Reflective Essay On A Patient Undergoing An Acute Care Nursing Essay

Reflective Essay On A Patient Undergoing An Acute Care Nursing Essay Introduction This is a reflective essay that will be focusing on my experience and feeling on how I related with a patient who was complaining of severe pain in the surgical ward during my posting there. I will be using the Gibbs (1998) reflective cycle as a guide on this essay. The Gibbs (1998) Reflective Cycle which is one of the most popular models of reflections consists of six steps: Description which describes as a matter of fact the situation and what happened during the incident. For my case the management of this patient who was admitted and was being managed pre-operatively for intestinal obstruction; secondly, feelings which is the description or the analysis of what my thoughts and feeling were at the time of this incident. Thirdly, the evaluation of my experience: this is about what was good and bad about my experience. Fourthly the analysis of my experience about what I can make out of the situation. Conclusion is the sixth step and it is about what else I could have done and what c ould I not have done. The final step is the action plan. The action plan will be about what I will do if this situation arose again or what I will do differently bearing in mind my experience from the steps above (Jasper 2003). Reflective practice writing is a way of expressing and explaining ones own and others stories crafting and shaping to and understanding and development and it enables practice development because the outcomes of reflection are taken back into practice, improving and developing (Bolton 2005). Reflection is a way of learning from your direct experiences, rather than from the second-hand experiences of others (Cottrel 2003, p6). There are several other models of reflective practice. In addition to the Gibbs (1998) models, there are the Johns model of reflection (1995); Kolbs Learning Cycle (1984) and the Atkins and Murphys model of reflection (1994). Description During my placement at the acute surgical ward, I came across a patient who I will name Mr Jones (not real name). This is due to confidentiality. According to the NMC (2008) The Code: Standards of conduct, performance and ethics for nurses and midwives article 5, 6 and 7, it states that You must respect peoples right to confidentiality; You must ensure people are informed about how and why information is shared by those who will be providing their care; You must disclose information if you believe someone may be at risk of harm, in line with the law of the country in which you are practising (NMC 2008, p2). When I arrived at the ward on the 8th of October, the senior nurse briefed us about the cases on the ward. I learnt that Mr Jones was admitted into the surgical ward with severe abdominal pain and he has been diagnosed with small intestinal obstruction and is being managed pre-operative for surgical intervention. While attending to the patients in the ward under the supervision o f my mentor (NMC 2008), Mr Jones called out to me that he is in severe pain. Walking up to him, I noticed the agony and pain he was in. Once he had my attention he was screaming and berating me that he is in terrible pain and that he need more pain killers. I approached Mr Jones and introduced myself with the aim of building an initial and good rapport with him and to establish a nurse-patient relationship (Holland et al 2008). I was so petrified with the signs and the way he communicated with me in such a way that really expressed he was in severe pain. I assured Mr Jones that I will have a word with a qualified nurse and will be back. I walked up to my mentor and ask that Mr Jones would need some pain killers as he is in severe pain. I was very surprise when my mentor said to me okay, where is Mr Jones drug chart? And to my utmost surprise, instead of getting a cocktail of pain killers for Mr Jones, she was asking several questions. How do you know that he is in such severe pain as you have just described to me? Have you asked him with the trust policy of pain scale? What type of pain killers has been given to Mr Jones and for how long ago were these given to him? She went on and on and I felt embarrassed and at same time very eager to correct my mistakes. I was unable to answer any of the questions she has asked. I guess I must have been overwhelmed with sympathy rather than empathy for the patient. I went to bring Mr Jones drug chart and my mentor explained to me that from his drug chart recordings, he is on oral morphine 10mg 4 hourly and the last dosage was given in just an hour ago. He would need a doctor to review to see whether he might need another route and dosage of the analgesic she explain to me. Feeling My first feeling was that this patient could be in severe pain and there is need to administer some form of strong analgesics. Pain according to the International Association for the Study of Pain is, An unpleasant sensory and emotional experience associated with actual or potential tissue damage, or described in terms of such damage (IASP 1979). Pain may not be totally objective but subjective according to Braun et al (2003), they went on to further point out that included in pain are emotional as well as personal experiences. Pain could be divided simply into acute and chronic pain based on its duration (Shipton 1999). Acute pain is of short or limited duration usually associated with traumatic tissue injuries, whereas chronic pain is a pain or discomfort persisting for about 3 to 6 months and may persist beyond the healing period (Sinatra et al 2009; Ready and Edwards, 1992) and pain could progress from acute to chronic (Blyth et al, 2003). There is a psychological aspect to pain. According to Eccleston (2001), pain can be influenced among other things by culture, previous pain experience, mood, ability to cope or even belief. He concluded that pain is multifactorial and as such individuals should be treated differently. One of the underpinning principles of the Roper-Logan-Tierney model of nursing is the individualisation of nursing care and nursing practice (Roper et al 2000). My mentor showed me that Mr Jones is on 10mg oral morphine four hourly and that he may need a new review by the doctor so as to reassess his pain. I went to inform Mr Jones of this. On getting to him, I introduced myself with the aim of continuing our initial good rapport and also to obtain consent. According to the RCN Informed consent is an ongoing agreement by a person to receive treatment, undergo procedures or participate in research, after risks, benefits and alternatives have been adequately explained to them (RCN 2005, p5). Also, it has long been documented that information r educes anxiety (Byshee 1988 cited in Hughes 2005). I informed him that he will need a reassessment by the doctor in order to change his pain killer or if there is need to increase the dose and that the doctor has been notified of this. To my surprise, this seemed to calm him down a little as I explained and listened empathically to him. In a study carried out by Matthewson at the elderly care unit at New Cross Hospital in Wolverhampton, she concluded that nursing is the art of caring and as such we must listen empathically to what patients and service users want so we can give them the care that they deserve (Matthewson 2002). Evaluation This being my first encounter of meeting a patient with acute pain, I have so much to learn and gain especially about acute pain management. Having ask several questions and establish a good patient-nurse relationship (Holland et al 2008), I was involved in most of management of Mr Jones. Monitoring vital signs and recording them accurately. I learnt according to Mr Jones past medical history that he was first admitted in to the hospital in September 2009 for hernia repair and discharged home. He is now being treated for small intestinal obstruction which is one of the side effects of adhesions which could result from hernia repair (Ryan et al 2004). I asked the qualified nurse series of question and she informed me that caring for patients with intestinal obstruction require great deal of nursing skills. Patients suffering from small intestinal obstruction do have not only physical needs but also psychological and nurses should be aware of the fact that patients react differently to the fact that they are acutely ill (Hughes 2005). The ward sister informed me that some of the important factors to look out for when managing a patient with bowel obstruction are the presentation symptoms and vital signs such as pain, dehydration and fluid and electrolyte imbalance and nausea and vomiting. According to Anderson (2003) vital signs need to be monitored closely for changes by nurses and respond quickly and appropriately. After re-assessment by the resident doctor that responded to the summon, Mr Jones morphine was increased to 20mg, 4 hourly in titrated doses so as to minimize the effect of euphoria and unwanted effects. Also the route of administration was changed so as to quicken the onset of action. According to McQuay and Moore (1999) it is sometimes advisable to change the route of administration if the patient is still complaining of pain as oral and trans-dermal route may delay the onset in acute pain. All strong opioids require careful titration from an expert practitioner it is better to begin with a small dose and increase gradually in conjunction with careful assessment of its effectiveness (Hanks et al 2001). Analysis Despite the fact that Mr Jones has had a surgery to repair his hernia a year earlier and is about to undergo another one shortly, he was in very good spirit. The whole process from when I came into the ward and Mr Jones called out to me that he is in severe pain till now has all been eventful and educating at same time. Mr Jones was given morphine to manage his acute pain. Several preparations are available in the pre-operative period for pain management. These include intramuscular analgesics and opiates such as morphine (Hughes 2005). Morphine was used as a drug of choice in the management of Mr Jones acute pre operative pain. Though it has several advantages that are well suited for small intestinal obstruction management like its effect on slowing down the motility of the gut (Rodney 2010) which in the case of small intestinal obstruction is good, it causes nausea and vomiting as some of its side effect due to its direct action and stimulation of the chemoreceptor trigger zone of the brain (Daniels 2008). Though anti-emetics were prescribed to counter the effect of nausea and vomiting, their effect was not profound and this caused some delay in the operative process. Under the supervision of my mentor, I actively participated in the monitoring of Mr Jones vital signs. In addition to recording the temperature, I was involved in the monitoring of the fluid and electrolyte balance. Fluid balance was monitored hourly as one of the senior sisters explain to me the importance of a maintaining its balance. Haemodynamic stability is crucial as hypovolaemia can occur quickly because of the obstruction, fluid levels can rise quickly due to decreased gut movement causing the bowel to distend and losing its functionality of absorbing water and minerals thereby leading to fluid and electrolyte imbalance (Torrance and Serginson 2004). Conclusion I feel that the whole process involved in the management of Mr Jones pre-operative acute pain went smoothly. Being my first placement in the surgical ward I asked several questions and mentor and senior nurses were on hand to explain and in some instances demonstrate this out. But what else could I have done or what could I have done differently? Well, from the first time I went to meet the patient and then relaying the patient concern to my mentor, I should have looked at the patients drug chart rather than being overwhelmed by self pity. All documentation with regard to the patients management is on the patients record and it is vital that I look at this. Effectual documentation according to Porter and Perry (2009) within a patients medical record is an imperative and fundamental aspect in the practice of nursing. To minimize the risk of errors in the management of a patient, there is the need for accurate documentation of all drug activities in the patients drug chart (Youm 2002). As I have come to realize, pain may not be totally objective but subjective and included in this are elements of emotion as well as personal experience (Braun et al 2003). Rating scale are the most commonly used method of accessing acute pain and its relief. The World Health Organisation (WHO 1996) modified analgesic ladder to control pain in that the simple principle is that the beginning of pharmacological intervention begins on the first step of the ladder and proceeds upward. Opioids are used extensively in the management of pain and believed capable of relieving severe pain more effectively than non steroid anti-inflammatory drugs (NSAIDs) (McQuay and Moore 1999). Action Plan My action plan should a situation such as this arose again will be significantly different. I will continue to reflect and study how acute pain is managed and the role of the nurse in such management and most especially to ensure I look at documentation for patients. Effective pain management is fundamental to quality care, good pain control speeds recovery. To increase the effectiveness of nursing interventions and to improve the management of pain, the use of pain assessment tools for acute pain has to be followed such as verbal description scales(VDS) which are based on numerically ranked words such as none mild, moderate severe and very severe for assessing both pain intensity and response to analgesia. Numerical Rating Scales (NRS) this is easily used as a verbal scale of 0-10 indicating no pain on one extremity of the line and 10 indicating severe pain at the other extremity (Hammer and Davies 1998). Uncontrolled pain can lead to increased anxiety, fear, sleeplessness and muscl e tension which further exacerbate pain (Dougherty and Lister (2008). Perkins and Kehlet (2000) suggested that poorly controlled acute pain may lead to the development of chronic pain. I also learnt that there is a psychological aspect to pain. My nurse-patient relationship really helped in this area. According to Holland et al (2008) each patient should be regarded as unique in a nurse-patient relationship and that individuality should be taken into account when undertaking nursing care (Holland et al 2008 p11). Another aspect of nursing care that helped was effective communication which is an essential prerequisite for effective nurse-patient relationship (Robinson 2002). By talking to patient in an open, honest way about their pain made them feel more relaxed and in control which help them to cope better. I hope to increase my nurse-patient relationship and how to deal with acute cases. This will be a goal I will be aiming at in my next placement though discussion with my mentor and further research.

Martin Luther King, Jr. Essay

Good vs. Evil has been a classic contrast used for centuries. It has been used in films, books, plays, and even children’s tales. But what constitutes good and evil? What determines if an act is good or evil? The things that we know, the things we believe, are not our own original ideas. That is a known fact. Everything we know and believe was influenced by our upbringing, our family and friends or lack of, our education; basically every thing that comes into contact with us. Even for the people who would say â€Å"I hated my parents and my education so they didn’t influence my beliefs! † Well, I’m sorry to be the one to tell you, but they did. The need that you may have had to rebel caused you to believe in opposite things from your family or whoever you wanted to rebel against. But thats another question for another chapter. In todays world, we trust our own beliefs as to what is good and what is evil. But what defines this? Most people would tell you that the â€Å"norm† defines good and evil. Society tells you that helping an old lady across the street is good and shooting a man in the head is evil. Don’t get me wrong though, I do believe in good and doing the right thing, I just want to portray a philosophical approach to this contrast. Back to the point, if everyone trusts the â€Å"norm† to decide what is good and what is evil; then isn’t that a form of mob mentality? Mob mentality is something that people are constantly warned about in literature through out time, an example being Mark Twain’s Huckleberry Finn. So I have reached a paradox. If the â€Å"norm† is decided by the majority of people, and the majority of people coming together to create an idea is mob mentality, and mob mentality is considered bad and wrong; then aren’t our ideas of good and evil created by something that is not good in the first place? If you are at this point reading and wondering what my answer will be to this question, I want to tell you now not to get your hopes up because I don’t have a difinitive answer to that. Let’s bring this idea back in time to the early times of human existence. What are a human’s basic needs? Food, water, clothing and shelter, right? I’ve heard this hundreds of times. Well if we humans are in fact animals, then we have a set of instinctive needs. Just like a new born cougar enters the world with instinct for hunting, don’t we as well? If society wasn’t here to set guidelines wouldn’t we just be living in and amongst our instinctive needs? If one of our instinctive needs is to eat, and some of us choose to eat dogs or cats (as they do in some countries) then why do we have animal help groups breathing down people’s necks to make this stop? Because it is evil, right? But is it really? I myself could not stand the thought of me eating a dog or cat, and that is because I come from a society where these animals are pets, your friends. But why is it wrong for people from another society to do this, when they don’t see it the same way we do? Who is right here? Of course, each side thinks they are right but is there a real answer to this question? Let’s give a scenario; two men break into your house, they kill everyone in your family except you and your mother. They put a gun to your mother’s head and say â€Å"We will kill her and you will get everything, the house, the car, the money, the only thing we require is that you join us and work for us. † What would you do? Do you take their offer and watch them kill your mother, or do you tell them no and die for it. It is a lose-lose situation, there is no realistic decision you could make that would create a win. If you let them kill your mother, you will live out the rest of your life with that hanging over your head. If you say no, then you both die. The people that are doing this are evil, right? Why? I would say because they are murdering innocent people, just wiping their existence away with the pull of a trigger. But do they think that? What if the person with the gun thought what he was doing was ok? What if he grew up on the streets and the only thing that he learned was violence. If violence was the norm for him, and it conflicts with our norm, which one is right? If you should always trust in your beliefs, what if your beliefs are wrong? Lets take an example from history. Martin Luther King Jr. vs. Hitler. Good vs. Evil, right? For argument’s sake, lets classify the general population of the world into two groups. Group A are the people who idolize MLK Jr. and despise Hitler. Group B are the people who idolize Hitler and despise MLK Jr. Both sides are amongst a group that holds the same beliefs and ideals as themselves. They all believe they are right, and if the idea of wrong and right is determined by the norm, and the norm is what the majority of people decides, then aren’t they both right? Doesn’t this faulty decision lead to extreme conflict? Look at all the past wars in this world. They all boil down to the basic fact that each side had conflicting beliefs and each side believed that they were doing the right thing. So does that make each side wrong or right? Good or Evil? What do you do to fix this major flaw in today’s society? Be yourself. Individuality. Don’t allow yourself to be too heavily influenced by the things around you. Take everything you see and keep it, soak it all up, leave no stone unturned, and when you think you have everything, then decide for yourself. The truth is what we all seek in one form or another. Some are content to leave things be and others aren’t. For those of us uncontent to settle for anything less than the truth, we are fighting a losing battle. I leave you with this quote from Wilkie Collins â€Å"Are there, infinitely varying with each individual, inbred forces of Good and Evil in all of us, deep down below the reach of mortal encouragement and mortal repression — hidden Good and hidden Evil, both alike at the mercy of the liberating opportunity and the sufficient temptation? â€Å"

Bullying Essay/Story

Note: This is an essay based on a true story. This was used in a olo provinical exam in the past to help prepare for my English 10 provincials this past summer. Names were changed for identification reasons. Bullying is one of the most common issues in today's society. Bullying occurs in school, work, or our own neighbourhood. Bullying also occurs online. Bullying is one of the hardest things to get over, and this is my story. ~Intro ~ During the years I was bullied in school, I had a time sticking up for myself and did not feel completely about myself.I have been called names, been target for pranks, and I know was physically and sexually harassed by my peers and classmate. The only two people I can trust is my best friend since 8th grade Rue and my grandmother (who is my guardian). When something happen to me during the school day, I try to be silent about it and try not to let it bother me. My way of getting away from bullying is listening to music on my iPod. ~Chapter 1~ Grade 8 was the most emotional, stressful year I had in all of my school years. This is because this one girl named Clove, was ruining my life.She would tell anyone I was trying to get to know that I had some sort of diseases and advice them to stay away from me and forces them to be friends with her. She took one of my good friend from dance in the past. She made everyone of my friends to go against me, except for Rue. She stayed with me until the end. Her and I are still great friends today. We may not go to the same high school now, but we try to see each other whenever we can. ~Chapter 2~ Clove, however, got meaner everyday. One time, her and her friend Glimmer wanted to talk to me after our class made cookies in Home Ec near he end of the day. We were allow to take the cookies home to our family and put them in a bag. Both Glimmer and Clove had one paper bag. I said yes then they took me outside under the huge Oak trees behind the school. Clove asked Glimmer to leave her and I some pri vacy. Glimmer left us after that. Clove asked me if I saw Clove's boyfriend-at-the-time Peeta a couple days ago and kissed him. I already knew that answer to her question because I was doing my homework on that night. So I said no. Clove was assuming that I was lying to her and stared each other for a few minutes.What I didn't know is that Glimmer was sneaky creeping up to me and dumped an entire flag on me. Clove and Glimmer ran away laughing, leaving me shocked and completely covered in flour. I ran to the classroom (and it was also raining that day too) angry and furious. When I walk into my homeroom classroom, everyone was shocked and asked what happen. I told my teacher Ms. Kennedy what happened to me and made Clove and Glimmer stay in the office and sent me to the principal office. ~Chapter 3~ Our principal Mr. Burwell, couldn't believe what he has seen when I walk into his office that day.When I sat on the extra chairs in his office, little traces of flour from the top of my head fell down to the chair as if the flour was snowflakes falling down from the sky. He asked me what happen to me and I told him the story. He was completely stunned. Ms Kennedy walked into Mr. Burwell a few seconds later after I told him what happen. Ms. Kennedy asked me who was picking me up and I sad my grandpa is picking me up. My grandpa's 2009 Hyundai navy Elentra was sitting in drop off zone, waiting for me to come out. Ms. Kennedy then ran outside and the pouring rain and told my grandpa to come inside to the office.He was confused and wondered why he needs to come inside, that's when he saw me in the principal office, covered in flour. My grandpa was shocked and ask what happen. My head started to irritate me and scratched my head as hard as I can until my scalp started to sting and bleed from the flour. The white small snowflakes from head continue to fall into the chair. Mr. Burwell asked Ms. Kennedy to take me to the handicap washroom (which was located by nearby his o ffice) to try to take some flour off of my face while he explains my grandpa why I was covered in flour. When Ms.Kennedy was trying help me to take some of the flour off my face, it irritated my skin. I just want to rip off my skin and let myself bleed to death. ~Chapter 4:~ When my grandpa and I came home from the principal's office, I ran upstairs to my living room and burst into tears. I didn't understand why Clove was doing this to me. I mean, why me? When the last month of school came along, it was the worst month of my life. This is all started when Clove decided to throw a birthday party for Rue. One of the food that was â€Å"suppose† to be provided at the party was a look-a-like oatmeal cookies, but they didn't taste like oatmeal at all.Clove, Glimmer, Cato, and Marvel (or I call Clove's friends the â€Å"Career Tributes†) forced me eat this cookie that was filled with dead insect, dust, dirt, broken eggs shells, you name it. I felt sick for 2 weeks after that incident. ~Chapter 5~ I went to Rue's part a couple days after the cookies incident. I bought a nice, brand new outfit for Rue's party. A blue tank top with lace on the top and on the bottom on the shirt, a dark grey skirt from American Eagle, a light black jacket to go on top of my shirt, and my black Franco Santo wedges I got from my grandma for Easter when she went to Seattle a week before Easter.The party began at an Italian restaurant. I had a terrible time at the restaurant because Cato â€Å"accidentally† split pasta sauce from the meal he ordered onto my brand new top. I knew pasta sauce was hard to remove on clothes. We later went to Clove's house, which it is not far from the restaurant. Clove told everyone that will be a water fight in an open field across the street from Clove's house and told everyone to get change into their swimsuit. I, however, did not know there was going to be a water fight, but I remember Rue told me that the party is going to do something with water.During the water balloon fight, I had a hard time throwing the balloons at everyone because the size of the balloon was so big over my small child-like hands. The Career Tributes, including Clove, enjoyed this fight. Why? Because I was their. Of course, they had to use me as their target. After the fight, I was extremely cold and wet thought that I was going to get a nasty cold the next day. ~Chapter 6~ We then watch Drag Me To Hell, a horror movie. Rue hates horror movie. I gave Rue her birthday present while the movie was on. I got her a journal, and a book call Three Cups Of Tea.I also made her a homemade card, using my grandmother's extra card stock and stamps she collected over the years. Rue loved her present and the card. Meanwhile, while everyone else was watching the movie. There was a killing scene on the TV. Everyone jump, including Cato, who split an entire glass of lemonade on my brand new skirt. I was so close of slapping him on the face. He spilt the lemon ade juice on me on purpose. ~Chapter 7~ After I got home from the party was over, I went home with my Dad, and my sister Prim, angry and upset. I have to take action, but how?School was ending in 2 weeks, so what's the point? Nearly two 2 weeks later, just a day before grade 8 grad, Clove and I got into a fight. She was violent and horrifying, like if she was going turn into a nasty beast. She punched me, scratched me and called me names. All I did was telling her what I thought about her. Telling her that she stole Peeta from me, I tried to fight back. , but I didn't want to because I know that fighting is not a way to solve the problem. Her career tributes were right behind her to defend her. The rest of my classmates went along what Clove told them.Too scared to stick up for themselves. They were afraid of Clove and they did not want to go against her. They just watch me suffer. Rue was trying to break up the fight between me and Clove. The scratch on my left arm, nearby my elbow , turned into a scab. The scab drove me crazy and I couldn't stop scratching it. I decided to turn the scab into a scar. To show people how violent Clove was really was. ~Chapter 8~ Finally, at last, Grad day came along. Unfortunately, though, I had to miss grad practice a couple hours before grad because of Clove.I had to sit in the office for the hour while the my grade 8 class was practicing for the ceremony. I hate the fact that I missed something that was once in a lifetime, but Mr. Burwell was only doing this to protect me. The rest of the day, everyone (except for the Career tributes and Clove) signed my year book. The torture was finally over. No more fear. No more hiding. No feeling like I want to take my own life and cutting myself. I can move from this nightmare and go to high school in peace. The best part of going to high school, is that I wouldn't have to worry about Clove anymore. Epilogue~ In the end, the story is on my mind everyday lie it was grade 8 all over again . One of the thongs I learn is to speak to others. When I talk to someone about things, it makes me feel better. When I left middle school, Clove and her tributes mates left me a lot of damage, physically, mentally, and emotional. When I see my self in the mirror, I don't feel beautiful and sees myself as an ugly person and wishes to have plastic surgery. When I do my hair and make-up, the comments of what Clove and her pack said to me would bother me.When I go clothes shopping, I would hate it because I'm not skinny and fit like Clove and Glimmer. to be honest, it's hard to get over it. It will haunt me for years to come. ~Note~ If you notice on the names of the characters (expect for Mr. Burwell and Ms. Kennedy), you may recognize their names because they are from the Hunger Games by Suzanne Collions I look up to Katiness Everdeen (the main character in the novel) as a role model because she fought what she believed in and got through the worst through out the novel. I also got in troduced the Hunger Games in grade 8 by my learning support teacher, by Mrs. Collions.

Langston Hughes And His Harlem Dream - 1902 Words

Langston Hughes and His Harlem Dream An explosion of written and artistic creativity, a time of social awareness and enlightenment among the black race. The Harlem Renaissance, originally known as ‘The New Negro Movement’, began after the first world war and lasted until the middle of the 1930’s depression. Harlem became a destination for African Americans throughout the early 1900’s as part of the great migration. As more blacks made Harlem their home, it increasingly became well known as an African American cultural center. Poets, writers, artists, musicians, and philosophers all played a key part in this new movement. The Harlem Renaissance brought about uniqueness and the celebration of individuality and ethnic pride among African Americans; everything was modern and fresh. The jazz, the visual arts and color pop while fashion and literature took a cultural twirl towards revolutionary change. This was a period of unprecedented artistic and intellectual achievement among black Americans. T his explosion of art and literature led to the birth of African American consciousness. Music was a key component during this time and became the cynosure for jazz bands and blues. Famous Jazz performers including Duke Ellington, Jelly Roll Morton, Louis Armstrong and Billie Holiday perfected their music and rhythmic closure which became very popular among white audiences. And it was also during this time when the piano was incorporated into the jazz form of music but traditionalShow MoreRelatedAnalysis Of Langston Hughes And His Harlem Dream1639 Words   |  7 PagesLangston Hughes and His Harlem Dream The 1900s found many African Americans migrating from the south to north of the United States in an event called the Great Migration. Many Southern African-Americans migrated to a place called Harlem and this is where the Harlem renaissance originated from. 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The meaning of, A Dream Deferred, is that no one really knows what happens to dreams that are not fulfilled. The poem starts with the line, What happens to a dream deferredRead MoreLangston Hughes And The Harlem Renaissance1476 Words   |  6 Pages Langston Hughes, a Voice for the Taciturn Take a time machine back to one of the most culturally-rich times in history, the Modern Age. More specifically, set your destination to northern Manhattan in the early 20s. When you step onto those bustling streets, you’ll find yourself swept up in the Harlem Renaissance. The contemporary writers you are surrounded by are legends such as Langston Hughes and W. E. B. DuBois, and the contemporary musicians you may hear at a local nightclub include some ofRead MoreThe Life and Poetry of Langston Hughes Essay776 Words   |  4 Pagesin American Cultural History, Langston Hughes was born February 1, 1902 in Joplin, Missouri. Growing up, he dealt with some hard times. His parents divorced when he was little and he grew up with neither of his parents. Hughes was raised by his grandmother since his father moved to Mexico after their divorce and his mother moved to Illinois. It was when Hughes was thirteen that he moved out to Lincoln, Illinois to be reunited with his mother. Th is is where Hughes began writing poetry. HoweverRead MoreA Brief Look at Langston Hughes1413 Words   |  6 PagesLangston Hughes Langston Hughes’ challenging background, ethnicity, and era of life can all be thought of reasons as to why his style of writing relates among discrimination and unsettling topics. Although his writing can be said to bring hope to the African Americans, his style can be frightening and daunting when taken the time to read his pieces. They may not seem real, but they are his way of interpreting and informing the future of what African Americans, like himself, had to go throughRead MoreThe Harlem Renaissance : The Rebirth Of African American Arts1708 Words   |  7 PagesHarlem Renaissance The Harlem Renaissance was a cultural, social, and artistic movement that took place in Harlem, New York. This mainly took place starting from the end of the First World War until the mid-1930s. Harlem, at this time, was the center of the African-American culture, and Harlem appealed lot of black artists, writers, scholars, musicians, poets, and photographers. Lots of these artists had fled from the South because they needed to get away from their oppressive caste system so thatRead MoreThe Life Of Langston Hughes And The Harlem Renaissance868 Words   |  4 Pageswriting, also known as Langston Hughes, is a significant figure in both the Harlem Renaissance and the poetry community. His post-school and childhood experiences influenced his writing. Hughes wrote about the lives of lower-class African Americans and racial injustice to increase awareness of the issue. Langston Hughes impacted the lives of many black communities through his writing; influenced by his childhood and exper iences in New York, the places he grew up, and overseas. Hughes has had many experiencesRead MoreThe Life Poems of Langston Hughes Essay775 Words   |  4 Pagesliving with many relatives, Langston Hughes experienced poverty. Langston Hughes used poetry to speak to the people. Langston Hughes is a pioneer of African American literature and the Harlem renaissance error. Mr. Hughes dedicated his poems to the struggles, pride, dreams, and racial injustices of African American people. Langston Hughes was born James Langston Hughes, February 1, 1902 in Joplin, Missouri. Langston Hughes, named after his grandfather James Mercer Langston, was the first African