Maintaining Work-Life Balance In A Nursing Career Free Writing Sample


For the most part, everyone has a more or less planned life. However, in some instances, unpredictable situations can happen to every human being. Taking into account the extreme environment where nurses work, there might be factors that influence their work-life balance severely (Leineweber et al., 2016). In order to adjust to the current events or unpredictable conditions, nurses can use a flexible schedule.

Apart from that, it is necessary to state that the working environment in hospital is very stressful and the traditional schedule might interrupt the typical rhythm of life. It is strongly recommended for the employees to have a rest and to have enough time to recover from an exhausting shift.


A flexible schedule can be used as a reliable solution to balance work-life situation for nurses. One of the first significant elements, in this case, is that a flexible schedule is based on the personal choice of the nurse (Abid & Barech, 2017). The traditional schedule does not support an idea of freedom; it heavily relies on control and submission on the nurse’s part. It forces the professional to be present at a workplace; flexible schedules provide a certain degree of freedom to choose working hours (Zhang et al., 2018). Hence, it is easier to adjust life outside of the work for nurses around different hours. The choice also increases participation and dedication of nurses to the professional activity, as they feel more responsible.

Unlike regular schedules, flexible ones can be moved, changed, transferred or exchanged with other nurses. Hence, there is always an option to manage the working hours in a way that is convenient both for the patients and for the nurses (Mullen, 2015). Nonetheless, it does not decrease professionalism and responsibility of nurses; it serves as a method to adapt to unpredictable issues in life.

Taking into account that nursing is a part of a health care system that evolves continuously, many nurses use their free time to advance their skills and knowledge. Typically, nurses have a tendency to undergo additional courses, participate in health care events, and use their time to learn something new on their own. Therefore, flexible schedule creates a pleasant environment for nurses to improve their professional background. Many can visit evening or morning seminars or lectures to continue their education thanks to the flexible schedule (Abid & Barech, 2017). With the traditional schedule, nurses have to sacrifice their personal life in order to meet the strict working hours at work.


Apart from apparent personal satisfaction among nurses, a flexible schedule provides more freedom for nurses that they can use in their way. It prevents isolation and dissatisfaction with the job. The overall quality of medical services increases as well due to the flexible schedule, as nurses can plan and rest better (Shagvaliyeva & Yazdanifard, 2014). Apart from that, flexible schedules help to reduce the gaps between different shifts of nurses, which helps to maintain and monitor the state of the patients better. Furthermore, nurses feel more involved in the hospital’s activity by choosing their working hours, and it positively influences teamwork and cooperation between different shifts.


In conclusion, work-life balance is vital for the successful professional activity of nurses. Taking into account extreme environment and stressful conditions that nurses have to encounter every day, they have to have enough time outside the work in order to recover, rest, and do what they think they need. With the flexible schedule, nurses become more productive, satisfied with the job, and show increase in quality of services they provide. This beneficial type of management not only helps nurses in their work-life balance but also improves treatment that the patients receive. It is a great modern tool to incorporate in a hospital concerned about its employees.


Abid, S., & Barech, D. K. (2017).The impact of flexible working hours on the employees performance. International Journal of Economics, Commerce and Management, 5(7), 450-467.

Leineweber, C., Chungkham, H. S., Lindqvist, R., Westerlund, H., Runesdotter, S., Smeds Alenius, L., & Tishelman, C. (2016). Nurses’ practice environment and satisfaction with schedule flexibility is related to intention to leave due to dissatisfaction: A multi-country, multilevel study. International Journal of Nursing Studies, 58, 47-58.

Mullen, K. (2015). Barriers to work–life balance for hospital nurses. Workplace Health & Safety, 63(3), 96-99.

Shagvaliyeva, S., & Yazdanifard, R. (2014). Impact of flexible working hours on work-life balance. American Journal of Industrial and Business Management, 4(1), 20-23.

Zhang, X., Tai, D., Pforsich, H., & Lin, V.W. (2018). United States registered nurse workforce report card and shortage forecast: A revisit. American Journal of Medical Quality, 33(3), 229-236.

Boethius And Dante’s Ideas Of Friendship


Boethius, the writer of ‘The Consolation of Philosophy’ was a Christian philosopher of the 6th century in Rome. It should be noted that, Boethius was executed by King Theodoric the Great; after being suspected to be conspiring with the Byzantine Empire. It can further be argued that his work ‘consolation of philosophy’; has been described as a significant one in the early rebirth of Christianity. It is of importance to note that, he wrote this book while in prison waiting to be tried and executed (Boethius 21-121).

Main text

From the consolation of philosophy book it can be argued that, Boethius illustrated how evil can thrive in a world controlled and managed by God; and how happiness can be attained in the midst of indecisive luck. In this case, he considered God as the best friend when others have turned against you. Additionally, he stated that the wealthy people have no consideration towards the poor; hence there is no friendship between these two groups of people.

Based on this, an invisible being called Lady Philosophy acts as a friend who consoles Boethius in his disturbed mind. It is of importance to note that, Boethius considered philosophy as a friend when one is in trouble. From Boethius ideas it can be argued that, friendship is not watching someone suffer and not console him; as it can be seen with the case of the Muses. In this case it is well indicated that, when Lady Philosophy saw the Muses she was angered and called them; “hysterical sluts” who cannot cure Boethius’ sickness. From this it can be argued that friendship is about healing rather than lamenting.

It can further be argued that, philosophy is a good consoler as the lady in the poem represented philosophy. This can be evident from her statements; “are you not the man who was raised on my learning?” It should also be noted that, Boethius indicated that he had no friend in the political world, for his gravity and honesty. From this it can be said that, friendship is based on whether one does good or bad and not their wealth (Boethius 21-121).

On the other hand, Dante Alighieri was born at Florence in Italy where his family seemed to be hidden to participate in the civic struggles. It can be argued that, his views of friendship seem comparable to those of Boethius in that; he was too compassionate about the death of Beatrice his lover. From the banquet Dante indicated that, “all men desire knowledge”; meaning that knowledge or philosophy is the final perfection of human being’s souls, where final happiness is contained. In this case, this agrees with what was indicated by Boethius about philosophy as the best friend when one is in trouble.

In addition, it can be seen from the banquet that each man is naturally friendly to another one; hence one mourns for the fault of his loved one. From the statement; “blessed are those who eat at the table”, while, “wretched are those who can feed only as sheep”, help indicate about Dante that; those who are privileged mourn for the less privileged ones since there is friendship in every man. From this it can be argued that, Dante’s ideas of friendship contrasted with Boethius since Boethius indicated that; the wealthy people exploits the poor hence the lack of friendship among them. In this case it should be noted that because of the love which originates from God; every man has mercy upon another; hence does not want them to suffer (Yan 34-113).

Works cited

Boethius. “The Consolation of Philosophy”. New York: Dover Publications. (2002): P. 21-120.

Yan, Geling. “The Banquet Bug”. New York: Hyperion Publishers. (2006): P. 34-113.

Women’s Colleges In The USA


Women’s colleges have a long history in the US. A common definition of a women’s is that they are a bachelor and graduate degree-granting institution, often-liberal arts colleges whose student population comprises exclusively of women. Though some women admit a few male students to their programs, they primarily serve the female student body.


Women’s colleges in the United States started during the early 19th century. According to Irene et al., the founding of women colleges started in the mid and late 19th century in response to a need for advanced education for women. At the time women were not easily admitted to most institutions of higher learning (2006, p. 67). They further add that, while there were a few coeducational colleges such as Oberlin College founded in 1833, Lawrence University in 1847, Antioch College in 1852, and Bates colleges in 1853, most colleges and universities of high standing at that time were exclusively for men. Besides, there was a general feeling that education in antebellum America especially higher education was a preserve of the elite (Irene et al, 2006, p. 67).

Antebellum Period

Today antebellum America has almost faded to history. Very few people in the contemporary world can relate to it. Few people alive today have ever spoken to someone who could remember it. It was during this era that the industrial revolution in the US led to growth in average incomes as well as the growth of the middle class. During that, time education for women was not a primary focus among the American public. According to Church & Sedlik (1976, p. 89), there were three branches of schools i.e district schools, academies, and colleges. Colleges mainly focused on teaching young men about traveling and doing business abroad. More importantly, colleges sprung up to shore up literary skills among the male population at the time with little emphasis on women. Church & Sedlink (1976, p.98) further assert that during the antebellum period, only a few women made it into colleges. Despite vigorous schedules aimed at stopping them from achieving their educational goals, most women admitted to colleges managed to complete their courses. Mount Holyoke became the first women college; a coeducational institution founded in 1833 and doubling up as the first American college to accept women and African-Americans (Church & Sedlik, 1976, p. 107).

Colleges that exist

Fewer than 80 women’s colleges exist today. Fast-changing social and economic trends thanks to the industrial revolution at the beginning of the 19th century presented considerable challenges to women’s colleges. Since then, women’s enrollment at coeducational institutions has increased at a high rate. A major shift by women’s colleges that came up after the antebellum period probably was realignment to the “women’s movement” using feminism as an opportunity to reclaim their historic task to develop women’s minds (Irene et al., 2006, p.69). This time presented a rare opportunity for women’s colleges to reposition themselves as colleges mainly focused on women’s issues and not necessarily feminist-oriented institutions. Nowadays women’s colleges have been through a lot of evolution so much because of emphasis on women’s education up to institutions of higher learning.

Existing Challenges

The history of women’s colleges is characteristic of many challenges. Student and parental protests in reaction to shifting trends in women’s higher education became some of the most challenging times for these institutions. Additionally, these institutions found themselves alienated from the dynamic socio-economic trends that were shaping society. In fact, some stakeholders argued that it was not economically and socially sound for the colleges to stay single-sex, as young women are no longer interested in attending women colleges. However, women’s colleges’ presidents countered the notion by asserting that the colleges were doing extremely well and were attracting large numbers of students.


There is no doubt the idea behind women’s colleges was a noble one. However, the earlier stakeholders acknowledge that the idea is a bit time-barred and a new approach is necessary, the better.


Church, R. & Sedlak, M. (1976) Education in the United States. An Interpretive history. New York; the Free Press.

Irene, H. et al. (2006) Women’s Colleges; Issues and Challenges. New York.

error: Content is protected !!