This is a blog base on a 3rd year student nurse of a university in London UK on a 3weeks civic engagement in their communit (East London UK) before the COVID 19 PANDEMIC and how they have had to opt in to work placement to support the NHS healthcare team in thier placement hospital trust (BHURT LONDON UK) after completing their local community civic engagement on e.g Homelessness, supporting vulnerable people. or other civic engagement in their community. writer please look for activities that support civic engagement in East London UK that can be use, thanks).
references must be UEL havard reference style PLEASE NOTE, also sources must be academical and from diffrent sources such as jounal, books, articles and websites etc please provide most if not all sources from UK e.g public health England, Office of National stastistics etc. they must be as current as possible.
Writer if you are not clear please ask questions.
Task is to carryout a civic engagement in one of the problems in their community that they are able to contibute and support. using the Driscoll refective model. examples have been attached to the file please see other guidelines too.
this blog should be section into 3 parts of the driscoll reflection model, WHAT. SO WHAT, NOW WHAT .
As you are aware of the current pandemic. this blog should ALSO reflect ON how you have been able to support a group/charity/organisation in a way that counts as civic engagement as a 3rd year nursing student in your community (east london UK). to play your part.

If this writer ID is 488. please note I have just had this same blog done by you and DO NOT NEED REPETITION. and use of same sources all through thanks.

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Below ARE some example of a BLOG:

Broadly speaking, civic engagement is when a group or an individual participates in activities that address issues of public concern or issues that would benefit the community (Checkaway & Aldana 2013). Alternatively, civic engagement can entail working to protect the community’s values (Hope et al 2014). Whilst this can be politically motivated or not, it always involves advocacy on behalf of less powerful members of the community (McCartney et al 2013). Thus, it is acknowledged that civic engagement is beneficial to the concept of democracy as it allows power to be distributed to a diverse population rather than invested in the few (Silver et al 2011). This blog considers the above definitions when detailing a journey of civic engagement.
The opportunity to partake in civic engagement presented when the council proposed building on land where inner city children played. This land was a brown field site and therefore had no protective orders, which meant that the purpose could be changed by the granting of planning permission (Curtis & Cave 2002). As a neglected piece of earth, this attracted not just the local children, but families and a degree of wildlife. The use of which could be argued, contributes to the physical and mental wellbeing of the local populace (Curtis & Cave 2002).
Public health records for the area revealed high numbers of people with long term physical and mental health issues (Curtis & Cave 2002). The locality also had a fair share of violence and stabbings that have resulted in fatalities. Having a structured resource where young people could go has shown to decrease violence and improve health outcomes. (Association of young people’s health 2016).
For all these reasons and more, I decided that the preservation of this site and the protection of current usage was worth campaigning for. The campaign was to gather around an existing organisation in the area, whose aim is to maintain our local green spaces. I am a member of this organisation and can be seen regularly on a Saturday morning picking up litter from the common.
Picking up litter to galvanising the local community are diametrically different. However. civic engagement is more effective if the community effected by the change are the ones on the front line (Block 2007). A further obstruction was revealed by looking at the voting intentions for the ward. This revealed a voting turn out in the last election (December 2019) of just over 50% of those eligible to vote. When compared with the voting patterns of young people between 18-35 this figure was even lower. (Burke 2020) suggests a link between political and civic engagement. Voting behaviour tends to reflect how dis-enfranchised a community feels (Block 2007), this community obviously feels that mainstream politics adds little to their quality of life. Therefore, the first task of the group is to garner enough support within the local community for the council to take notice. My next blog will introduce you to the local community and reveal the extent of support for this project.
(504 words)

‘A public health approach to promoting young people’s resilience’’ (14/02/2020)
Burke, E., 2020, Tale of two communities (a call to action) London Sage
Block P., (2007) Civic Engagement and the Restoration of Community: London: Civic Engagement Series.
Checkoway, B., & Aldana, A. (2013). Four forms of youth civic engagement for diverse democracy. Children and Youth Services Review, 35(11), 1894
Curtis S., & Cave B., Is urban regeneration good for health? Perceptions and theories of the health impacts of urban change, Environment and Planning C: Government and Policy 2002, volume 20, pages 517-534
Hope, Elan C., and Robert J. Jagers. “The Role Of Sociopolitical Attitudes And Civic Education In The Civic Engagement Of Black Youth.” Journal of Research on Adolescence (Wiley-Blackwell) 24.3 (2014): 460–70.
“Marginalized.” 2016. (12 April 2016).
McCartney, A., Bennion, E. & Simpson D. (2013). Teaching Civic Engagement: From Student to Active Citizen. American Political Science Association: Washington, D.C., p. xiv.
Silver, P, Stephen C., Wilhite A., and . Ledoux M., Civic Engagement And Service Learning In A Metropolitan University : Multiple Approaches And Perspectives. New York: Nova Science Publishers, Inc, 2011. eBook Academic Collection (EBSCOhost). Web. 13 Apr. 2016.


Blog – A Call to Community Action

In my last blog I detailed one community’s fight to save a piece of waste land. A piece of land where wildlife roam and children play in safety. A piece of land which helps to improve the physical and mental wellbeing of the local community. Not a piece of land that developers can concrete over and make profit from. Whilst I do not cherish the fight ahead, the anger, disappointments, high and lows of battling powerful corporations; I am reminded of the quote from Martin Luther King Junior “Every man must decide whether he will walk in the light of creative altruism or in the darkness of destructive selfishness. ” (1963).
This quote makes me feel better as I walk through the doors to community centre to address the residents about plans to save our land. Not surprisingly there were only a handful of people present. Literature on the subject report that only a minority of people engage in community action (James 2019) even less when the planning system is involved (Edwards 2015). This would appear doubly so when the community has other pressing matters on their minds. Grinding poverty, senseless violence, caring responsibilities and poor health are all worries that far exceed any thoughts of conservation (Turner 2017).
The consensus of the group was that many people thought the planning system in the borough was unfair and unequitable and that the developers with money and power would always win. The community’s own experiences, are that community engagement rarely changes anything, especially planning outcomes. The planning system is also complex and bewildering for those who are not used to the language or the process (Sullivan 2017).
James (2019) states that there is a process for ensuring community engagement (please see below)

However, this process does not extend to engaging with those who are seldom heard. Patterson (2016) argues that there is little evidence that people who are disabled, young, come from minority ethnic group or from disadvantaged groups are routinely listened to. This constant overriding of people’s voices makes people from the above, disinclined to speak (Edwards 2017). Equally, there are other groups would like to get involved but, because of language barriers, disability, discrimination or poverty cannot find an avenue in.
The decision before us is whether we continue to use people who are used to activism or whether we go the extra mile and ensure that we are inclusive of all those who want to or should be involved. To go the extra mile would clearly entail more work but could provoke more notice with our local council as this is in line with the values they espouse. The plan to use all voices has become as important as the campaign itself. How to do this is simple; let’s get out and knock on people’s doors, lets hang around on the street, let us make our presence known.

In part three of this blog – is this the start of the action or the end

(word count 504).

Reference List

James P., (2019), A Call to Action, London; Sage
Edwards S., (2015), When activism goes wrong. Children and Youth Services Review, 35(11), 1894
Turner T., “Hard to reach voices.” Journal of Research on Adolescence (Wiley-Blackwell) 24.3 (2015): 460–70.
Sullivan R., (2017), Tale of two communities (a call to action) (E Burke ed), London Sage
Patterson A., (2016), Sociological Review, Cambridge Press; Cambridge

1. This assessment is made up of 4 x blogs of 500 – 750 word each. The total word count should not exceed 4 x 750 = 3,000 words. This does not include references list of appendices.
2. The blogs are about your thoughts, feelings and experiences whilst engaging on a 4-week community placement.
3. The blog will need to follow academic writing – include references
4. The blog is not a reflection as such but for structure could follow Driscoll’s reflective cycle

There are many styles of referencing in use in academic writing. Here at UEL we have adopted the Harvard Cite them Right style, except for the School of Psychology which uses the APA style. Cite them Right is a book by Richard Pears and Graham Shields.

please start page number from intrduction page not cover page


This module will run over the first term and aims to cover the fundamental and important skills necessary for your success as a higher education student to prepare you as a healthcare professional. In this module, you will develop knowledge, skills and attributes required as a student nurse studying in a University setting.
The Civic Engagement Module incorporates a blended learning approach to enable the development of knowledge and its application to nursing practice relating to advocacy, political involvement and an understanding of communities.

This module assists your understanding of the value and importance of civic engagement, within the context of health and wellbeing in the local community. This will entail you engaging with the local community in either a health, social or not for profit organisation.
Civic Engagement enables you to engage with the local community exposing you to real-world healthcare experiences and situations not available in acute hospitals, classroom or simulation settings. Civic engagement gives you the opportunity to enhance pre-existing skills and values but also to engage in political activity, advocacy and policy making.
You are expected to attend all the lead lectures and the group tutorials or seminars. There are also suggestions for “trips” to central London locations/ institutions which you could attend. The group work will follow on from the lead lecture but may also include new information. You are expected to complete some pre-reading for the tutorials or seminars.

The timetable includes assignment preparation sessions, tutorials discussing the requirements of the assignments and opportunities for one-to-one tutorials. You should avail yourself of these opportunities. Formative assessments have also been included so you can get individual feedback on aspects of your written work before submitting the final assignment.

This guide contains information about the module, a detailed timetable and guidelines for the two module summative assessments. General guidelines for completing the module and reference to relevant university policies and procedures are also included. Further aspects of the assessments and weekly timetabled activities will be included in Moodle.

This is a core and compulsory module for the BSc (Hons) in Nursing. It runs concurrently with the Fundamentals Principles of Adult Nursing module which will allow students to begin to put into practice aspects of their learning from this module in the simulation sessions. Aspects of the assessment are a pre-requisite for the practice placements (NS4005: Nursing Practice 1 module) and successful completion of the module is required to progress to year 2 of the Nursing Programme. All students on the BSc (Hons) Nursing programme will be automatically enrolled on this module.

This module aims to explore the concepts of values based care and to develop an understanding of how this may be demonstrated through professional practice, grounded in an understanding of ethical and legal principles and the humanities. The module also provides the opportunity to examine strategies for self-efficacy, self-awareness, self-care, and building resilience.

By the end of this module, students will be able to:
Learning Outcomes for the module
1 Complete an on-line blog
2 Engage with the local community
3 To have greater awareness of building community cohesion
4 To participate in local issues
5 Use political and local policy knowledge to support community endeavours
6 Work inclusively across cultures
7 Make links with the local community
8 Represent UEL and nursing in general whilst working with community projects
9 A greater understanding of the needs of a local community.

At the end of this module, students and BSc (Hons) Adult (Nursing) Students will be able to:

Thinking skills
1 Critically appraise the role of civic engagement in service design and delivery and reflect on the process of personal engagement.

2 Critically examine the principles for engaging people and communities within the context of health and wellbeing and how success can be measured and evaluated.

Subject-based practical skills
3 Demonstrate confidence to interact as a professional nurse with individuals and groups in the community, in relation to health promotion and public health.
4 Reflect on their role and the importance of integrated health and social care.


Core Reading
Reading and resources for the module. available online via Moodle

Dougherty L & Lister S (2015) The Royal Marsden Manual of Clinical Nursing Procedures: Student Edition. 9th Edition. Wiley Blackwell.

Stein-Parbury J, (2017), Patient & Person: Interpersonal Skills in Nursing. London: Elsevier

Delves-Yates C, (Editor), (2015), Essential of Nursing Practice. London: Sage

Gatford, J. D., & Phillips N. (2016) Nursing Calculations. London: Elsevier.

Main topics of study:

Students will be able to investigate and evaluate the following topics as part of their academic and professional development:

• Citizenship; you and your community and the relationship between policy and quality.
• National structures: Local organisations – How does this fit within the current health and social care landscape (Healthwatch / HWBB / CCGs/ LA / CQC / NHS England / PHE/STP’s).
• Engaging service users and members of the local community through advocacy and mentoring.
• Methods and application in practice – real examples of successful engagement within the local community.
• Measuring and Evaluating – outcomes of citizen participation and engagement.
• Civic Engagement is Continuous (UEL Corporate Plan 2015-20); How will you, as a professional nurse, contribute to its success?
Learning Outcomes for the module.

At the end of this module, students will be able to:

Thinking skills

1) Critically appraise the role of civic engagement in service design and delivery and reflect on the process of personal engagement.

2) Critically examine the principles for engaging people and communities within the context of health and wellbeing and how success can be measured and evaluated.

Skills for life and work

3) Demonstrate the confidence to interact as a professional nurse with individuals and groups in the community, in relation to health promotion and public health.

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