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NurseReview.Org - Study Skills and Test Strategies for the New Nursing Student

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http://NurseReview.Org - Study Skills and Test Strategies for the New Nursing Student

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  • I would really like to have a copy of your presentation for nursing school. Please send it to htsuiter@gmail.com. Thank you so much
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  • I would love a copy of this presentation, Please email to me at bdemelio@optonline.net
    thank you!!
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  • I would love a copy of this as well. Please send to scmixdorf@dmacc.edu. Thank you!
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  • Can you please send this to me at thompcece1329@hotmail.com
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  • Could you please email me your presentation? mariadenise.aceves@gcccd.edu
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  • This class was created as a project for the University of Phoenix Master’s of Science in Nursing. Two resources heavily used in the program are: Sides, M. &Kerchek, N. (1998), Successful Test taking, learning strategies for nursing students . Philadelphia, PA, Lippincott. Spring house, (2000). Studying & test taking made incredibly easy! Springhouse, PA. Springhouse.
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    • 1. Study Skills and Test Strategies for the New Nursing Student BY Caralee Bromme, RN, MSN, CCRN
    • 2. How learners learn...
      • Tell me and I will forget
      • Show me and I will remember
      • Involve me and I will understand
      • (Confucius)
    • 3. Critical thinking
      • Critical thinking is the cornerstone of one's ability to function in today's society. According to Scriven & Paul (n.d.) ,
      • it...can be seen as having two components:
        • a set of skills to process and generate information and beliefs, and
        • the habit, based on intellectual commitment, of using those skills to guide behavior.
        • ( Scriven & Paul, nd: http://www.criticalthinking.org/University/univclass/Defining.html )
    • 4. Critical Thinking
      • Critical thinking is a mental process that uses elements of reasoning to shape choices and make sound judgements.
      A good question is never answered. It is not a bolt to be Tightened into place But seed to be planted And bear more seed... Towards the hope of greening The landscape of ideas (John Ciardi)
    • 5. Types of Learners
      • Right Brain
        • Artistic perception
        • Creativity
        • Intuitive thinking
        • Music and rhythm
        • Imagination and abstraction
        • Daydreaming
        • Reflection
        • Random thinking
      • Left Brain
        • Language and word use
        • Logic, reasoning & analysis
        • Rational thinking
        • Sequence and order
    • 6. Learning Styles
      • Visual
      • Auditory
      • Kinesthetic
      • Global
      • Detail learning
    • 7. Visual
      • Seeing is believing
        • Learn best by watching or reading
          • Resources available
            • Books
            • Demonstrations
            • Handouts
            • Internet resources
            • Personal notes
            • Periodicals
            • Videos
    • 8. Auditory
      • Sounds like…..
        • You tune into the things you hear
          • Discussions with others
          • Lectures
          • Question and answer sessions
          • Reading procedures aloud
          • Study groups
          • Tape recordings
    • 9. Kinesthetic
      • Can do…
        • If you prefer to jump right in and do something new... your motto “ Learn by doing”
          • Attend workshops
          • Give return demonstrations
          • Participate in individual or group projects
          • Take part in special or extra activities
          • Volunteer
    • 10. Global Learning
      • The big picture…
        • Find the answer by looking at the big picture
          • Sweeping theories and over all trends fill your vision
          • Like to find the conclusion after considering all the options
            • Write summaries of your notes
            • Use diagrams to show relationships
            • Develop question lists
    • 11. Detail Thinking
      • You follow instructions closely and follow logical orders and you like the teacher who follows the lessons plan closely
          • Create bullet summary lists from class notes
          • Use diagrams to connect specific ideas to larger concepts
          • Make specific to do lists before beginning study sessions
          • Write questions as they appear in the reading
          • Be prepared to illustrate specific details with examples
    • 12. The Learning Process Evaluation Synthesis Analysis Application Comprehension Knowledge Bloom’s Learning Level (1956)
    • 13. Bloom’s Learning Levels
      • Knowledge stage of critical thinking
        • Requires memorization for recall
          • Math formulas
          • Phone numbers
      • Comprehension
        • Involves converting information from the form received to your own words
          • Making illustrations
          • Describing relationships
    • 14. Bloom’s Learning Levels
      • Application
        • You apply the information you have gained, translated or interpreted to solve problems or accomplish concrete tasks
          • Completing a project by following directions
          • Using a theory or formula to solve a problem
      • Analysis
        • You break down the concept into parts and understand how they work
          • Identify assumptions
          • Decide if data valid
    • 15. Bloom’s Learning Levels
      • Synthesis
        • You can put parts together and find a new and larger whole
          • Developing your notes into presentation
          • Writing a poem or story
      • Evaluation
        • Most complex level of cognitive functioning
          • You use all the stages to determine the value and relevance of the information
          • Springhouse 2000
    • 16. The Nursing Process Evaluation Implementation Planning Analysis Assessment
    • 17. Now critical thinking and the nursing process..
      • Assessment
        • Collect data, communicate information about assessments
      • Analysis/ Nursing Diagnosis
        • Clustering and interpreting data, identifying and communicating nursing diagnosis
      • Planning
        • Identifying goals, projecting outcomes, setting priorities, identifying interventions
      • Implementation
        • Implementing nursing care
      • Evaluation
        • Identifying patient responses, comparing outcomes to goals, modifying plan of care.
      • “ This is process of how we think about patients”
      • Now let’s apply the same process to tests
    • 18. The next step - Setting the stage…
      • An action plan gives you control over your immediate future. It helps reduce stress, anxiety, frustration, and unnecessary use of time and energy. If you don’t have a plan, you jeopardize your chance to succeed and increase your chance for failure.
      • A winner has a plan!
      • A loser has an excuse!
      • (Sides and Korchek)
    • 19. The keys for success
      • Develop the winning attitude
      • Identify motivators
      • Set short term and long term goals
      • Use time management
      • Reward yourself
    • 20. Time management Self Significant Other/ Spouse Kids School Work House How do you handle it all? Studying Laundry Clinical
    • 21. Setting the stage...
      • Make a consistent space for yourself to study
      • Insure adequate lighting, and quietness
      • Have all your supplies
      • Schedule your time
      Do Not Disturb Until 5:00pm
    • 22. Time management
      • Schedule your time
        • To study
        • For kids/ husband
        • For house
      • Develop weekly calendar
      • Set priorities
      • Make to do lists
      • Don’t procrastinate
      8am class 10am study group 3pm baseball 6pm date w/ husband Test on Friday Culture project Due 3 weeks Care study due 5 weeks get patient
    • 23. Breaking the procrastination habit
      • Identify your motivators
        • Make a list of self motivating statements
        • Recognize that negative predictions do come true
      • Set your goals
        • Establish a clear timetable
        • Break down large tasks to small ones
        • Pinpoint where your delay s typically start
        • Write reminders
      • Reward yourself
        • Also give up something if you fail
    • 24. It’s time to study …
      • What is an objective?
        • Objectives are tools for describing the intended outcomes
          • Performance
            • What your supposed to do...
          • Conditions
            • How your to do it...
          • Criterion
            • How well you have to perform to be competent ...
    • 25. An example of an objective
      • After listening to the lecture , the student will be able to
        • List in writing the three parts of an objective .
        • Identify why objectives are important.
        • Analyze the importance of objectives in future study.
      • Nursing courses are based
      • on objectives
    • 26. Study strategies for the classroom
      • Be prepared
        • Read objectives
        • Look at and read section headings
        • Look at all charts or illustrations and read captions
        • Skim main text to identify main concepts
        • Look at words in bold or Italics
        • The goal is to gain the general idea
      • During class pay attention to
        • Contents of handouts
        • Anything written on board
        • Instructor’s response to certain questions
        • Anything instructor stresses or repeats
        • How instructor presents the information
          • Big picture or details
        • In the beginning and the end of the lecture, the instructor often summarizes the major points and other points there wasn’t time to cover
    • 27. The lecture notes….
      • Taking notes may be the most crucial part of active listening during a lecture.
        • Notes trigger you memory
        • It makes you pay attention to new ideas
        • Will allow you to show your understanding by paraphrasing and condensing the notes
    • 28. Test taking strategies
      • Outline your notes to each disease
        • With info from lecture and book
      • Pathophysiology of disease/ system
      • Signs and symptoms (including labs)
        • Highlight special S&S
          • such as RLQ pain for appy
      • Nursing Diagnosis
      • Goals
      • Specific Implementation plans
      • Patient teaching
    • 29. Ideas on lecture notes
      • Shrthnd spds note tkng
        • Abbreviate common words
        • Leave out conjunctures and other words not essential for thought
        • Think before you write
        • Mark for emphasis
        • Vary handwriting to stay organized
        • Don’t write every word the lecture says...
      • After class organize you notes
        • Keep them personal
        • Copy all board work
        • Rewrite notes if illegible
        • Keep notes in loose leaf binder
        • Leave spaces to later ideas
        • Organize your notes after class
    • 30. The LISAN Method
      • L ead , don’t follow. Anticipate what the instructor is going to say.
      • I deas. What’s the main idea?
      • S ignal Words. Listen for words that tell you the direction the instructor is taking.
      • A ctively listen. Ask questions, be prepared.
      • N ote taking. Write down key points. Be selective.
    • 31. The study group
      • Set location and time
      • Have agenda
      • Everyone must follow the rules
        • Do their share
        • Be courteous
        • Attend regularly
      • Can be a great source of moral support
    • 32. It’s test time…
      • Before the test..
        • Get a good night sleep
        • Eat before the test
      • Create a study plan
        • Plan ahead; schedule study time . Don’t cram.
        • Assemble your sources. Review your material.
        • Make your own cheat/ summary sheet
        • Dress rehearse.
    • 33. At the test…
      • Take one last, leisurely look at your summary sheet
      • Be early
      • Have all your supplies
      • Let the instructions instruct
        • Mark important instructions
        • Skim the test for an overall sense and difficulty
      • Budget your time
        • Work quickly
        • If you can’t answer the question right away move to the next question
    • 34. The Objective Test
      • Types
        • Multiple choice
        • True/ false
        • Short- answer
        • Sentence - completion
        • Problem solving
      • Only one possible answer
      • Tests your ability to recall information.
    • 35.
      • Three parts of a question are
        • The background statement
          • Is a brief scenario that provided necessary information for answering the question
          • May provide a framework for the stem
        • A stem
          • Contains the specific problem or intent of the item
        • And a list of options
          • Are the possible answers to the questions
          • The corrected answered is a keyed response and the other options are distracters .
      The Test Question Test A. B. C.
    • 36. Types of questions
      • Knowledge
        • Recall or remembered information
      • Comprehension questions
        • Need to understand the information
      • Application Questions
        • Show, solve, use or manipulate information
      • Analysis
        • Interpret data, recognize commonalties, differences, interrelationships among presented ideas
    • 37. The Stem
      • Three forms of a stem in a question
        • Background statement
          • A young woman arrived to the hospital in early labor.
        • Stem in question form
          • Which of the following signs is the best indicator of early labor ?
        • Stem form in an incomplete statement
          • The best indicator that labor is progressing is...
    • 38. Answering the question...
      • Read the question before looking at the options.
      • Identify key words in the stem
        • All of the following behaviors are typical of a 3 year old except
          • The word except directs you to behaviors not typical
          • If you miss the word , you will select the wrong answer
      • Look for key words
        • First , primary, initial, early, ,most important, except
      • Haste makes waste and errors
    • 39. Test taking strategies
      • Prioritization
      • Maslow’s Hierarchy of Needs
      • Biological
      • Safety
      • Belonging and love
      • Esteem needs
      • Self actualization
    • 40. Test taking strategies
      • If you have to guess think physiological needs first…
      • Think..
          • Airway
          • Breathing
          • Circulation
          • Disability
      • Safety second
      • Communication
      • Also do not forget the nursing process
    • 41. The options…
      • Attempt to answer the question without looking at the responses. Identify your response in the options.
      • Eliminate the obviously incorrect responses first; The select the best of the remaining options.
      • Do not change answers without good reason or sound rational.
    • 42. Next...
      • Identify the theme of the item and base it on the information given.
      • Don’t assume information that is not given.
      • A husband was admitted to the ER for Delirium tremors for the third time in 3 weeks, the wife asks you what can I do to to help my husband get over the problem?
      • a.Don’t feel guilty; I know this must be difficult for you
      • b.Let’s go in to the lounge; so we can talk about your concerns.
      • c.You need to convince him to seek professional help.
      • d. How long has you husband been drinking?
    • 43. Test taking strategies
      • The client has a red, raised skin rash. During the bath, the priority action of the nurse is to:
      • a. Assess for further inflammatory reactions
      • b. Discuss the body-image problems created by the presence of the rash
      • c. Wash the skin thoroughly with hot water and soap
      • d. Moisturize the skin to prevent drying.
    • 44. Test taking strategies
      • To promote respiratory function in the immobilized client, the nurse should:
      • Change the client’s position q4-8
      • Encourage deep breathing and coughing every hour
      • Use oxygen and nebulizer treatments regularly
      • Suction the client every hour
    • 45. Other tips…
      • Responses that use absolute words, such as “ always ” or “ never ” are less likely to be correct than “ usually ” or “ probable ”.
      • Funny responses are usually wrong.
      • “ All of the above ” is usually correct.
      • “ None of the above ” is usually incorrect.
      • Watch for double negatives .
      • Look for grammatical clues
        • If stem ends in an; the answer should start with a vowel
      • The longest response is often the correct one
      • Look for verb associations.
    • 46. Test taking strategies
      • To provide for the psychosocial needs of an immobilized client, an appropriate statement by the nurse is:
      • a. “The staff will limit your visitors so that you will not be bothered.”
      • b. “A roommate can be a real bother. You’d probably rather have a private room.”
      • c. “ Let’s discuss the routine to see if there are any changes we can make.”
      • d. “I think you should have your hair done and put on some make-up.”
    • 47. More tips…
      • If all else falls answer B or C.
      • Do not hesitate to ask for clarification during the exam.
      • Be sure that you have the appropriate bubbles filled correctly.
      • Take time to check your work before handing in the answer sheet.
    • 48. Other Objective Tests
      • True/ False Answers
      • Assesses recognition of material
      • If question only part true , than it’s false
      • Watch for key words
        • All, always, because
        • Generally, never
        • None, only, sometimes
        • usually
      • Short Answers
      • Break into 3 categories
        • Know w/o hesitation
        • Should be able to answer if you think about it
        • Have no idea
      • Answer the questions you know first than attack the rest
    • 49. Essay tests
      • Read directions first
      • Read all the questions even if you only have to answer two. Jot down ideas about each.
      • Mark the time you estimate to complete each question.
      • Outline you answer
      • Write the answer
      1. 2. 3. 4. 5.
    • 50. The Essay Question 5 Paragraph Format
      • 1 - Introduction, in which you briefly outline the direction your argument is taking
      • 2 - 1st point with at least 2 supporting facts
      • 3- 2nd point with 2 supporting facts
      • 4 - 3rd point with 2 supporting facts
      • Conclusion, which pulls together the 3 points into one final statement
    • 51. Reading Comprehension Tests
      • Read the instructions first
      • Read the questions next
      • Read the passage and answer the questions
      A. B. C.
    • 52. Open Book Tests
      • De-emphasize memorization and encourages critical thinking
      • Ideas for success
        • Use table of contents and index.
        • Don’t copy from the book.
        • Use as many sources as allowed.
        • Use you note summary sheet, put as much info as possible on it.
        • Check your answers.
    • 53. How can I avoid cramming?
      • It doesn’t work- the brain needs time to assimilate information
      • If you have to:
        • Outline the textbook
        • Read the objectives
          • Focus on chapter headings,summaries, highlighted words
          • First and last sentence of the paragraph
          • Read your notes, make flash card or summary sheet
          • Get at least 4 hour sleep
          • And review 1 hour before the test.
    • 54. How to overcome test anxiety
      • Be prepared.
      • Worry about what is real.
      • Arrive early and get organized.
      • Don’t talk about the test with your classmates.
      • Read over the test and plan your approach.
      • If a question is unclear, don.t hesitate to clarify.
      • Try to relax. Take slow deep breaths.
      • Pay attention to he test and not everyone else in the room.
      I can do this!!!
    • 55. Pulling it all together...
      • Learning process
      • Study strategies
      • Test taking strategies
      We are what we repeatedly do. Excellence, then, is not an act but a habit . (Aristotle)