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Session 1 - Study Tips 1.1

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  • 1. Study Tips Berni Addyman
  • 2. Learning outcomes: 1. Knowledge & Understanding
  • 3. Learning outcomes: 1. Knowledge & Understanding 2. Subject-Specific Skills
  • 4. Learning outcomes: 1. Knowledge & Understanding 2. Subject-Specific Skills 3. Personal Transferable Skills
  • 5. 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.
  • 6. 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.
  • 7. 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.
  • 8. 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.
  • 9. 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.
  • 10. 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.
  • 11. Getting Started Overall aims of the Module Module Handbook – Learning Outcomes Practice Level 5 or Level 6? Time Management/Planning Academic Supervision Mind Maps
  • 12. Getting Started Overall aims of the Module Module Handbook – Learning Outcomes Practice Level 5 or Level 6? Time Management/Planning Academic Supervision Mind Maps
  • 13. Getting Started Overall aims of the Module Module Handbook – Learning Outcomes Practice Level 5 or Level 6? Time Management/Planning Academic Supervision Mind Maps
  • 14. Getting Started Overall aims of the Module Module Handbook – Learning Outcomes Practice Level 5 or Level 6? Time Management/Planning Academic Supervision Mind Maps
  • 15. Example of mind mapping Assessing Teaching Styles Mentorship Learning theories SLIP
  • 16. Example of mind mapping Assessing Teaching Styles Mentorship Learning theories SLIP
  • 17. Example of mind mapping Assessing Teaching Styles Mentorship Learning theories Assessing SLIP
  • 18. Example of mind mapping Assessing Teaching Styles Mentorship Norm referencing Learning theories Assessing SLIP
  • 19. Example of mind mapping Criterion referencing Assessing Teaching Styles Mentorship Norm referencing Learning theories Assessing SLIP
  • 20. Example of mind mapping Criterion referencing Assessing Teaching Styles Mentorship Norm referencing Learning theories Feedback Assessing SLIP
  • 21. Example of mind mapping Criterion referencing Assessing Teaching Styles Mentorship Norm referencing Learning theories Feedback Assessing SLIP Validity
  • 22. Example of mind mapping Criterion referencing Assessing Teaching Styles Mentorship Norm referencing Learning theories Feedback Assessing SLIP Validity Reliability
  • 23. Essay The essay should have one central focus, broken down into a sequence of inter-linking points.
  • 24. Essay The essay should have one central focus, broken down into a sequence of inter-linking points.
  • 25. Essay The essay should have one central focus, broken down into a sequence of inter-linking points.
  • 26. Essay The essay should have one central focus, broken down into a sequence of inter-linking points.
  • 27. Essay The essay should have one central focus, broken down into a sequence of inter-linking points.
  • 28. The Essay Introduction
  • 29. The Essay Introduction Main Body
  • 30. The Essay Introduction Main Body Conclusion
  • 31. The Introduction Informs the reader how you will answer the question Comprising of Introductory remarks Sets the agenda for the essay Is 5-7% of the total essay length
  • 32. 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
  • 33. 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
  • 34. 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
  • 35. 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
  • 36. The Main Body Comprises of a chain of interlinking paragraphs which build and present a case
  • 37. The Main Body Comprises of a chain of interlinking paragraphs which build and present a case Each paragraph Should be a complete section of the argument posed
  • 38. The Main Body Comprises of a chain of interlinking paragraphs which build and present a case Each paragraph Should be a complete section of the argument posed Should be carefully positioned – why is your first point your first point? Your second, your second point … etc?
  • 39. The Main Body Comprises of a chain of interlinking paragraphs which build and present a case Each paragraph Should be a complete section of the argument posed Should be carefully positioned – why is your first point your first point? Your second, your second point … etc? Should contain a 'topic sentence‘
  • 40. The Main Body Comprises of a chain of interlinking paragraphs which build and present a case Each paragraph Should be a complete section of the argument posed Should 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
  • 41. The Main Body Comprises of a chain of interlinking paragraphs which build and present a case Each paragraph Should be a complete section of the argument posed Should 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
  • 42. Ensure Flow
  • 43. Ensure Flow Use simple and appropriate words Avoid jargon/slang
  • 44. Ensure Flow Use simple and appropriate words Avoid jargon/slang Avoid over-quoting
  • 45. Ensure Flow Use simple and appropriate words Avoid jargon/slang Avoid over-quoting Avoid 'overly-common used' phrases
  • 46. Ensure Flow Use simple and appropriate words Avoid jargon/slang Avoid over-quoting Avoid 'overly-common used' phrases Avoid verbosity
  • 47. Ensure Flow Use simple and appropriate words Avoid jargon/slang Avoid over-quoting Avoid 'overly-common used' phrases Avoid verbosity Remember the rules of grammar Stick to first or third person
  • 48. Ensure Flow Use simple and appropriate words Avoid jargon/slang Avoid over-quoting Avoid 'overly-common used' phrases Avoid verbosity Remember the rules of grammar Stick to first or third person Avoid mixing tenses
  • 49. Ensure Flow Use simple and appropriate words Avoid jargon/slang Avoid over-quoting Avoid 'overly-common used' phrases Avoid verbosity Remember the rules of grammar Stick to first or third person Avoid mixing tenses Don't waffle Proof read
  • 50. Evidence/Supporting literature Evidence supports an argument, it does not form an argument in its own right
  • 51. 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
  • 52. 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.
  • 53. 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).
  • 54. 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.
  • 55. 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.
  • 56. Supporting Literature cont… Avoid relying on limited reference sources for your work.
  • 57. Supporting Literature cont… Avoid relying on limited reference sources for your work. Ensure that you have referenced correctly. Avoid making direct quotes if possible.
  • 58. 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).

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