NURSING PROCESS CARE PLAN
Alteration in Comfort/ Pain
PATIENT'S INITIALS: ________________
DATES OF CARE: ___________________
ASSESSMENT
SUPPORTIVE
DATA
S: Pt stated the she is “So
sore in the mornings” that
she doesn’t want to do
anything.
Pt also said that sometimes
the pain creeps up on her
and she doesn’t recognize it
until she’s curled up in bed.
Pain on waking 3 (0-5)
O:
__yoF
B/P 118/63
HR 85
RR 20
Ox3
2 days post op- JPDrain
placement
Lungs clear bil, ant/post
Hypoactive BS x4
Pt guarding and grimacing,
Holding Mom’s hand to sit
up.
DX:
Peritonitis
ANALYSIS PLANNING
CLIENT GOALS/
NURSING OUTCOME
DIAGNOSIS CRITERIA
Alteration in Comfort/ Pain Patient’s subjective
perception of altered
r/t comfort/ pain decreases. .
Disease process, surgical Aeb
incision, and tissue damage
STG:
1. Patient’s rating on pain
scale within 1 hr of
intervention.
2. Diminished or Absent
nonverbal indicators
(grimace, abd guarding)
within 1hr of
intervention.
LTG:
1. Client will verbalize 2
non-medication ways of
pain relief by discharge.
2. Client will ask for
medications when she
first notices pain
increasing, or when she
1
STUDENT'S NAME ________________________
IMPLEMENTATION EVALUATION
SCIENTIFIC
NURSING PRINCIPLES/ OBSERVATIONS/
ACTIONS RATIONALE CONCLUSIONS
1. Will perform baseline 1. Will help determine Patient started off day
assessment at the the effectiveness of sleeping in til 10am and not
beginning of ea shift interventions. wanting to get OOB. Pain 3
with appropriate pain (0-5). 30 mins after
scale. receiving Ibuprofen 600mg
2. Will prevent client
2. Reassess client q1-2h. pt was much more
from suffering from
cooperative and relaxed.
pain for prolonged amt
of time. Reported Pain of 1 (0-5).
3. Instruct Pt in methods 3. Splinting reduces We talked about the
to splint abd. pain on movement, importance of positioning,
coughing, and deep splinting, keeping busy,
breathing. and also the medication
4. Explain all procedures 4. Information helps options she had available.
minimize anxiety, Pt verbalized 2 non-
which can exacerbate medication relief measures
discomfort. to me.
5. Provide Pt with games, 5. Activities provide She took a nap after lunch
books, movies, and distractions from pain. and reported her pain
phone. increasing to a 2(0-5).
6. Show Pt various
6. Minimize pressure Discussed asking for
positions she may use to
on bones, joints, medication when she needs
reduce pain and
muscles and skin. it or before she knows she
discomfort.
has an activity coming up,
 Ruptured appdx.
scheduled by discharge.
Alteration in Comfort/ Pain
r/t
Disease process, surgical
incision, and tissue damage
knows she has activity or will be sleeping for any
length of time.
Also talked about
indicators that her pain
meds were wearing off , or
her pain level was
beginning to increase.
Her Pain level decreased to
a 0(0-5) after receiving
325mg of Acetaminophen.
STG met and continuing.
LTG: Partially met and
continuing.
Needs revision concerning
bathing care of JPDrain
related to comfort.

Paracetamol
Brand-name: Dymadon®, Lemsip®, Panadol®, Panamax®, Tylenol®
Drug-Class:analgesic and antipyretic drugs
MoA: Paracetamol has a central analgesic effect that is mediated through activation of descending serotonergic pathways
Dosage: Adult: For the short-term treatment of cases: Patient weighing >33-50 kg: 15 mg/kg. Max: 60 mg/kg (not exceeding 3,000 mg) daily. Patient weighing
>50 kg: 1,000 mg. Max: 4,000 mg daily. Doses are given at least 4 hourly via infusion over 15 minutes. Dosage recommendations may vary among countries and
individual products (refer to detailed product guideline).
Child: Full-term neonates and children ≤10 kg: 7.5 mg/kg (Max: 30 mg/kg daily); >10-33 kg: 15 mg/kg (Max: 60 mg/kg not exceeding 2 g daily); >33-50 kg: 15
mg/kg (Max: 60 mg/kg not exceeding 3 g daily); >50 kg: Same as adult dose. Doses are given at least 4 hourly via infusion over 15 minutes.
Route: Oral
Onset: 30 minutes to 2 hours
Peak: 1hr
Duration: 4-6hrs
SE/ AE:an allergic reaction, which can cause a rash and swelling. Flushing, low blood pressure and a fast heartbeat
Indication: Paracetamol is a commonly indicated medicine that can help treat pain and reduce a high temperature (fever). It’s typically used to relieve mild or
moderate pain, such as headaches, toothache or sprains, and reduce fevers caused by illnesses such as colds and flu.
Contraindication: Excessive paracetamol use can result in severe damage to the liver. If extensive enough, this damage may be irreversible and in rare cases,
require organ transplantation. Worst case scenario – accidental overdosage can also result in enough toxicity to cause a fatality (often due to acute liver failure).

2
 Decitabine
Brand-name: Dacogen
Drug-Class: hypomethylation agents. It works by helping the bone marrow produce normal blood cells and by killing abnormal cells in the bone marrow.
MoA: reactivation of silenced genes and differentiation at low doses, and cytotoxicity at high doses.
Dosage: For adults. Myelodysplastic syndrome3-day regimen: 15 mg/m2 IV every 8 hours for 3 days repeated every 6 weeks.5-day regimen: 20 mg/m2 IV daily
on days 1, 2, 3, 4, and 5 repeated every 4 weeks. For Geriatric, Myelodysplastic syndrome3-day regimen: 15 mg/m2 IV every 8 hours for 3 days repeated every 6
weeks.5-day regimen: 20 mg/m2 IV daily on days 1, 2, 3, 4, and 5 repeated every 4 weeks.
Pediatric: Adolescents, Safety and efficacy not established. Children, Safety and efficacy not established. Infants, Safety and efficacy not established
Route: Oral, Incision
Onset: 3hrs
Peak: 2hrs
Duration: 8hrs
SE/ AE: Redness/pain/bruising at the injection site, nausea, constipation, diarrhea, vomiting, upset stomach, trouble sleeping, hair loss, or muscle/joint pain may
occur. Nausea and vomiting can be severe. In some cases, your doctor may prescribe medication to prevent or relieve nausea and vomiting.
Indication: Decitabine is indicated to treat myelodysplastic syndrome (a group of conditions in which the bone marrow produces blood cells that are misshapen
and does not produce enough healthy blood cells). Decitabine is in a class of medications called hypomethylation agents.
Contraindication: Decitabine contraindicated the it can harm an unborn baby or cause birth defects if the mother or the father is using this medicine. If you are a
woman, do not use decitabine if you are pregnant. Use effective birth control to prevent pregnancy while you are using this medicine and for at least 6 months after
your last dose.

Benzonatate
Brand name: Tessalon
Drug class: antitussives (cough suppressants).
MoA: After absorption and circulation to the respiratory tract, benzonatate acts as a local anesthetic, decreasing the sensitivity of vagal afferent fibers and stretch
receptors in the bronchi, alveoli, and pleura in the lower airway and lung. This damps their activity and reduces the cough reflex.
Dosage: Adults and children 10 years of age and older—100 milligrams (mg) three times a day. Do not take more than 200 mg at one time or more than 600 mg
per day.

3
 Pediatric: Children younger than 10 years of age—Use is not recommended.
Route: Oral
Onset: The onset of action is 15 to 20 minutes, and antitussive effects last for approximately 3—8 hours.
Peak: 3hrs
Duration:3-8hrs
SE/ AE(SIDE EFFECTS/ ADVERSE EFFECT): nausea, constipation, drowsiness, headache, dizziness, stuffy nose, feeling chilly, burning in the eyes.
Indication: Benzonatate is indicated for the symptomatic relief of cough. Adults and Children over 10 years of age: Usual dose is one 100 mg or 200 mg capsule
three times a day as needed for cough. If necessary to control cough, up to 600 mg daily in three divided doses may be given.
Contraindication: benzonatate is contraindicated in those patients with ester local anesthetic hypersensitivity or a previous history of reaction to benzonatate. The
benzonatate formulation also contains methyl- and propylparaben; these may be a problem for patients with paraben hypersensitivity.

Loperamide
Brand-name: Diamode, Imodium, Imodium A-D, Imogen, Imotil, Imperim, Kaodene A-D, Kao-Paverin Caps
Drug-Class: antidiarrheal agents
MoA: IMODIUM® (loperamide hydrochloride) acts by slowing intestinal motility and by affecting water and electrolyte movement through the bowel.
Loperamide binds to the opiate receptor in the gut wall.
Dosage: The recommended initial dose is 4mg (two capsules) followed by 2 mg (one capsule) after each unformed stool. Daily dose should not exceed 16mg
(eight capsules). Clinical improvement is usually observed within 48 hours.
Pediatric: In children 2 to 5 years of age (20 kg or less), the non-prescription liquid formulation (IMODIUM® A-D 1 mg/7.5 mL) should be used; for ages 6 to 12,
either IMODIUM® Capsules or IMODIUM® A-D Liquid may be used. For children 2 to 12 years of age
Route: Oral
Onset: 1hr
Peak: 1hr
Duration: 2-3days
SE/ AE- side effects/ adverse effects: Blistering, peeling, loosening of skin, chest pain or discomfort, decrease in urine volume, decrease in frequency of urination,
difficulty in passing urine.
Indication: Loperamide is indicated for the relief of diarrhea, including Travelers’ Diarrhea. As an off-label use, it is often used to manage chemotherapy-related
diarrhea.
Contraindication: Loperamide Capsules is contraindicated in: pediatric patients less than 2 years of age due to the risks of respiratory depression and serious
cardiac adverse reactions (see WARNINGS). Patients with a known hypersensitivity to Loperamide hydrochloride or to any of the excipients.

4
 Fluconazole
Brand-name: Diflucan
Drug-Class: Fluconazole is in a class of antifungals called triazoles
MoA: interruption of the conversion of lanosterol to ergosterol via binding to fungal cytochrome P-450 and subsequent disruption of fungal membranes.
Dosage:Adults—400 milligrams (mg) on the first day, followed by 200 mg once a day for at least 10 to 12 weeks. Your doctor may adjust your dose as needed.
Children 6 months to 13 years of age—Dose is based on body weight and must be determined by your doctor. The dose is usually 12 milligrams (mg) per
kilogram (kg) of body weight on the first day, followed by 6 mg per kg of body weight once a day, for at least 10 to 12 weeks.
Children younger than 6 months of age—Use and dose must be determined by your doctor.
Route: Oral
Onset: 2hrs
Peak: 1day
Duration: 30 hours (range: 20-50 hours) after oral administration.
SE/ AE: Chest tightness, clay-colored stools, difficulty with swallowing, fast heartbeat, hives, itching, or skin rash, large, hive-like swelling on the face, eyelids,
lips, tongue, throat, hands, legs, feet, or genitals, Light-colored stools, stomach pain, continuing.
Indication: Fluconazole capsule is indicated in adults for the prophylaxis of: Relapse of cryptococcal meningitis in patients with high risk of recurrence. Relapse
of oropharyngeal or oesophageal candidiasis in patients infected with HIV who are at high risk of experiencing relapse.
Contraindication: Fluconazole is contraindicated if the patient has hypersensitivity to the drug or any formulation components. Caution is recommended when
administering fluconazole to patients with proarrhythmic conditions.

Anastrazole
Brand-name: Arimidex
Drug-Class: nonsteroidal aromatase inhibitors. It works by decreasing the amount of estrogen the body makes.
MoA: Anastrozole is a nonsteroidal AI that inhibits the aromatase enzyme by binding reversibly to its heme ion. By inhibiting the activity of aromatase,

5
anastrozole reduces the levels of E2, E1, and E1S both in the periphery and in the mammary tissue.
Dosage: 1mg film-coated tablets for adults including the elderly is one 1 mg tablet once a day . For postmenopausal women with hormone receptor-positive early
invasive breast cancer, the recommended duration of adjuvant endocrine treatment is 5 years.
Route: Oral
Onset:3hrs
Peak: 3 hours after administration, but with a wide range of 2 to 12 hours.
Duration: Anastrozole has a relatively long duration of action allowing for once daily dosing - serum estradiol is reduced by approximately 70% within 24 hours
of beginning therapy with 1mg once daily, and levels remain suppressed for up to 6 days following cessation of therapy.
SE/ AE: Blurred vision, nausea, vomiting, or diarrhea, bone pain, chest pain or discomfort, pounding in the ears, slow or fast heartbeat, swelling of the feet or
lower legs.
Indication: Anastrozole is indicated as adjunct therapy in the treatment of hormone receptor-positive early breast cancer in postmenopausal women, and as a first-
line treatment for hormone receptor-positive (or hormone receptor-unknown) locally advanced or metastatic breast cancer in postmenopausal women.
Contraindication: Contraindicated that anastrozole should only be taken by women who have undergone menopause and cannot become pregnant. However, if
you are pregnant or breast-feeding, you should tell your doctor before you begin taking this medication. Anastrozole may harm the fetus.

Mefenamic
Brand-name: Ponstel
Drug-Class: Mefenamic acid is in a class of medications called NSAIDs. It works by stopping the body's production of a substance that causes pain, fever, and
inflammation.
MoA: Mefenamic acid binds the prostaglandin synthetase receptors COX-1 and COX-2, inhibiting the action of prostaglandin synthetase.
Dosage: Initial dose: 500 mg orally once
Following initial dose: 250 mg orally every 6 hours as needed
Route: Oral
Onset: 1-4hrs
Peak: 2-4hrs
Duration: 1-2days
SE/AE: Upset stomach, nausea, heartburn, dizziness, drowsiness, diarrhea, and headache may occur. If any of these effects persist or worsen, notify your doctor or
pharmacist promptly.
Indication: Mefenamic is indicated to relieve mild to moderate pain, including menstrual pain (pain that happens before or during a menstrual period). Mefenamic
acid is in a class of medications called NSAIDs. It works by stopping the body's production of a substance that causes pain, fever, and inflammation.
Contraindication: Mefenamic acid is contraindicated in patients with salicylate hypersensitivity or NSAID hypersensitivity who have experienced asthma,
urticaria, or other allergic reactions after taking aspirin or other NSAIDs. Severe, rarely fatal, anaphylactoid reactions to mefenamic acid have been reported in

6
such patients.

Amoxicillin
Brand-name: Amoxil and Larotid
Drug-Class: penicillin antibiotics.
MoA: Amoxicillin is similar to penicillin in its bactericidal action against susceptible bacteria during the stage of active multiplication. It acts through the
inhibition of cell wall biosynthesis that leads to the death of the bacteria.
Dosage: Adults, teenagers, and children weighing 40 kilograms (kg) or more—250 to 500 milligrams (mg) every 8 hours, or 500 to 875 mg every 12 hours.
Children and infants older than 3 months of age weighing less than 40 kg—Dose is based on body weight and must be determined by your doctor. The usual dose
is 20 to 40 milligrams (mg) per kilogram (kg) of body weight per day, divided and given every 8 hours, or 25 to 45 mg per kg of body weight per day, divided and
given every 12 hours.
Infants 3 months of age and younger—Dose is based on body weight and must be determined by your doctor. The usual dose is 30 mg per kg of body weight per
day, divided and given every 12 hours.
Route: Oral
Onset:1hr
Peak: 1-2hrs
Duration: The half-life of amoxicillin is 61.3 minutes. Approximately 60% of an orally administered dose of amoxicillin is excreted in the urine within 6 to 8
hours. Detectable serum levels are observed up to 8 hours after an orally administered dose of amoxicillin.
SE/AE: nausea, vomiting, diarrhea, skin ruh, headache, allergic reaction.
Indication: Amoxicillin is indicated to treat certain infections caused by bacteria, such as pneumonia; bronchitis (infection of the airway tubes leading to the
lungs); and infections of the ears, nose, throat, urinary tract, and skin. It is also used in combination with other medications to eliminate H.
Contraindication: Amoxicillin is contraindicated in patients with known serious hypersensitivity to amoxicillin or to other drugs in the same class (i.e., penicillin
hypersensitivity) or patients who have demonstrated anaphylactic reactions to beta-lactams (i.e., cephalosporin hypersensitivity or carbapenem hypersensitivity).

Salbutamol(Albuterol)

7
 Brand-name: Ventolin
Drug-class: bronchodilators
MoA: Salbutamol acts as a functional antagonist to relax the airway irrespective of the spasmogen involved, thus protecting against all bronchoconstrictor
challenges.
Dosage: Adults and children older than 12 years of age—2 or 4 milligrams (mg) taken 3 or 4 times per day. Your doctor may increase your dose as needed up to a
maximum of 32 mg per day, divided and given 4 times per day.
Children 6 to 12 years of age—2 mg taken 3 or 4 times per day. Your doctor may increase your dose as needed up to a maximum dose of 24 mg per day, divided
and given 4 times per day.
Children 2 to 6 years of age—Dose is based on body weight and must be determined by your doctor. The usual dose is 0.1 milligram (mg) per kilogram (kg) of
body weght per dose, given 3 times per day, and each dose will not be more than 2 mg. Your doctor may increase your dose as needed up to a maximum dose of
12 mg per day, divided and given 3 times a day
Route: Oral, inhaled routes
Onset: short-acting (4-6 hour) bronchodilation with a fast onset (within 5 minutes) in reversible airways obstruction. The start of effect is 10-15 minutes
Peak: 30 minutes
Duration: 2.7 - 5.5 hours after oral and inhaled administration.
SE/ AE: trembling, particularly in the hands, nervous tension, headaches, suddenly noticeable heartbeats (palpitations), muscle cramps.
Indication: Salbutamol is indicated to relieve symptoms of asthma and chronic obstructive pulmonary disease (COPD) such as coughing, wheezing and feeling
breathless. It works by relaxing the muscles of the airways into the lungs, which makes it easier to breathe.
Contraindication: contraindicated in patients with a history of hypersensitivity to any of its components (see section 6.1 List of excipients). Non-i.v. formulations
of salbutamol must not be used to arrest uncomplicated premature labour or threatened abortion.
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Resources

Essay Writing Center

Sample Essays

Sample Medical School Essays

Sample Medical School Essays

Essay writing

Applying to medical school is an exciting decision, but the application process is very competitive. This means when it comes to your application you need to
ensure you’ve put your best foot forward and done everything you can to stand out from other applicants. One great way to provide additional information on why
you have decided to pursue a career in medicine and why you’re qualified, is your medical school essay. Read these samples to get a good idea on how you can
write your own top-notch essay.

This section contains five sample medical school essays

Medical School Sample Essay One

Medical School Sample Essay Two

Medical School Sample Essay Three

Medical School Sample Essay Four

Medical School Sample Essay Five

Medical School Essay One

Prompt: What makes you an excellent candidate for medical school? Why do you want to become a physician?

9
 When I was twelve years old, a drunk driver hit the car my mother was driving while I was in the backseat. I have very few memories of the accident, but I do
faintly recall a serious but calming face as I was gently lifted out of the car. The paramedic held my hand as we traveled to the hospital. I was in the hospital for
several weeks and that same paramedic came to visit me almost every day. During my stay, I also got to know the various doctors and nurses in the hospital on a
personal level. I remember feeling anxiety about my condition, but not sadness or even fear. It seemed to me that those around me, particularly my family, were
more fearful of what might happen to me than I was. I don’t believe it was innocence or ignorance, but rather a trust in the abilities of my doctors. It was as if my
doctors and I had a silent bond. Now that I’m older I fear death and sickness in a more intense way than I remember experiencing it as a child. My experience as a
child sparked a keen interest in how we approach pediatric care, especially as it relates to our psychological and emotional support of children facing serious
medical conditions. It was here that I experienced first-hand the power and compassion of medicine, not only in healing but also in bringing unlikely individuals
together, such as adults and children, in uncommon yet profound ways. And it was here that I began to take seriously the possibility of becoming a pediatric
surgeon.

My interest was sparked even more when, as an undergraduate, I was asked to assist in a study one of my professors was conducting on how children experience
and process fear and the prospect of death. This professor was not in the medical field; rather, her background is in cultural anthropology. I was very honored to be
part of this project at such an early stage of my career. During the study, we discovered that children face death in extremely different ways than adults do. We
found that children facing fatal illnesses are very aware of their condition, even when it hasn’t been fully explained to them, and on the whole were willing to fight
their illnesses, but were also more accepting of their potential fate than many adults facing similar diagnoses. We concluded our study by asking whether and to
what extent this discovery should impact the type of care given to children in contrast to adults. I am eager to continue this sort of research as I pursue my medical
career. The intersection of medicine, psychology, and socialization or culture (in this case, the social variables differentiating adults from children) is quite
fascinating and is a field that is in need of better research.

Although much headway has been made in this area in the past twenty or so years, I feel there is a still a tendency in medicine to treat diseases the same way no
matter who the patient is. We are slowly learning that procedures and drugs are not always universally effective. Not only must we alter our care of patients
depending upon these cultural and social factors, we may also need to alter our entire emotional and psychological approach to them as well.

It Is for this reason that I’m applying to the Johns Hopkins School of Medicine, as it has one of the top programs for pediatric surgery in the country, as well as
several renowned researchers delving into the social, generational, and cultural questions in which I’m interested. My approach to medicine will be
multidisciplinary, which is evidenced by the fact that I’m already double-majoring in early childhood psychology and pre-med, with a minor in cultural
anthropology. This is the type of extraordinary care that I received as a child—care that seemed to approach my injuries with a much larger and deeper picture than
that which pure medicine cannot offer—and it is this sort of care I want to provide my future patients. I turned what might have been a debilitating event in my life
—a devastating car accident—into the inspiration that has shaped my life since. I am driven and passionate. And while I know that the pediatric surgery program at
Johns Hopkins will likely be the second biggest challenge I will face in my life, I know that I am up for it. I am ready to be challenged and prove to myself what
I’ve been telling myself since that fateful car accident: I will be a doctor.

10
Tips for a Successful Medical School Essay

If you’re applying through AMCAS, remember to keep your essay more general rather than tailored to a specific medical school, because your essay will be seen
by multiple schools.

AMCAS essays are limited to 5300 characters—not words! This includes spaces.

Make sure the information you include in your essay doesn’t conflict with the information in your other application materials.

In general, provide additional information that isn’t found in your other application materials. Look at the essay as an opportunity to tell your story rather than a
burden.

Keep the interview in mind as you write. You will most likely be asked questions regarding your essay during the interview, so think about the experiences you
want to talk about.

When you are copying and pasting from a word processor to the AMCAS application online, formatting and font will be lost. Don’t waste your time making it
look nice. Be sure to look through the essay once you’ve copied it into AMCAS and edit appropriately for any odd characters that result from pasting.

Avoid overly controversial topics. While it is fine to take a position and back up your position with evidence, you don’t want to sound narrow-minded.

Revise, revise, revise. Have multiple readers look at your essay and make suggestions. Go over your essay yourself many times and rewrite it several times until
you feel that it communicates your message effectively and creatively.

Make the opening sentence memorable. Admissions officers will read dozens of personal statements in a day. You must say something at the very beginning to
catch their attention, encourage them to read the essay in detail, and make yourself stand out from the crowd.

Character traits to portray in your essay include: maturity, intellect, critical thinking skills, leadership, tolerance, perseverance, and sincerity.

Medical School Essay Two

Prompt: Where do you hope to be in ten years’ time?

If you had told me ten years ago that I would be writing this essay and planning for yet another ten years into the future, part of me would have been surprised. I
am a planner and a maker of to-do lists, and it has always been my plan to follow in the steps of my father and become a physician. This plan was derailed when I
was called to active duty to serve in Iraq as part of the War on Terror.

11
 I joined the National Guard before graduating high school and continued my service when I began college. My goal was to receive training that would be valuable
for my future medical career, as I was working in the field of emergency health care. It was also a way to help me pay for college. When I was called to active duty
in Iraq for my first deployment, I was forced to withdraw from school, and my deployment was subsequently extended. I spent a total of 24 months deployed
overseas, where I provided in-the-field medical support to our combat troops. While the experience was invaluable not only in terms of my future medical career
but also in terms of developing leadership and creative thinking skills, it put my undergraduate studies on hold for over two years. Consequently, my carefully-
planned journey towards medical school and a medical career was thrown off course. Thus, while ten-year plans are valuable, I have learned from experience how
easily such plans can dissolve in situations that are beyond one’s control, as well as the value of perseverance and flexibility.

Eventually, I returned to school. Despite my best efforts to graduate within two years, it took me another three years, as I suffered greatly from post-traumatic
stress disorder following my time in Iraq. I considered abandoning my dream of becoming a physician altogether, since I was several years behind my peers with
whom I had taken biology and chemistry classes before my deployment. Thanks to the unceasing encouragement of my academic advisor, who even stayed in
contact with me when I was overseas, I gathered my strength and courage and began studying for the MCAT. To my surprise, my score was beyond satisfactory
and while I am several years behind my original ten-year plan, I am now applying to Brown University’s School of Medicine.

I can describe my new ten-year plan, but I will do so with both optimism and also caution, knowing that I will inevitably face unforeseen complications and will
need to adapt appropriately. One of the many insights I gained as a member of the National Guard and by serving in war-time was the incredible creativity medical
specialists in the Armed Forces employ to deliver health care services to our wounded soldiers on the ground. I was part of a team that was saving lives under
incredibly difficult circumstances—sometimes while under heavy fire and with only the most basic of resources. I am now interested in how I can use these skills
to deliver health care in similar circumstances where basic medical infrastructure is lacking. While there is seemingly little in common between the deserts of
Fallujah and rural Wyoming, where I’m currently working as a volunteer first responder in a small town located more than 60 miles from the nearest hospital, I see
a lot of potential uses for the skills that I gained as a National Guardsman. As I learned from my father, who worked with Doctors Without Borders for a number of
years, there is quite a bit in common between my field of knowledge from the military and working in post-conflict zones. I feel I have a unique experience from
which to draw as I embark on my medical school journey, experiences that can be applied both here and abroad.

In ten years’ time, I hope to be trained in the field of emergency medicine, which, surprisingly, is a specialization that is actually lacking here in the United States
as compared to similarly developed countries. I hope to conduct research in the field of health care infrastructure and work with government agencies and
legislators to find creative solutions to improving access to emergency facilities in currently underserved areas of the United States, with an aim towards providing
comprehensive policy reports and recommendations on how the US can once again be the world leader in health outcomes. While the problems inherent in our
health care system are not one-dimensional and require a dynamic approach, one of the solutions as I see it is to think less in terms of state-of-the-art facilities and

12
more in terms of access to primary care. Much of the care that I provide as a first responder and volunteer is extremely effective and also relatively cheap. More
money is always helpful when facing a complex social and political problem, but we must think of solutions above and beyond more money and more taxes. In ten
years I want to be a key player in the health care debate in this country and offering innovative solutions to delivering high quality and cost-effective health care to
all our nation’s citizens, especially to those in rural and otherwise underserved areas.

Of course, my policy interests do not replace my passion for helping others and delivering emergency medicine. As a doctor, I hope to continue serving in areas of
the country that, for one reason or another, are lagging behind in basic health care infrastructure. Eventually, I would also like to take my knowledge and talents
abroad and serve in the Peace Corps or Doctors Without Borders.

In short, I see the role of physicians in society as multifunctional: they are not only doctors who heal, they are also leaders, innovators, social scientists, and
patriots. Although my path to medical school has not always been the most direct, my varied and circuitous journey has given me a set of skills and experiences
that many otherwise qualified applicants lack. I have no doubt that the next ten years will be similarly unpredictable, but I can assure you that no matter what
obstacles I face, my goal will remain the same. I sincerely hope to begin the next phase of my journey at Brown University. Thank you for your kind attention.

Additional Tips for a Successful Medical School Essay

Regardless of the prompt, you should always address the question of why you want to go to medical school in your essay.

Try to always give concrete examples rather than make general statements. If you say that you have perseverance, describe an event in your life that demonstrates
perseverance.

There should be an overall message or theme in your essay. In the example above, the theme is overcoming unexpected obstacles.

Make sure you check and recheck for spelling and grammar!

Unless you’re very sure you can pull it off, it is usually not a good idea to use humor or to employ the skills you learned in creative writing class in your personal
statement. While you want to paint a picture, you don’t want to be too poetic or literary.

Turn potential weaknesses into positives. As in the example above, address any potential weaknesses in your application and make them strengths, if possible. If
you have low MCAT scores or something else that can’t be easily explained or turned into a positive, simply don’t mention it.

The below essay samples were provided by EssayMaster.

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Medical School Essay Three

Prompt: What diversity will you bring to medical school?

The roots of my desire to become a physician are, thankfully, not around the bedside of a sick family member or in a hospital, but rather on a 10-acre plot of land
outside of a small town in Northwest Arkansas. I loved raising and exhibiting cattle, so every morning before the bus arrived at 7 a.m. I was in the barn feeding,
checking cattle for any health issues and washing the show heifers. These early mornings and my experiences on a farm not only taught me the value of hard work,
but ignited my interest in the body, albeit bovine at the time. It was by a working chute that I learned the functions of reproductive hormones as we utilized them
for assisted reproduction and artificial insemination; it was by giving vaccinations to prevent infection that I learned about bacteria and the germ theory of disease;
it was beside a stillborn calf before the sun had risen that I was exposed to the frailty of life.

Facing the realities of disease and death daily from an early age, I developed a strong sense of pragmatism out of necessity. There is no place for abstractions or
euphemisms about life and death when treating a calf’s pneumonia in the pouring rain during winter. Witnessing the sometimes harsh realities of life on a farm did
not instill within me an attitude of jaded inevitability of death. Instead, it germinated a responsibility to protect life to the best of my abilities, cure what ailments I
can and alleviate as much suffering as possible while recognizing that sometimes nothing can be done.

I first approached human health at the age of nine through beef nutrition and food safety. Learning the roles of nutrients such as zinc, iron, protein and B-vitamins
in the human body as well as the dangers of food-borne illness through the Beef Ambassador program shifted my interest in the body to a new species. Talking
with consumers about every facet of the origins of food, I realized that the topics that most interested me were those that pertained to human health. In college,
while I connected with people over samples of beef and answered their questions, I also realized that it is not enough simply to have adequate knowledge.
Ultimately knowledge is of little use if it is not digestible to those who receive it. So my goal as a future clinical physician is not only to illuminate the source of an
affliction and provide treatment for patients, but take care to ensure the need for understanding by both patient and family is met.

I saw this combination of care and understanding while volunteering in an emergency room, where I was also exposed to other aspects and players in the medical
field. While assisting a nurse perform a bladder scan and witnessing technicians carry out an echocardiogram or CT scan, I learned the important roles that other
professionals who do not wear white coats have in today’s medical field. Medicine is a team sport, and coordinating the efforts of each of these players is crucial
for the successful execution of patient care. It is my goal to serve as the leader of this healthcare unit and unify a team of professionals to provide the highest
quality care for patients. Perhaps most importantly my time at the VA showed me the power a smile and an open ear can have with people. On the long walk to
radiology, talking with patients about their military service and families always seemed to take their mind off the reason for their visit, if only for a few minutes.
This served as a reminder that we are helping people with pasts and dreams, rather than simply remedying patients’ symptoms.

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 Growing up in a small town, I never held aspirations of world travel when I was young. But my time abroad revealed to me the state of healthcare in developing
countries and fostered a previously unknown interest in global health. During my first trip abroad to Ghana, my roommate became ill with a severe case of
traveler’s diarrhea. In the rural north of the country near the Sahara, the options for healthcare were limited; he told me how our professor was forced to bribe
employees to bypass long lines and even recounted how doctors took a bag of saline off the line of another patient to give to him. During a service trip to a rural
community in Nicaragua, I encountered patients with preventable and easily treatable diseases that, due to poverty and lack of access, were left untreated for
months or years at a time. I was discouraged by the state of healthcare in these countries and wondered what could be done to help. I plan to continue to help
provide access to healthcare in rural parts of developing countries, and hopefully as a physician with an agricultural background I can approach public health and
food security issues in a multifaceted and holistic manner.

My time on a cattle farm taught me how to work hard to pursue my interests, but also fueled my appetite for knowledge about the body and instilled within me a
firm sense of practicality. Whether in a clinic, operating room or pursuing public and global health projects, I plan to bring this work ethic and pragmatism to all of
my endeavors. My agricultural upbringing has produced a foundation of skills and values that I am confident will readily transplant into my chosen career.
Farming is my early passion, but medicine is my future.

The essay accomplishes Its key goal of demonstrating the kind of diversity this applicant will bring to medical school. With a non-traditional background, yet one
firmly entrenched in biology, the candidate simultaneously makes the case for candidacy and yet demonstrates a rare perspective. Furthermore, the applicant
presented international experience with sophistication.

Medical School Essay Four

Prompt: Tell us more about who you are.

I am a white, cisgender, and heterosexual female who has been afforded many privileges: I was raised by parents with significant financial resources, I have
traveled the world, and I received top-quality high school and college educations. I do not wish to be addressed or recognized in any special way; all I ask is to be
treated with respect.

As for my geographic origin, I was born and raised in the rural state of Maine. Since graduating from college, I have been living in my home state, working and
giving back to the community that has given me so much. I could not be happier here; I love the down-to-earth people, the unhurried pace of life, and the easy
access to the outdoors. While I am certainly excited to move elsewhere in the country for medical school and continue to explore new places, I will always self-
identify as a Mainer as being from Maine is something I take great pride in. I am proud of my family ties to the state (which date back to the 1890’s), I am proud of

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the state’s commitment to preserving its natural beauty, and I am particularly proud of my slight Maine accent (we don’t pronounce our r’s). From the rocky
coastline and rugged ski mountains to the locally-grown food and great restaurants, it is no wonder Maine is nicknamed, “Vacationland.” Yet, Maine is so much
more than just a tourist destination. The state is dotted with wonderful communities in which to live, communities like the one where I grew up.

Perhaps not surprisingly, I plan to return to Maine after residency. I want to raise a family and establish my medical practice here. We certainly could use more
doctors! Even though Maine is a terrific place to live, the state is facing a significant doctor shortage. Today, we are meeting less than half of our need for primary
care providers. To make matters worse, many of our physicians are close to retirement age. Yet, according to the AAMC, only 53 Maine residents matriculated
into medical school last year! Undoubtedly, Maine is in need of young doctors who are committed to working long term in underserved areas. As my primary
career goal is to return to my much adored home state and do my part to help fill this need, I have a vested interest in learning more about rural medicine during
medical school.

Prompt: Describe the community in which you were nurtured or spent the majority of your early development with respect to its demographics.

I was raised in Cumberland, Maine, a coastal town of 7,000 just north of Portland. With its single stoplight and general store (where it would be unusual to visit
without running into someone you know), Cumberland is the epitome of a small New England town. It truly was the perfect place to grow up. According to the
most recent census, nearly a third of the town’s population is under 18 and more than 75% of households contain children, two statistics which speak to the family-
centric nature of Cumberland’s community. Recently rated Maine’s safest town, Cumberland is the type of place where you allow your kindergartener to bike
alone to school, leave your house unlocked while at work, and bring home-cooked food to your sick neighbors and their children. Growing up in such a safe, close-
knit, and supportive community instilled in me the core values of compassion, trustworthiness, and citizenship. These three values guide me every day and will
continue to guide me through medical school and my career in medicine.

As a medical student and eventual physician, my compassion will guide me to become a provider who cares for more than just the physical well-being of my
patients. I will also commit myself to my patients’ emotional, spiritual, and social well-being and make it a priority to take into account the unique values and
beliefs of each patient. By also demonstrating my trustworthiness during every encounter, I will develop strong interpersonal relationships with those whom I
serve. As a doctor once wisely said, “A patient does not care how much you know until he knows how much you care.”

My citizenship will guide me to serve my community and to encourage my classmates and colleagues to do the same. We will be taught in medical school to be
healers, scientists, and educators. I believe that, in addition, as students and as physicians, we have the responsibility to use our medical knowledge, research skills,
and teaching abilities to benefit more than just our patients. We must also commit ourselves to improving the health and wellness of those living in our
communities by participating in public events (i.e by donating our medical services), lobbying for better access to healthcare for the underprivileged, and

16
promoting wellness campaigns. As a medical student and eventual physician, my compassion, trustworthiness, and citizenship will drive me to improve the lives of
as many individuals as I can.

Cumberland instilled in me important core values and afforded me a wonderful childhood. However, I recognize that my hometown is not perfect. For one, the
population is shockingly homogenous, at least as far as demographics go. As of the 2010 census, 97.2% of the residents of Cumberland were white. Only 4.1% of
residents speak a language other than English at home and even fewer were born in another country. Essentially everybody who identified with a religion
identified as some denomination of Christian. My family was one of maybe five Jewish families in the town. Additionally, nearly all the town’s residents
graduated from high school (98.1%), are free of disability (93.8%), and live above the poverty line (95.8%). Efforts to attract diverse families to Cumberland is
one improvement that I believe would make the community a better place in which to live. Diversity in background (and in thought) is desirable in any community
as living, learning, and working alongside diverse individuals helps us develop new perspectives, enhances our social development, provides us with a larger frame
of reference, and improves our understanding of our place in society.

This applicant’s successful essay demonstrates that you don’t have to be a racial or ethnic minority to bring diversity to a medical school. In eloquent prose, the
applicant explores her rural upbringing, and she correctly identifies the rural need for Primary Care Physicians to be high. Finally, the applicant shows how her
values will make her a humanitarian physician.

Medical School Essay Five

Prompt: Share what inspires you to pursue medicine.

“How many of you received the flu vaccine this year?” I asked my Bricks 4 Kidz class, where I volunteer to teach elementary students introductory science and
math principles using Lego blocks. “What’s a flu vaccine?” they asked in confusion. Surprised, I briefly explained the influenza vaccine and its purpose for
protection. My connection to children and their health extends to medical offices, clinics and communities where I have gained experience and insight into
medicine, confirming my goal of becoming a physician.

My motivation to pursue a career in medicine developed when my mother, who was diagnosed with Lupus, underwent a kidney transplant surgery and suffered
multiple complications. I recall the fear and anxiety I felt as a child because I misunderstood her chronic disease. This prompted me to learn more about the
science of medicine. In high school, I observed patients plagued with acute and chronic kidney disease while briefly exploring various fields of medicine through a
Mentorship in Medicine summer program at my local hospital. In addition to shadowing nephrologists in a hospital and clinical setting, I scrubbed into the
operating room, viewed the radiology department, celebrated the miracle of birth in the delivery room, and quietly observed a partial autopsy in pathology. I saw
many patients confused about their diagnoses. I was impressed by the compassion of the physicians and the time they took to reassure and educate their patients.

17
 Further experiences in medicine throughout and after college shaped a desire to practice in underserved areas. While coloring and reading with children in the
patient area at a Family Health Center, I witnessed family medicine physicians diligently serve patients from low-income communities. On a medical/dental
mission trip to the Philippines, I partnered with local doctors to serve and distribute medical supplies to rural schools and communities. At one impoverished
village, I held a malnourished two-year old boy suffering from cerebral palsy and cardiorespiratory disease. His family could not afford to take him to the nearest
pediatrician, a few hours away by car, for treatment. Overwhelmed, I cried as we left the village. Many people were suffering through pain and disease due to
limited access to medicine. But this is not rare; there are many people suffering due to inadequate access/accessibility around the world, even in my hometown.
One physician may not be able to change the status of underserved communities, however, one can alleviate some of the suffering.

Dr. X, my mentor and supervisor, taught me that the practice of medicine is both a science and an art. As a medical assistant in a pediatric office, I am learning
about the patient-physician relationship and the meaningful connection with people that medicine provides. I interact with patients and their families daily.
Newborn twins were one of the first patients I helped, and I look forward to seeing their development at successive visits. A young boy who endured a major
cardiac surgery was another patient I connected with, seeing his smiling face in the office often as he transitioned from the hospital to his home. I also helped many
excited, college-bound teenagers with requests for medical records in order to matriculate. This is the art of medicine – the ability to build relationships with
patients and have an important and influential role in their lives, from birth to adulthood and beyond.

In addition, medicine encompasses patient-centered care, such as considering and addressing concerns. While taking patient vitals, I grew discouraged when
parents refused the influenza vaccine and could not understand their choices. With my experience in scientific research, I conducted an informal yet insightful
study. Over one hundred families were surveyed about their specific reasons for refusing the flu vaccine. I sought feedback on patients’ level of understanding
about vaccinations and its interactions with the human immune system. Through this project, I learned the importance of understanding patient’s concerns in order
to reassure them through medicine. I also learned the value of communicating with patients, such as explaining the purpose of a recommended vaccine. I hope to
further this by attending medical school to become a physician focused on patient-centered care, learning from and teaching my community.

Children have been a common thread in my pursuit of medicine, from perceiving medicine through child-like eyes to interacting daily with children in a medical
office. My diverse experiences in patient interaction and the practice of medicine inspire me to become a physician, a path that requires perseverance and passion.
Physicians are life-long learners and teachers, educating others whether it is on vaccinations or various diseases. This vocation also requires preparation, and I
eagerly look forward to continually learning and growing in medical school and beyond.

The story present In this essay is a vivid one, rich in detail that goes above and beyond that of a mere listing in a résumé. From volunteership to overseas

18
humanitarian work to shadowing a doctor, the applicant grows from strength to strength. The applicant has succeeded in presenting her/his candidacy in the best
possible light, and her/his dream to work with children rings true.

To learn more about what to expect from the study of medicine, check out our Study Medicine in the US section.

Learn about studying medicine in the U.S.

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