resolve because if ignored, can negatively impact on the health of the patient (Deane Fain, 2015). The theory of patient-centeredness is relevant in nursing. It can be applied by a nurse to provide care to the patient. Patient-centeredness is one of the most effective strategies in nursing care. It should be applied by the nurses to serve the patients. As clearly outlined by Faye, the nurse should be actively involved in empowering and assisting the patient to improve the quality of life. To do this, the nurse should take all the necessary measures to resolve the patients problems. This can be done by following a well-outlined procedure. After identifying the patients problems, the nurse should go ahead to formulate and test the hypothesis before collecting, analyzing data and eventually generating feasible conclusions (Harris, Mayo, Balas, Aaron Buron, 2013). If this procedure is followed, the nurse will definitely succeed in resolving the patients problem and improving the health condition. Personally, I have been applying the theory of patient-centeredness when attending to my clients. I strongly believe in the ideas of Faye because they are relevant and can greatly impact on the patients health is properly applied. This is why I have been doing my best to provide individualized care that is tailored towards satisfying the needs of my patients. When doing this, I take my time to analyze the patients, listen to them, and collect all the necessary information that can enable me to have a deeper understanding of the situation (Aronowitz Fawcett, 2016). After doing all these, I use my critical and creative mind to arrive at a reasonable conclusion. This is how I have been successfully helping my patients to solve the problems facing them. I would like to give an example of Maria, the patient whom I attended to in February, 2016. Maria came to the hospital when I was on duty. She came for a breast cancer diagnosis because she had been instructed by her GP to seek for immediate assessment to determine if the lump in her breast could have caused a cancer. Before the test, Maria told me that she is a 32-year old single mother of 1 daughter. She is employed and works hard because she is the sole provider of her small family. She looked worried because she was not assured of her test results. After the test, she was diagnosed with stage one breast cancer. This caused lots of stress to the patient. She had a feeling that she would lose her job, lose money in treatment, die prematurely, and leave her daughter in agony. In order to help Maria to deal with the situation, I had to apply Fayes principles of problem solving. I had to be a real problem solver who can bring hope to a troubled patient. So, I had to offer her physical and psychological treatment. I knew that this would be a necessary thong to do because it would enable her to deal with her situation (Raingruber, 2014). This strategy was successful because the patient finally recovered and because her condition has been successfully managed. She is no longer stressed. Problem solving, critical thing, and creative thinking are some of the fundamental skills in nursing. Nursing is a challenging discipline that requires all practitioners to be equipped with such skills. A nurse who poses these competencies can be effective in delivering quality and satisfactory healthcare services to the patients (DiCenso, Cullum Ciliska, 2011). Despite their role in nursing, problem solving, critical thinking, and creative thinking have lots of differences. Problem solving refers to the process of finding a resolution to a challenge or complex issue that might arise at any given time. It is a very important skill that is always used in nursing. As already highlighted, nursing is quite challenging because it has a lot of complex issues that need to be addressed at all times. Therefore, it can be better if a nurse knows how to deal with any situation no matter how complicated it might be. On the other hand, critical thinking is an intelligent and objective evaluation or analysis of a situation. Critical thinking should be done by applying ones experiences, observing and reflecting a situation before arriving at a reasonable conclusion or judgment (McPeck, 2016). It is also an important sill that should be possessed by a nurse. Finally, creative thinking is a process of using a persons imaginations to come up with a new idea to resolve an issue at hand. It is also an essential skill that should be possessed by nurses because it can enable them to make intelligent decisions. Critical and creative thinking differ because cause in critical thinking, there are choices that are used to make decisions. However, in creative thinking, there is no such thing because only fresh ideas are made or created. Creative thinking involves the production of new ideas. Meaning, during creative thinking, an individual is supposed to use imaginative skills to come up with new ideas that can be used in resolving a challenge that needs to be addressed. It requires a high level of novelty and creativity. Besides, unlike in critical thinking, creative thinking requires the generalization of ideas (Kong, et al., 2014). However, in critical thinking, this approach is not used because the person does not have to imagine a lot, but only has to rely on existing ideas, critically analyze and critique them before reaching a conclusion. All in all, critical and creative thinking are problem solving strategies. Their effective use can determine the success for healthcare interventions gi ven to the patients. Problem solving is a fundamental skill in nursing. A nurse who lacks problem solving skills cannot be of any significance to a patient. Whenever discharging their duties, a nurse should be ready to help the patient to deal with the patients problems to be able to help in improving the health condition (McPeck, 2016). Nursing is an organized profession in which all the activities should be carried out using a clearly outlined procedure. Problem solving in nursing should be done by following the following steps: 1) Identification and definition of the problem, 2) assessment of alternatives, 3) choosing of the best alternative, 4) implementation of the recommended alternative, and 5) evaluation of the problem-solving process. These problems should be effectively applied in the nursing process which is also done in the following order: 1) assessment, 2) diagnosis, 3) planning, 4) implementation, and 5) evaluation (Melnyk, et al., 2014). As a nurse, I have been engaging in serious decision making processes. Whenever I get a complex situation, I have to use my critical and creative thinking skills to provide reasonable solution to various issues. However, to succeed in all these, I have to apply the appropriate steps and procedures for problem solving and nursing. I take the necessary measures to carry out each activity at the right time. For example, before treating the patient, I have to spare enough time to assess the condition, provide appropriate diagnosis, come up with a care plan, prioritize the needs, and eventually addressed in the right manner (Jones, 2014). Such decisions are only made after critically analyzing the problem, formulating alternative solutions, before coming up with the most viable alternative to adopt while resolving the issue. In order to prove my problem solving prowess, I would like to give an example of Joan. Joan is an Aboriginal patient whom I got a privilege to attend to in February. She was handed over to me to be served during my shift. From her records, Joan is a 37-year old Aboriginal who just lost her job because of her overweight. She had been diagnosed with obesity, High Blood Pressure, diabetes type 2 and apnoea. Therefore, as the presiding nurse, I had to develop a care plan for the patient. I succeeded in doing this because I applied the most suitable nursing and problem solving approaches. After using my observation skills to assess the patients condition, I perfectly applied my critical and creative thinking capabilities to prioritize the needs and effectively addressed them to the satisfaction of the patient (Fairman, Rowe, Hassmiller Shalala, 2011). Had I not used the skills, I would have failed. Australian Health Practitioner Regulation Agency (AHPRA) and the Nursing and Midwifery Board of Australia are bodies that regulate healthcare professionals in the country. They discharge their regulatory mandate by formulating and enforcing regulations and policies that must be adhered to by the healthcare professionals in the country. However, the major difference between the two bodies is that they have different powers because it depends on the roles and mandate given to them. Whereas the Nursing and Midwifery Board is only concerned about the nurses and midwifes, AHPRA is an overall body that regulates the activities of all the 14 national boards across the nation. It ensures that all the boards use consistent regulations aimed at providing safe care to the general Australian public. The current Continuing professional development (CPD) came into force on June 1, 2016. It states that all the Registered Nurses, Enrolled Nurses and midwifes interested in CPD must have successfully finished at least 20 hours of CPD after registration; or between 5 and 20 hours for the professionals registered less than one year before the renewal of registration. These are the qualifications that must be met by all the practitioners otherwise no approval can be granted. They are all important because they provide the Australians with an opportunity to be served by competent and qualified practitioners who are guided by the ethical codes of conduct and standards governing the profession (Burston Tuckett, 2013). The National Framework for the Development of Decision Making Tools for Nursing and Midwifery is a very important document in Australia. It outlines concepts and principles to help the nursing and midwifery professionals to make rational decisions to satisfy the diverse needs of the health community across the country. Nurses and midwifes are always confronted with challenging situations which require serious and well-thought decisions to be made. However, it should be much better if all the decisions are made in line with well outlined frameworks. This is why the document was developed. Reference can be made to the framework if there is need to make consistent decisions in the profession. If this is done, the practitioners can be empowered to make feasible and well-guided decisions that can enhance quality service delivery (Smith Parker, 2015). This is what all Australians are looking for. Quality standards and accreditation criteria used in the country are very important because they bring sanity to healthcare sector in many ways. First, the standards help in the improvement of quality of healthcare services delivered to the Australian public. High quality standards should always be maintained by the healthcare providers. It can help in ensuring that the patients get safe care that cannot interfere with them in any way, but improve their health status (Donato Segal, 2013). On the other hand, accreditation of programs and practitioners is a brilliant idea because it guarantees competence in service delivery. If only highly trained and qualified professionals are allowed to practice, it is obvious that the Australian public will get a value for the money spent on healthcare (Kangasniemi, Pakkanen Korhonen, 2015). Accreditation is therefore important because it only allows the public to be served by practitioners who are qualified and are guided by the ethical values o f the healthcare profession. References Alligood, M. R. (2014). Nursing theorists and their work. New York: Elsevier Health Sciences. Aronowitz, T., Fawcett, J. (2016). Thoughts About Social Issues: A Neuman Systems Model Perspective. Nursing science quarterly, 29(2), 173-176. Burston, A.S. Tuckett, A.G. (2013). Moral distress in nursing: contributing factors, outcomes and interventions. Nursing Ethics, 20(3), pp.312-324. Deane, W. H., Fain, J. A. (2015). Incorporating Peplaus Theory of Interpersonal Relations to Promote Holistic Communication Between Older Adults and Nursing Students. Journal of Holistic Nursing, 0898010115577975. DiCenso, A.; Cullum, N. Ciliska, D. (2011). Implementing evidence-based nursing: some misconceptions. Evidence Based Nursing 1 (2): 3840. doi:10.1136/ebn.1.2.38. Donato, R. Segal, L. (2013). Does Australia have the appropriate health reform agenda to close the gap in Indigenous health?. Australian Health Review, 37(2), pp.232-238. Fairman, J. A., Rowe, J. W., Hassmiller, S., Shalala, D. E. (2011). Broadening the scope of nursing practice. New England Journal of Medicine, 364(3), 193-196. Harris, M., Mayo, A., Balas, M. C., Aaron, C. S., Buron, B. (2013). Trends and opportunities in geropsychiatric nursing: Enhancing practice through specialization and interprofessional education. Journal of Nursing Education, 52(6), 317-321. Jones, J. S. (2014). Interpersonal relations in nursing theory. In Theories guiding nursing research and practice (pp. 173-200). New York: Springer. Kangasniemi, M., Pakkanen, P. Korhonen, A. (2015). Professional ethics in nursing: an integrative review. Journal of advanced nursing, 71(8), pp.1744-1757. Kong, L.N., et al., (2014). The effectiveness of problem-based learning on development of nursing students critical thinking: A systematic review and meta-analysis. International Journal of Nursing Studies, 51(3), pp.458-469. McPeck, J.E. (2016). Critical thinking and education. New York: Routledge. Melnyk, B. M., et al., (2014). The establishment of evidence?based practice competencies for practicing registered nurses and advanced practice nurses in real?world clinical settings: proficiencies to improve healthcare quality, reliability, patient outcomes, and costs. Worldviews on Evidence?Based Nursing, 11(1), 5-15. doi: 10.1111/wvn.12021. Epub Raingruber, B. (2014). Health promotion theories. Contemporary Health Promotion in Nursing Practice, 53, 53-94. Smith, M. C., Parker, M. E. (2015). Nursing theories and nursing practice. New York: FA Davis.