Norms In Health And Social Care

According to the standards set by those of Denver, Colorado and surrounding areas, the norms of those in clinical settings must be in place in order to “promote safety and positive learning and working environments” (Preheim, 2009, p.142). One norm that was established in the nursing education program around the Denver, Colorado area was for the nursing students to attend Alliance for Clinical Education (ACE) meetings. These meetings were conducted in order for the students to voice their concerns and implement initiatives for their programs. They are typically held quarterly in order to brainstorm in order to make conclusions as to which practices and standards are the best in order to improve the learning experiences of the students (Preheim,

Roles and norms may be either direct and/or indirect in a work setting. When roles are given in a work setting, it is usually stated face-to-face, on paper, or electronically. Norms are often harder to recognize because one often realizes the norm when there is something different about the task or setting. When businesses tend not to be as organized, people learn the roles by training or observing what others are doing in the work setting. Workplace dynamics can include how people interact each other and employer expectations. Also, workplace dynamics tend to differ from company to company, and are often heavily influenced by the specific corporate or organizational culture. Businesses can vary depending on location. Having an understanding of workplace dynamics and how best to function in a particular working setting may have people enjoying the work force such as career success, promotions, and raises in their salary. Although most people would like to succeed, have promotions, and raises at their work, that may not be the case. Society needs to work together in order to create equality amongst people in a work

As Phillippo (2013) notes, “teacher support appears most potent when paired with emphasis on students meeting academic standards and on achieving academic excellence” (p. 360). For example, a student is more likely to do well in class if the teacher is pushing the student to do well. Moreover, teachers' individual characteristics, social support and work environment contribute to how they define their roles, which impact student experience. How competent a teacher is also determines the quality of the student’s experience.

Classroom roles also develop in students. Students are to focus on learning. Their roles include being on time every day, bringing all materials to school, to never bring weapons, alcohol or drugs to school, respect the rights of others, follow all school rules, never use bad words or sayings, complete all classwork and homework, do their best to learn, talk to parents daily about school activities, asking for help when needed, tell adults when there are problems, and take home all notes and messages from