Session 1 - Study Tips 1.1

transcript

Study Tips

Berni Addyman

Learning outcomes:

1. Knowledge & Understanding

Learning outcomes:

2. Subject-Specific Skills

Learning outcomes:

3. Personal Transferable Skills

Learning outcomes:

On successful completion of this module you will be able to...

1.1 Evaluate learning, teaching and mentorship theories, principles of assessment, concepts of reliability, validity and factors that influence judgement relevant to learner needs

1.2 Critically reflect upon the responsibilities and boundaries of your role in supporting learning, teaching and assessment working within a legal, ethical and professional framework cognisant of your professional accountability.

Learning outcomes:

1.1 Evaluate learning, teaching and mentorship theories, principles of assessment, concepts of reliability, validity and factors that influence judgement relevant to learner needs

1.2 Critically reflect upon the responsibilities and boundaries of your role in supporting learning, teaching and assessment working within a legal, ethical and professional framework cognisant of your professional accountability.

Learning outcomes:

2.1 Critically analyse the practice setting as a learning environment and develop effective evidence based learning opportunities

2.2 Evaluate your contribution to on-going audit and quality enhancement of the practice learning environment

2.3 Negotiate learning needs and use appropriate assessment strategies to offer guidance, provide feedback, facilitate and support learning and assessment, and reflect upon the effectiveness of your role in those processes.

Learning outcomes:

3. Personal Transferable Skills

3.1 Advance and reflect upon existing interpersonal skills to enhance effective learning and teaching and comprehensive assessment.

3.2 Contribute to and integrate the involvement of others through effective team working in the practice learning environment.

3.3 Utilise information technology congruent with the developing skills of a 21st century health practitioner.

Getting Started

Overall aims of the Module

Module Handbook – Learning Outcomes

Practice

Level 5 or Level 6?

Time Management/Planning

Academic Supervision

Mind Maps

Getting Started

Practice

Level 5 or Level 6?

Mind Maps

Getting Started

Practice

Level 5 or Level 6?

Mind Maps

Getting Started

Practice

Level 5 or Level 6?

Mind Maps

Example of mind mapping

Assessing

Mentorship

Learningtheories

Teaching Styles

Assessing

Mentorship

Learningtheories

Teaching Styles

Assessing

Mentorship

Learningtheories

Teaching Styles

Assessing

Mentorship

Learningtheories

Teaching Styles

Assessing

Normreferencing

Assessing

Mentorship

Learningtheories

Teaching Styles

Criterion referencing

Assessing

Normreferencing

Assessing

Mentorship

Learningtheories

Teaching Styles

Feedback

Assessing

Normreferencing

Assessing

Mentorship

Learningtheories

Teaching Styles

Feedback

Assessing

Validity

Normreferencing

Assessing

Mentorship

Learningtheories

Teaching Styles

Feedback

Assessing

Validity

Normreferencing

Reliability

The essay should have one central focus, broken down into a sequence of inter-linking points.

The Essay

Introduction

The Essay

Introduction

Main Body

The Essay

Introduction

Main Body

Conclusion

The Introduction

Informs the reader how you will answer the question

Comprising of

Introductory remarksSets the agenda for the essay

Is 5-7% of the total essay length

The Conclusion

Restates the main argument in a way that shows that you have answered the question

No new information is included

May include recommendations (this depends on the criteria)

Is still supported by literature/references

The Conclusion

The Main Body

Comprises of a chain of interlinking paragraphs which build and present a case

The Main Body

Each paragraphShould be a complete section of the argument posed

The Main Body

Each paragraphShould be a complete section of the argument posedShould be carefully positioned – why is your first point your first point? Your second, your second point … etc?

The Main Body

Each paragraphShould be a complete section of the argument posedShould be carefully positioned – why is your first point your first point? Your second, your second point … etc?Should contain a 'topic sentence‘

The Main Body

Each paragraphShould be a complete section of the argument posedShould be carefully positioned – why is your first point your first point? Your second, your second point … etc?Should contain a 'topic sentence‘Should have a logical flow from the previous and connect

The Main Body

Each paragraphShould be a complete section of the argument posedShould be carefully positioned – why is your first point your first point? Your second, your second point … etc?Should contain a 'topic sentence‘Should have a logical flow from the previous and connect

Is 80% of the total essay length

Ensure Flow

Use simple and appropriate words

Avoid jargon/slang

Ensure Flow

Avoid jargon/slangAvoid over-quoting

Ensure Flow

Avoid jargon/slangAvoid over-quotingAvoid 'overly-common used' phrases

Ensure Flow

Avoid jargon/slangAvoid over-quotingAvoid 'overly-common used' phrasesAvoid verbosity

Ensure Flow

Remember the rules of grammar

Stick to first or third person

Ensure Flow

Stick to first or third personAvoid mixing tenses

Ensure Flow

Stick to first or third personAvoid mixing tenses

Don't waffle

Proof read

Evidence/Supporting literature

Evidence supports an argument, it does not form an argument in its own right

You should present evidence supporting both sides of an argument

Level 5/6 work demands that you look in detail at a particular area. There is no substitute for reading around your subject area to develop your arguments.

Supporting Literature

The literature can be from a variety of sources, however if using journals you need to explore those that are peer reviewed (says in journal or check with librarian).

Avoid using the internet for sources of information as the quality is variable and may not be accurate. Use recognised sites for example DH, NMC, RCN etc.

You need to explore research that has been undertaken around the area you are investigating. Remember though that all research has its limitations.

Supporting Literature cont…

Avoid relying on limited reference sources for your work.

Supporting Literature cont…

Avoid relying on limited reference sources for your work.

Ensure that you have referenced correctly. Avoid making direct quotes if possible.

Using literature in a variety of ways

1) It has long been established that "within the hospital setting, the wearing of uniforms by nurses is essential" (Smith 2003 p92).

2) Smith (2003) suggests that it has been long established that "within the hospital setting, the wearing of uniforms by nurses is essential" (p92)

3) Smith (2003) suggests that it has long been established that nurses should wear uniforms in hospital ward settings.

4) It has long been established that nurses should wear uniforms in hospital ward settings (Smith 2003).

Session 1 - Study Tips 1.1

Education