How to Organize An Effective Email Marketing Strategy (Template)

How to Organize An Effective Email Marketing Strategy (Template) Managing email marketing successfully isnt easy especially when you have multiple email initiatives going at once. The value of email marketing is undeniable, so its not surprising that many departments within your organization want to leverage the platform. This results in lots of moving pieces to consider and many stakeholders to please. It also increases the chances of accidentally sending multiple emails to the same person in one day. (Speaking from personal experience the fallout of this isnt pretty.) Here are just a few pieces of the puzzle you have to consider Managing your ever-growing subscriber list. Overseeing the design and copy of every email. Scheduling delivery times. A/B testing. Analyzing results. Thats just scratching the surface. One thing is clear, if youre going to be successful at email marketing, you need a well-planned marketing strategy in place. One that clearly establishes goals, and lays out the roadmap to achieve them. Something that can guide your team toward success. And thats exactly what youll get from this post. Heres how to plan your entire #email #marketing strategy via @Download Your Email Marketing Strategy Template Before you continue reading, download your email marketing strategy template. This easy to use PowerPoint will help you document your plan and give the rest of your email team something to refer back to when they have questions. If you're new to , it's the only marketing suite to manage every facet of your marketing. It even integrates with popular email marketing services giving you the ultimate visibility into your email strategy, so you'll never send multiple emails to the same person in one day again. With Email Marketing from , you can: Seamlessly integrate with your favorite email marketing platform. Email platforms are powerful, and you've grown to know and love yours, so why give it up? integrates with many preferred platforms so your email marketing is no longer disjointed from the rest of your marketing initiatives. Write click-worthy email subject lines...every time. ’s awesome Email Subject Line Tester is built right in so you can optimize and perfect every subject line to drive more  opens, more  clicks, and more conversions. Get full visibility into your ENTIRE  marketing strategy. Disjointed marketing content (and constantly jumping from screen to screen) is the worst. With Email Marketing from , all your email campaigns live on your single marketing calendar, giving you ultimate visibility into your marketing strategy and individual initiatives. Create Your Own Email Marketing Strategy in 11 Steps Creating an email marketing strategy doesn’t have to be complicated. The following eleven steps will help you plan your work and work your plan in no time. Table of Contents: Choose Your Email Marketing Tools Identify Your Target Audience Choose List-Building Tactics Create Your Email List Segments Create Email Sending Schedule Define Your Email Marketing Goals Decide Which Types of Emails to Send Formatting Your Email Content How To Optimize Your Emails What A/B Tests Will You Run Reporting Step One: Choose Your Tools Finding the right tools is the first step in your strategy. A lot of these platforms are super powerful and can help you organize and send your emails at the drop of a hat. Email Marketing Tools Some common email marketing tools that you might consider using are: MailChimp Campaign Monitor Constant Contact ActiveCampaign This is a shortlist in a sea of other email tools you could use. Find the tool that fits your team based on what you want to accomplish with your email marketing. Recommended Reading The Best Free Email Marketing Software Tools You Should Use Marketing Automation Tools You might not want to stop at a simple email marketing tool. You may also consider adding a marketing automation tool to your list. Marketing automation makes it easy for you to follow up with customers and send the right email at the right time to subscribers based on how they are interacting with your website. Some email marketing platforms have basic marketing automation features built-in like the option to send birthday email messages automatically, etc. It's worth taking some time to figure out the depths of marketing automation you need and your bandwidth for maintaining automation initiatives. These activities can take a big chunk of time to manage. Potential automation tools to add to your list are: Autopilot:  Autopilot makes it easy to plan out journeys and triggers that send your subscribers emails based on how they interact with your website. Userfox:  Userfox is a small email-focused automation tool that sends emails to subscribers based on events that you put into the system. Userfox was bought by the Adroll Group in 2014. HubSpot:  Hubspot doesn’t have as much email automation functionality as the other two on this list, but it is suited for companies who want to control multiple aspects from one tool. Marketo:  Is a powerful marketing automation tool that is most suitable for enterprise-level marketers. Pardot:  Is a full solution that helps marketers create meaningful connections, generate more pipeline, and empower sales to close more deals. The marketing automation option fits will if you use Salesforce as your CRM. Once you have your tools, add them to the first slide in your email marketing strategy template: Action Items: Research email marketing tools. Compare which ones will work best for your marketing team. Add them to your strategy template.Step Two: Identify Your Target Audience Once you have your tools selected you to need to focus on building your email subscriber list. The first step to build your email list is to identify your target audience. As a refresher: Your target audience is the ideal customer you want to attract to your product or service through your marketing efforts. So how can you find your target audience? First, answer the following questions: Who are our current best customers? What qualities do they have in common? What problem are they experiencing that has our customers search for a solution like our product or service? Why did they purchase our product or service? What did we provide for our customers that our competition didn’t? Is your email marketing strategy focused on your target audience?Using those answers format, your target audience statement with the following template: {Insert your company} creates content to attract {insert target audience} so they can {insert desired outcome} better. Record your target audience demographics and statement in your template. Recommended Reading: How To Find Your Target Audience With A Marketing Persona Step Three: Create Tactics To Use To Get Your Audience To Opt-In To Your Email List Now that you know who your target audience is you can begin to brainstorm tactics that will attract them and convince them to sign up and join your email list. Here are just a few ideas to get you started. Give Them Something Valuable In Return One of the most common ways to get your audience to join your email subscriber list is to gate content upgrades behind an opt-in form. What is valuable to your customers? A downloadable template or ebook that shows them how to solve a problem or answer a question they might be having. If you gate something that doesn’t provide something of value you might end up losing that subscriber. Recommended Reading: Conquer Your Inbound Marketing Strategy with this Process (+ 4 Templates) Go For The Direct Ask Another way to gain subscribers is to go for the direct ask. Explain to them why they should opt into your email list and entice them with personalized information like this pop up from Fargo 3D Printing. Gathering information like this will also help you segment your list. (More on that in a bit): Here's another pop-up example from Nanit encouraging visitors to signup for their newsletter. The company asks for the ages of the visitor's children, which would indicate the company does some segmenting based on developmental stages of the child's age. Use the Header And Footer of Your Website Another place you can put an email opt-in button is on your website’s header and footer. Why not meet your audience halfway and make it easy to remind them that they can get more information about your products by joining your email list? Take a look at this example from Ulta: Here's another example from Michael Hyatt: And another from British Clothing Company, Boohoo. How To Segment Your Email List We mentioned earlier in this section that you can segment your email list. What does that mean and how can that help you? Here's a quick and dirty email segmentation definition: The process of grouping like individuals on an email list based on their behavior or characteristics to send specifically targeted emails that address that particular group of users needs or problems. You can just blast out your emails to everyone on your list and hope that it resonates with someone and convince them to convert. However, in today’s day in age, we can use data and information to go further and serve content to the right people at the right time to help guide them through your marketing funnel. In fact, segmenting your list can have a positive effect on your email list. MailChimp conducted an internal study  and found that segmented campaigns had: 14.31% higher open rates. 100.95% more clicks. 9.37% lower unsubscribe rates than their non-segmented campaigns. You can segment your list  based on a variety of things, including: Company size. Location. Activity on your website. How long they’ve been on your email list. In order to accurately segment your list, you need to gather this data about your customers when they first sign up. So add options for subscribers to choose from before they complete their sign up. List potential ways your team will try and grow your email list in your template as well as your email list segments. Action Items: Brainstorm email list growth strategies. Record strategies in your template. Update strategies every three months based on what’s working well and what isn’t. List out what criteria you will segment your list by. Step Four: Choose the Types of Emails to Send There are many different types of email that you can send to your list. You can choose one or change it up based on the various segments you have in your list. Here are three different types of emails to get started with. Newsletters Newsletters are a popular email format. They come to your subscriber’s inbox at the same time at recurring intervals. They allow you to show them a variety of content and information your subscribers might have missed if they haven’t visited your website lately. According to Hubspot,  successful email newsletters contain 90% educational content and 10% product or promotional content. The same post from Hubspot says newsletters should contain a single theme or idea. That way you can prevent yourself from randomly throwing content into your newsletter just to get it out there. You might even send out different newsletters on different topics based on who you’re sending each newsletter to on your list. So what does an excellent newsletter look like? Take this example from The Skimm: Photo from Hubspot The Skimm newsletter  is specific in the fact that it rounds up the latest news from the day before and quickly summarizes it for readers. It provides the benefit of not having to read long news stories and allows subscribers to quickly catch up on the news from the day before.

Critically analyse the current health promotion activities associated Essay

Critically analyse the current health promotion activities associated with this sexual health - Essay Example For sexual health to be attained and maintained, the sexual rights of all persons must be respected, protected and fulfilled† (Technical Consultation on Sexual Health in January 2002). Reproductive and sexual health and well-being are vital if people are to have a safe, responsible, and satisfying sexual lives. Good sexual health is important to both individuals and society. It is, therefore, important to have the right support and services to promote good sexual health. Sexual health requires a positive approach to human sexuality and understanding of the intricate factors that shape human sexual behaviour (Fogel 1990). These factors affect whether the expression of sexuality leads to sexual health and well-being or to sexual behaviours that put people at risk or make them vulnerable to sexual and reproductive ill-health. Health programme managers, policy-makers and care providers, need to understand and promote the potentially positive role sexuality can play in people’s lives and to build health services that can promote sexually healthy societies. The level of concern related to sexual health among health care professionals, the Government and the public is presently high. This has been as a result of growing rates of infection, the arrival of the HIV epidemic in the 1980s, confirmation of heightened risk taking and often inadequate control of infections. Common conditions now include Chlamydia, non-specific urethritis and wart virus infections, but almost all sexually transmitted infections (STIs) are becoming more common (Stokes 1997). The frequency of visits to branches of genitourinary medicine (GUM) in England has doubled over the last decade and now stands at over a million a year, see figure 1 below. Diagnoses of genital Chlamydia also virtually doubled up during the 1990s, with a major marked increase in men and women aged less than 20. Current surveys of women

English Essay Example | Topics and Well Written Essays - 500 words - 6

English - Essay Example In the poem â€Å"I Wandered Lonely as a Cloud† a man described himself floating with the clouds in the daytime on the bank of a lake in a field of daffodils. The man wished to share a serene scene of peacefulness so the reader can understand his feelings. The reader can feel the inner contentment of the author. This poem paints the picture of peacefulness that can come from a simple view in one’s mind of a field of flowers once saw. The man of this poem imagined he is lonely, floating like a cloud. In his loneliness, the character found a multitude of golden daffodils by a lake underneath a grove of trees. The flowers waved in the wind, looking like they were dancing. From up above the daffodils looked endless. The water gleamed brightly, but the flowers out shone the water with its beauty. The man had to be elated at the sight of these daffodils. Whenever the man feels sad and alone, he thought of the dancing daffodils, immediately feeling better. William Wordsworth’s poem imbues the ideal of a character soothing their unrest with a image of nature. Although the man in the poem was lonely, he craved others. Yet if a person is depressed, lonely, hurt, or even angry the cause is normally another person. That makes this poem more sensible. There are no better friends than daffodils. Flowers cannot hurt you. Thus this beautiful dream helped the character to meditate into a better mood every time he imagined it.. â€Å"I Wandered Lonely as a Cloud† is an example of how the meditation allowed this man to cheer himself up in solitude. This poem is a prime example of fixating on an imagined time and place to make oneself feel better. A popular technique used by numerous people all over the world. This is what makes â€Å"The Daffodil† enjoyable to read. Most people can identify with the sentiments expressed by the author. Readers have experienced the feelings of bad, loneliness, and distrust of their fellow humans. William

Accountability and Assessment in Nursing Mentorship

Accountability and Assessment in Nursing Mentorship Introduction The Nursing Midwifery Council (NMC) (2008a, p.23) declares in its Standards to Support Learning and Assessment in Practice that a â€Å"mentor is a mandatory requirement for pre-registration nursing students†. This simply means that student nurses must be guided by nurse mentors. The Royal College of Nursing (2009, p.3) declares that the â€Å"significance of the role of a mentor and the quality of the mentorship offered in practice cannot be over-emphasised†. The NMC (2008a, p.23) defines a mentor as â€Å"a registrant who, following successful completion of an NMC approved mentor preparation programme or comparable preparation that has been accredited by an AEI (approved educational institution) as meeting the NMC mentor requirements has achieved the knowledge, skills and competence required to meet the defined outcomes†. The NMC (2008a, p.13) also provides for eight domains in the framework to support learning and assessment of students in practice. In essenc e, this means that in order to become an effective mentor, a nurse must be able to accomplish these eight domains. These domains are establishing effective working relationships, facilitation of learning, assessment and accountability, evaluation of learning, creating an environment for learning, context of practice, evidence-based practice and leadership (NMC 2008a, p.13). This essay will explore one of the eight domains, specifically the domain of accountability and assessment in mentorship. This will be done in relation to mentoring two first-year adult branch nursing students placed in the Dermatology Department. Before proceeding any further, it is imperative to relate that the NMC (2008b, p.3) declares the need to respect people’s right to confidentiality. In compliance with this, the real identities of the student-mentees will be kept anonymous. Main Body Accountability is essential in the professional practice of nursing (NMC 2010, n.p.). A literature review in defining professional nursing accountability conducted by Krautscheid (2012, p.45) revealed that accountability is usually linked with responsibility particularly the responsibility for one’s own actions and behaviours related to the practice of one’s profession. The professional accountability of a nurse is expressed by no less than the Nursing Midwifery Council in its Code for Standards of Conduct, Performance and Ethics. To be specific, the NMC (2008b, p.2) states that â€Å"as a professional, a nurse is personally accountable for actions and omissions done in practice and must always be able to justify one’s decisions†. The accountability of a nurse as a mentor is also grounded on the same NMC Code. The NMC (2008b, p.5) states that a nurse must facilitate students and others to develop their competence. This specific provision directly requires a nurse playing the role of a mentor to be accountable for the learning of students during practice placements. In the case of the two first year adult branch nursing students, it is safe to declare that a mentor is accountable for the total learning experience of the students while in the placement. To effectively mentor the two students, it is necessary to first establish a positive mentoring relationship with them. This is because a positive mentor-mentee relationship can help make the mentor and the mentee feel more comfortable with each other and this facilitates the smooth interaction and communication between them. Gopee (2011, p.28) supports this when he declared that a mentor and his or her mentee are initially strangers to each other and so they must develop rapport and cultivate a positive working relationship in order for the mentorship to really work. A practice placement is where students begin to apply their knowledge and practice skills in order to achieve the required competence for registration (RCN 2006, p.1). The need for a strong and positive mentoring relationship is crucial especially because clinical placements can be a daunting environment for the students. This is particularly true during the first few days of the placement. A clinical placement can pose a great challenge for students such as during a busy day and the ward or department is understaffed (Levett-Jones and Bourgeois 2011, p.227). It is therefore vital for the mentor to initiate a friendly but professional approach when interacting with the students in order to help them feel at ease in the clinical environment of the placement. One way by which this can be done is for the mentor to conduct an orientation wherein the students are made familiar with the different areas of the Dermatology Department and are introduced to the entire healthcare staff working there. Beskine (2009, cited in Walsh 2010, p.23) state that an â€Å"orientation is the gateway to a successful placement†. Walsh (2010, p.23) suggests that an initial orientation is a vital part of helping a student get off on the right foot and make the most of their placement. Walsh (2010, p.23) further relates that one strategy for the mentor to accomplish this is by sharing with the students information about one’s personal experiences as a student and one’s expectations as a mentor. This strategy can be made formal by providing an information or welcome pack. Typical contents for a welcome pack include a welcome letter encouraging the student to visit the placement prior to that start of the actual placement, the location of the placement, a list of learning opportunities and learning outcomes, the expected roles and responsibilities of the students, a dress code or guidelines on what to wear and the shift hours (Stuart 2013, p.157). It should contain a de scription of the various areas within the ward or department and a list of the names of personnel working within the placement (Bailey-McHale and Hart 2013, p.129). The importance of making the two students feel welcome in the placement is actually a simple but effective means of showing one’s accountability as the mentor for the students. This is because it is clear that a mentor is accountable for the total learning experience of his or her students and the first step to ensure the learning of students begins with making the students familiar and comfortable within the learning environment. This should then be followed by conducting an initial assessment of the learning needs of the students related to the area of the placement. A mentor is responsible for making initial interviews with students to assess their learning needs and to develop a plan on how to address these needs (RCN 2006, p.6). Naturally, the interview will be smooth sailing if the mentor is successful in building a positive mentoring relationship with the students. In interviewing the two students in the Dermatology Department, it is important to take into consideration the preferred learning styles of the students. In essence, this means that along with identifying the learning needs of the students, it is also vital to identify how they can learn best from the placement. The Royal College of Nursing (2006, p.6) states that a mentor’s responsibility includes being approachable, supportive and being aware of how students learn best. There are many theories and models that can be adopted to label the preferred learning styles of students. An example of this that may be use in the two students is the Honey and Mumford learning styles model. The Honey and Mumford model identifies four types of learners namely activists, reflectors, theorists and pragmatists. An activist learner is a hands-on learner and prefers to learn by trial and error (Temple 2012, p.75). A reflector is someone who prefers to be thoroughly informed before acting on a situation (Temple 2012, p.75). A theorist is someone who utilises theories to make sure that a particular u ndertaking makes sense (Temple 2012, p.75). A pragmatist is someone who learns best by observing a demonstration from an expert (Temple 2012, p.75). In the case of the two students placed in the Dermatology Department, both have been identified to be pragmatists and so actual teaching of the skill of bandaging was done through demonstrations which the students carefully observed. A simulation strategy was also used wherein the two students were given the opportunity to practice their bandaging skills onto a mannequin before they were allowed to perform the skill onto real patients while under supervision. In using the demonstration and simulation strategies, it is crucial for a mentor to also take into consideration the internal and external factors that affect student learning. This can be further identified by using the SWOT (strength, weaknesses, opportunities, threats) Analysis. The SWOT Analysis is a useful tool to help mentors identify factors that can either improve or hinder their mentoring skills (Murray and Rosen 2010, p.103). The strengths and weaknesses are the internal factors that affect the efficiency of mentoring while the opportunities and threats are the external factors (Murray and Rosen 2010, p.103). In the case of the two students, one prevailing strength that has been identified is their genuine eagerness to really learn while in the placement. For the mentor, one strength is the mastery of the nursing skills that need to be taught to the students. One weakness of the students was their initial hesitation to interact with the mentor. One weakness of the mentor is the initial uncertainty on how to begin interaction with the students. One opportunity is the presence of diverse learning opportunities in the placement while one prevailing threat is the very hectic schedule of the department which causes frequent interruptions during actual teaching sessions. In teaching the two students about correct bandaging, it is also important to adopt the concept of andragogy. To simply put it, andragogy refers to adult learning which is in contrast to pedagogy which is all about child learning (Walsh 2010, p.82). The concept of andragogy implies that adults prefer to take an active role while children are passive learners and therefore leave everything to the discretion of the teacher or mentor (Kinnell and Hughes 2010, p.60). Base on these premises, teaching the two students who are adult learners will require the mentor to actively seek the students’ input. This means that the mentor should not on his/her own decide on what and how to teach the things which the students need to learn in the placement. The mentor should brainstorm with the students on how the students’ learning needs can be best met. This will allow the students to have a more active role in planning their own learning during placement. There is also the need to consider the current level of aptitude of the students in relation to the skills that will be taught to them. In this case, the Benner’s Skills Acquisition Model will be helpful. Stuart (2013, p.126) states that a student or even a newly qualified nurse will have to pass the five stages of nursing competence as identified in Benner’s Model. The model classifies learners into five stages namely novice, advanced beginner, competent, proficient and expert. It is safe to deduce that the two students being mentored are still under the novice stage; hence, it is vital for the mentor to create teaching strategies that would fit their current level of knowledge and skills. For instance, it would be unfair to teach the students advance skills on four layer compression bandaging without first teaching them the basic principles of bandaging. Blooms Taxonomy should also be adopted by a mentor to enhance teaching sessions. Cannon and Boswell (2012, p.140) state that Bloom’s Taxonomy is an important learning theory as it distinguishes learning into three domains: namely affective, cognitive and psychomotor. Teaching correct bandaging skills naturally involves the cognitive domain since it requires mastery of steps or procedures. It also involves the psychomotor domain because it entails using instruments and tools. It also incorporates the affective domain because it requires positive and encouraging feelings and emotions which help motivate a student to do the procedure correctly. It is also important for a mentor to make the learning objectives SMART. This means that the objectives are specific, measurable, attainable, realistic and time-bounded. In the case of the two students, this has been achieved since the objective involves making the student understand and perform the steps of bandaging. This makes the objective specific. This will be done under supervision with the policy on bandaging as the criteria. This makes it measurable and realistic. The said objective is to be accomplished at the end of the placement. This makes it time-bounded. A mentor’s accountability naturally includes assessing the students’ performance. Aston and Hallam (2011, p.60) relate that assessing students’ learning while they are under one’s mentorship is one of the important role of a nurse mentor. This is grounded on the Nursing Midwifery Council (2008a, p.16) declaring that students must be supported and assessed by mentors. Mentors are responsible for assessing the total performance of students including their knowledge, skills, attitudes and behaviours (NMC 2008a, p.23). It is vital to relate that there are basically two types of assessment namely formative and summative assessment. Formative assessment happens during the course of the placement wherein it is done on a continuous basis to gauge how much progress a student has reached without necessarily grading such progress (Kilgallon and Thompson 2012, p.153). It typically involves the giving of feedback in order for the student to further improve (Kilgallon and Thompson 2012, p.153). This kind of assessment is done in order to prepare the student for the final assessment which is the summative assessment. Summative assessment marks the end of the mentorship and involves the actual grading of the student’s final performance (Kilgallon and Thompson 2012, p.154). It is essential to point out that the giving of feedbacks is an important component of effective student assessment. Kinnell and Hughes (2010, p.96) relate that â€Å"feedback must be constructive and not destructive†. It must highlight the strengths as well as the weaknesses of the student (Kinnell and Hughes 2010, p.96). Kinnell and Hughes (2010, p.96) further relate that it must emphasise areas for improvements and incorporate praises appropriate for the student’s achievements. Constructive feedbacks given by mentors and the clinical staff can help the student grow and develop as a future professional (Levett-Jones and Bourgeois 2011, p.48). One strategy for the effective giving of feedback is to use a strategy called feedback sandwich. This involves sandwiching a negative feedback between two positive feedbacks to avoid hurting the student’s feelings and self-esteem (Elcock and Sharples 2011, n.p.). There are several methods and strategies by which a mentor can effectively assess a student’s competence. The Royal College of Nursing (2009, p.8) states that assessment can be done through direct observation, simulation, objective structured clinical examinations or OSCE, testimony of others, student self-assessment, written portfolio evidence, active participation, interactive reflective discussion, learning contracts, guided study, interviews, patient comments, peer evaluation, collection of data, case studies and team mentorships. In the case of the two students, one was assessed through direct observation and questioning while the other was assessed through direct observation and through written reflection. This was in consideration of the fact that one student has a prior degree in English literature, while the other one was awaiting a dyslexia test; hence, it would be unfair for both of them to be assessed through written reflection. In assessing student performance, the mentor’s accountability includes making sure that all the possible opportunities for learning has been exhausted and that the students have been given ample time to master the skills that will be assessed from them. This is because it would be unfair for the students to be assessed for skills which were never taught to them or where they were never given a chance to improve on it. This points to the accountability of the mentor to the students he or she is mentoring. There is also the accountability of the mentor towards the general public. This accountability signifies that ultimately the mentor’s role in guiding students is to ensure that future generations of nurses are truly competent to serve the general healthcare consumers. This suggests that if after giving opportunities to improve, the student has failed to show competence, then the mentor must not hesitate to give a failing mark. On the other hand, a study conducted by Duf fy (2004, n.p.) revealed that failing students is a difficult thing to do for majority of mentors and this is because it raises emotional issues for the mentor. The emotional dilemma of failing a study is carried by mentors and sometimes this emotional stress overcomes the need to practice a fair and objective mentoring. It is logical to assume that sometimes the decision to either pass or fail students is influenced by the personal sentiments of the mentor towards the students. This is something that should be avoided because it threatens the very essence of why there is a need to assess students under mentorship. A good mentor is someone who knows when to empathise with students and when to detach themselves in order to objectively assess a student’s performance; therefore, it is important for a mentor to learn when to empathise and when to be objective. In essence, this means that in assessing the final performance of the two students in the Dermatology Department, it is i mportant for the mentor to be objective and set aside any personal friendly relations which he or she may have established during the course of the mentorship. Conclusion Accountability and assessment in mentorship in this case involves the responsibility of the mentor to ensure the learning of the two students in the Dermatology Department. Being accountable for their learning starts with establishing a positive mentoring relationship with them. This can be accomplished by using a friendly but professional approach. An orientation can help the mentor inform the students on what to expect from the placement. It is important to assess the students’ learning needs and learning styles by using different theories and models. This is important in order to maximise their learning in the placement. Using demonstration and simulation are only two of the many teaching strategies that may be used to effectively mentor students and the choice of strategy depends on the kind of learner a student is. Assessment is another important role of a mentor. This can either be formative or summative assessment. Assessment should be fair and objective. A mentorâ€⠄¢s personal friendship built during the course of the mentoring relationship should never hinder objective assessment of students’ performance. References Aston, L. and Hallam, P. (2011). Successful mentoring in nursing. Exeter: Learning Matters Ltd. Bailey-McHale, J. and Hart, D.M. (2013). Mastering mentorship: A practical guide for mentors of nursing, health and social care students. London: SAGE Publications Ltd. Cannon, S. and Boswell, C. (2012). Evidence-based teaching in nursing. London: Jones Bartlett Learning International. Duffy, K. (2003). Failing students: A qualitative study of factors that influence the decisions regarding assessment of students’ competence in practice. [online]. Available from: http://www.nmc-uk.org/documents/Archived%20Publications/1Research%20papers/Kathleen_Duffy_Failing_Students2003.pdf [Accessed on 12 October 2014]. Elcock, K. and Sharples, K. (2011). A nurse’s survival guide to mentoring. [online]. Available from: http://books.google.com.ph/books?id=t6na8wOS5X4Cpg=PT131dq=feedback+sandwich+mentoring+nursinghl=ensa=Xei=bjY6VPSCHs-ruQSjloH4Bwved=0CBwQ6AEwAA#v=onepageq=feedback%20sandwich%20mentoring%20nursingf=false [Accessed 12 October 2014]. Gopee, N. (2011). Mentoring and supervision in healthcare. 2nd ed. London: SAGE Publications Ltd. Kilgallon, K. and Thompson, J. (Eds.) (2012). Mentoring in nursing and healthcare: A practical approach. Chichester: John Wiley Sons, Ltd. Kinnell, D. and Hughes, P. (2010). Mentoring nursing and healthcare students. London: SAGE Publications Ltd. Krautscheid, L. (2012). Defining professional nursing accountability: A literature review. Journal of Professional Nursing. 30(1):43-47. Levett-Jones, T. and Bourgeois, S. (2011). The clinical placement: An essential guide for nursing students. 2nd ed. Chatswood: Elsevier Australia. Murray, C. and Rosen, L. (2010). Mentor updating: Other activities/sources of evidence. In: C. Murray, L. Rosen and K. Staniland (Eds.). The nurse mentor and reviewer update book. Maidenhead: Open University Press, pp.95-111. Nursing Midwifery Council (NMC) (2008a). Standards to support learning and assessment in practice. London: NMC. Nursing Midwifery Council (NMC) (2008b). The code: Standards of conduct, performance and ethics for nurses and midwives. [online]. Available from: http://www.nmc-uk.org/Documents/Standards/The-code-A4-20100406.pdf [Accessed on 10 October 2014]. Nursing Midwifery Council (NMC) (2010). Regulation in practice. [online]. Available from: http://www.nmc-uk.org/Nurses-and-midwives/Regulation-in-practice/ [Accessed on 10 October 2014]. Royal College of Nursing (RCN) (2009). Guidance for mentors of nursing students and midwives: An RCN toolkit. London: Royal College of Nursing. Royal College of Nursing (RCN) (2006). Helping students get the best from their practice placements. London: RCN. Stuart, C. (2013). Mentoring, learning and assessment in clinical practice: A guide for nurses. 3rd ed. Philadelphia: Elsevier Churchill Livingstone. Walsh, D. (2010). The nurse mentor’s handbook: Supporting students in clinical practice. Maidenhead: Open University Press.

Lebanese Americans

The present paper is designed to show the adaptation of immigrants in the United States. We will include Alison Lambert, who is the representative of the Lebanese nation, was born in Lebanon and moved to the United States country for permanent residence two years ago. The principal issue to clarify in this essay will be whether it was difficult for Mrs. Lambert to assimilate with US culture and people, what differences she has found between two cultures and how different cultural norms influence her living in the new for her country on the daily basis.Immigrants in AmericaA lot of people from different countries come to the United States in search for their good future. There exists a myth that living in the United States is like a paradise, but it is not always so. The presidents of the United States together with other senators promote legislation to confer some kind of guest worker. Many people think that all those bills should not be accepted, because they are immoral. When they invite people from other countries to the United States they show them that they fit only for obsequious jobs that the Americans do not want to do. They think that they are too good for it. When foreigners start working in the United States at first they get miserable payment for the work they do.There is no expectation that you will rise up the economic and social ladder. There are a lot of bills all over the country which regulate rights of the guest worker. There are points when the foreigner can be expelled from the work and deported back to his country where he will continue his life in poverty. The bottom line in all of them is almost the same. It says that the Americans are not equal in their rights with other people who came from other countries to earn money. The plot is hidden but still it exists.America is a country that invites immigrants who arrived there legally and who comply with their laws and Constitution, who understand and can freely speak their language. Such pe ople begin their career with low-paid jobs. But such people have a chance to rise into a middle class and realize their dream. Such countries as Germany and France showed their folly of a guest worker economy. Immigrants do low-paid jobs. But now there are a lot of people in these countries who don’t absorb. People do not agree with the social welfare system. Let’s find out more about the adaptation of the people from Arabic countries in the United States by telling a story about one of the immigrants from Lebanon, Mrs. Lambert.Mrs. Lambert considers family and close people to be the most important in her life.The principal difference in the family values between Lebanese and American culture is that when one is young, one never looks into the future considering oneself outside family. Family appears to be the core of everything they plan to accomplish in life. American society is more independent in relation to family as a notion. Lebanese people share everything they have with their families, and they grow surrounded by their family members. Their cousins, sisters, brothers, with whom they grow, often appear to be their best friends.Each of them knows that he or she is the most important person in his or her life, and she was used to grow in such surrounding. What she has noticed in the United States of America and what is absolutely absent in the Lebanese families, and in Lebanon in particular, is the disease which she would call ‘family’ disease. This is the disease which is very popular among American children. In her society family is something which will never let her and her countrymen down. She was very much assisted by her family members when she has first entered the United States. Now she is not only in constant touch with all her relatives, but all members of her family help each other on the daily basis to the maximal extent.Mrs. Lambert is a teacher; she feels at present that her cultural difference does not prevent he r from effective working with the students and effectively performing in her daily life. Her first and probably, the biggest difficulty was the language. She had basic knowledge of the language, but it was not enough to teach students; and in order to acquire good position she had to learn it very fast. On the other hand, the accent is still very visible when she speaks and some students ask her about her origin. She was lucky not to see any discrimination in relation to her Lebanese identity on the side of her students. However, there are many Lebanese immigrants who also came to the United States to work and suffered from discrimination there.Most of native citizens are surprised on the fact of Lebanese very close family ties. When Mrs. Lambert tells the stories of her life, some of them cannot clearly understand the idea of family being the core of their lives, as well as that one can be so much connected with the family through all his or her life. Her assumption of the family n orms influences her behavior on the daily basis, and it is doubtless; it becomes even more vivid in the light of the norms according to which one lives.When people immigrate they face different difficulties and challenges. The principal challenge for Mrs. Lambert is the difference itself, the difference in cultural norms. She doesn’t think there are disadvantages in her culture. She thinks that every culture has its own advantages and disadvantages. Still, when one comes to another country he or she is a foreigner. The language is the biggest challenge between any two different cultural identities. Mrs. Lambert was faced this challenge and almost coped with it. Yet, she clearly understands that many other cultural challenges are ahead of her.Mrs. Lambert thinks that it is important to assimilate with the culture of the country one now is living in.She supposes that this assimilation is inevitable; however, the extent to which this assimilation should take place with every new comer should be reasonable. Mrs. Lambert’s family was afraid of her losing her identity on entering another country for the permanent residence; and it was probably one of her most important cultural challenges – to adjust to the new cultural surrounding without losing too much of her own cultural traditions. Assimilation with the cultural traditions of the other country often becomes the means of getting stable position and solid basis for human relations.When immigrants come to another country it is significant and highly important to have a source of strength and support there. It is necessary to have something which unite foreigners and help them feel a little bit be home.It may sound surprising, but yet family remains the principal source of support for her in the U.S. This is the peculiarity of her culture – not only is the family the stem of Lebanese identity, but it is also not influenced by the distance. She also gets a lot of support from the local Leb anese community. They have regular meetings during which they discuss urgent problems and issues, and try to find solutions beneficial for everyone. It is very often, that the members of the community ask for assistance in solving cultural problems, not only related to the language, but to the misunderstanding of the people they are surrounded by of their cultural preferences.Cultural identity at times becomes the matter of difficulty in getting assimilated to the new surrounding. Lebanese culture is not very well supported and popularized there, and it is often that Lebanese newcomers appear in cultural vacuum. Thus, this community and regular meetings become the means of supporting those who need this support. Very often people face personal misunderstanding with the native population, and they try to find the way out of the conflict.In the light of all above said, and taking into account the theories of cultural identity, it is possible to note the following. Cultural identity co nflicts are usually called intractable, and thus, they are not possible to be resolved through the traditional approaches. The frames of the individual identity are extremely influenced by the cultural identity and cultural surrounding. The differences in culture often become the ground for the cultural conflict, as the difference in cultural ideas and preferences may be taken by the other side as not simply an outrageous idea, but ridiculous and unreal understanding of the world.For the better cultural communication it may be suggested, that the attitudes towards other cultures should be more tolerate. The cultural ideas and beliefs expressed by the representatives of the other culture should not be taken as unreal or unacceptable. Differences in culture between people will always exist, and thus for the more effective communication it is important to understand and accept the significance of the traditions, which are valued by the other culture, as well as try to better explain th e traditions into which the newcomer would wish to assimilate. However, and what is more important, it is not allowed to break the cultural identity of the person; the difference in cultural views does not mean they are wrong.ConclusionThe issue of cultural identity was always urgent, and with the growing opportunities for migration, this issue will not soon lose the necessity of being discussed. However, it is important to understand one thing in relation to cultural conflicts: the differences between cultures should not and won’t be erased; they should be treated with tolerance. In conclusion It is important to say that it is up to everyone to decide whether to lead a life of immigrant or not. There are a lot of possibilities to have a nice life in one’s own country where one will be respected. Nobody will look at him or her as if he or she is an alien. One’s country is one’s home one must be proud of it. Everyone must do everything possible to make one ’s own country be respected. Escaping from problems at home and going abroad in search for good life and a great number of possibilities to realize oneself is not a way out.Works citedCarrithers, M. Why humans have cultures. Oxford: Oxford University Press. 1992 LeBaron, Michelle. Bridging cultural Conflicts: New Approaches for a Changing World. San Francisco: Jossey-Bass Publishers. 2003 Mathews, G. Global culture/ Individual identity: Searching for home in the cultural supermarket. London: Routledge. 2000 Stone, Douglas F., Patton, Bruce, and Heen, Sheila. Difficult Conversations: How to Discuss What Matters Most New York: Penguin Press. 2000

Get the Scoop on John Hopkins College Essay Samples Before Youre Too Late

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Is Survivor All Fun And Games - 1725 Words

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