This document provides advice for completing a module assessment. It outlines several tips: - Fully understand the assessment question and learning outcomes. - Seek academic support as needed. - Spend time reading to inform your answers rather than just attending sessions. - Practice writing, as it is a skill that improves with practice. - Proofread your work to catch errors. The document also warns against several unhelpful approaches: not understanding the context, not attending sessions, demanding a rigid structure without doing your own reading, and blaming others for any shortcomings.

1. Some advice to help you with the module assessment

2.  to assess that you have fully grasped the Module Assessment Question!!
 Context of Learning Outcomes
 Where to go for support (Academic Supervision)
 What to avoid to prepare for the essay.
 Understand that levelness is essential…. It is not just about content and lets be honest
anyone can lift relevant text from articles!!! Independent thought.....is a process
 Process (cooperate Vs individual) and Outcomes (Essay level 5 3500 static question)
 Stop and review how you prepare for the essay and are you learning or is it a task to
get done or a bit of both??

3.  No knowledge of the essay question
 No understanding of the context despite knowledge of the LOs
 Poor attendance/attention during sessions by guessing content needed to complete the
essay (sessions are like journals sound bits of relevant information)
 Taking the content of sessions literally!!
 Demanding a rigid structure and content then being disappointed as writing the essay is
still “difficult” “Knowing not the same as Doing” No reading and writing undertaken
misconception that attending sessions and ppt are enough to inform the essay……
 Unsubstantiated reviews without question (consequences liable)
 Myths evolve and generalisations about advice given to an individual shared
 Rituals that increase stress (Learned behaviour)
 The blame game unsure of role and responsibilities based on expectations
 It is scary and stressful writing at this level as no one wants to fail

4.  ….inflexible, minimilist, didactic structured one rule for all
student who expects to be told how to construct the essay and
makes no attempt to read professional literature or access
student learning resources to enhance your learning and is
frustrated when not told what to think
or
 …..the independent critical thinker who is solution foccused,
adapts to the demands of the assignment brief (writing styles)
making use of learning resources and is frustrated by
restrictions in terms of being told how to think (what to write)

5.  Settle into the module (2 weeks or 25% of the content)
 Read the assignment brief and memorise the essay question
 NOTE the style i.e. essay/reflection/poster/presentation/ppt/ recording/
 Academic Essay: formal, objective, and accurately referenced
 NOTE the level (marking criteria is a good start) analysis
 Be honest and note that non attendance does have consequences
 Read, Read and Read more (Library) to inform questions….
 Academic Supervision: Go prepared have your questions ready (take control)
 Recognise that some days nothing happens!!
 Just write, the more you practice the easier it gets it’s a skill that does improve with practice
 Proofread…..check grammar, spelling, sentence construction, links between paragraphs and
references (if carried out can increase your mark by approx. 5-10%)

6. What makes me say this ?

7. Choose a member of the family and using
the information given in the scenario,
analyse the role of the nurse to promote
independent living and self-care.
For this assignment the LOs determine the
content and the levelness… it is your job
to apply this to answer this question!!!

8. http://www.eshare.edgehill.ac.uk/7112/

9. Meet the Gallaghers’
Are the Gallaghers’ healthy

10.  “Health literacy can be defined as 'the personal characteristics and social resources
needed for individuals and communities to access, understand, appraise and use
information and services to make decisions about health.'(WHO, 2015)
 “Health literacy is a social determinant of health and is strongly linked with other social
determinants such as poverty, unemployment and membership of a minority ethnic
group. Where health literacy differs from these other social factors is that it is,
potentially, open to change through improving health systems and building patient and
public awareness and skills.”
 Cited form the following web page (accessed 23/01/17)
 http://www.healthliteracy.org.uk

11.  “Health literacy is the degree to which individuals have the capacity to obtain, process,
and understand basic health information and services needed to make appropriate
health decisions” cited by Health For All 2015
Health literacy is dependent on individual and systemic factors:
 Communication skills
 Knowledge of health topics
 Culture
 Knowledge of the healthcare systems
 Knowledge of the disease/illness/condition

12.  Navigate the healthcare system to determine where/who to go for what
 Locate relevant specialist providers and services
 Make economic decisions
 Engage in self-care and chronic-disease/long term disorder management
 Sustain and manage their health
 http://www.healthliteracy.org.uk

13. In small groups
Develop a criteria to determine their
health literacy
List the questions

14. Why are we asking this question?

15. Measuring Health and
Health Indicators
Context of sustaining health of patients
with LTCs