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Study Tips Berni Addyman
Study Tips
Berni Addyman
Learning outcomes:
1. Knowledge & Understanding
Learning outcomes:
1. Knowledge & Understanding
2. Subject-Specific Skills
Learning outcomes:
1. Knowledge & Understanding
2. Subject-Specific Skills
3. Personal Transferable Skills
Learning outcomes:
1. Knowledge & Understanding
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. Knowledge & Understanding
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:
2. Subject-Specific Skills
On successful completion of this module you will be able to...
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:
2. Subject-Specific Skills
On successful completion of this module you will be able to...
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:
2. Subject-Specific Skills
On successful completion of this module you will be able to...
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
On successful completion of this module you will be able to...
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
Overall aims of the Module
Module Handbook – Learning Outcomes
Practice
Level 5 or Level 6?
Time Management/Planning
Academic Supervision
Mind Maps
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
Overall aims of the Module
Module Handbook – Learning Outcomes
Practice
Level 5 or Level 6?
Time Management/Planning
Academic Supervision
Mind Maps
Example of mind mapping
SLIP
Assessing
Mentorship
Learningtheories
Teaching Styles
Example of mind mapping
SLIP
Assessing
Mentorship
Learningtheories
Teaching Styles
Example of mind mapping
SLIP
Assessing
Mentorship
Learningtheories
Teaching Styles
Assessing
Example of mind mapping
SLIP
Assessing
Mentorship
Learningtheories
Teaching Styles
Assessing
Normreferencing
Example of mind mapping
SLIP
Assessing
Mentorship
Learningtheories
Teaching Styles
Criterion referencing
Assessing
Normreferencing
Example of mind mapping
SLIP
Assessing
Mentorship
Learningtheories
Teaching Styles
Feedback
Criterion referencing
Assessing
Normreferencing
Example of mind mapping
SLIP
Assessing
Mentorship
Learningtheories
Teaching Styles
Feedback
Criterion referencing
Assessing
Validity
Normreferencing
Example of mind mapping
SLIP
Assessing
Mentorship
Learningtheories
Teaching Styles
Feedback
Criterion referencing
Assessing
Validity
Normreferencing
Reliability
Essay
The essay should have one central focus, broken down into a sequence of inter-linking points.
Essay
The essay should have one central focus, broken down into a sequence of inter-linking points.
Essay
The essay should have one central focus, broken down into a sequence of inter-linking points.
Essay
The essay should have one central focus, broken down into a sequence of inter-linking points.
Essay
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
Is 13-15% 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
Is 13-15% 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
Is 13-15% 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
Is 13-15% of the total essay length
The Main Body
Comprises of a chain of interlinking paragraphs which build and present a case
The Main Body
Comprises of a chain of interlinking paragraphs which build and present a case
Each paragraphShould be a complete section of the argument posed
The Main Body
Comprises of a chain of interlinking paragraphs which build and present a case
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
Comprises of a chain of interlinking paragraphs which build and present a case
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
Comprises of a chain of interlinking paragraphs which build and present a case
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
Comprises of a chain of interlinking paragraphs which build and present a case
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
Ensure Flow
Use simple and appropriate words
Avoid jargon/slang
Ensure Flow
Use simple and appropriate words
Avoid jargon/slangAvoid over-quoting
Ensure Flow
Use simple and appropriate words
Avoid jargon/slangAvoid over-quotingAvoid 'overly-common used' phrases
Ensure Flow
Use simple and appropriate words
Avoid jargon/slangAvoid over-quotingAvoid 'overly-common used' phrasesAvoid verbosity
Ensure Flow
Use simple and appropriate words
Avoid jargon/slangAvoid over-quotingAvoid 'overly-common used' phrasesAvoid verbosity
Remember the rules of grammar
Stick to first or third person
Ensure Flow
Use simple and appropriate words
Avoid jargon/slangAvoid over-quotingAvoid 'overly-common used' phrasesAvoid verbosity
Remember the rules of grammar
Stick to first or third personAvoid mixing tenses
Ensure Flow
Use simple and appropriate words
Avoid jargon/slangAvoid over-quotingAvoid 'overly-common used' phrasesAvoid verbosity
Remember the rules of grammar
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
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
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).
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.
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).
