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- Herausgeber: John Wiley & Sons
- Kategorie: Fachliteratur
- Sprache: Englisch
Survive academic study with this snappy guide to research techniques and strategies for all student nurses.
Providing words of wisdom and tips from real student nurses, Study Skills for Nurses enables you to develop your own individual ways of studying for those all important projects, with exercises, step-by-step guides and tricks to help you get ahead.
Special features
- Developed by students for students
- Clear, straightforward and jargon-free
- Ties in with the NMC standards for pre-registration education and the Essential Skills Clusters.
- Takes away the fear of study and independent research projects, making it approachable, easy and fun
Sie lesen das E-Book in den Legimi-Apps auf:
Seitenzahl: 261
Veröffentlichungsjahr: 2014
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Student Survival Skills Series
Survive your nursing course with these essential guides for all student nurses:
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Clinical Skills for Nurses Claire Boyd9781118448779
Care Skills for Nurses Claire Boyd9781118657386
Communication Skills for Nurses Claire Boyd and Janet Dare9781118767528
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STUDY SKILLS FOR NURSES
Claire Boyd
RGN, Cert Ed Practice Development Trainer with contributions by
Beverley Murray
MCLIP, Level 3 NVQ in Direct Training and Support E-resources and Training Manager
This edition first published 2014 © 2014 by John Wiley & Sons, Ltd
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Library of Congress Cataloging-in-Publication DataBoyd, Claire, author. Study skills for nurses / Claire Boyd ; with contributions by Beverley Murray. 1 online resource. – (Student survival skills) Includes bibliographical references and index. Summary: “A concise, pocket-sized companion on study skills, aimed at student nurses beginning their course, looking for a refresher on key skills, or returning to further study”–Provided by publisher. Description based on print version record and CIP data provided by publisher; resource not viewed. ISBN 978-1-118-65740-9 (Adobe PDF) – ISBN 978-1-118-65741-6 (ePub) – ISBN 978-1-118-65743-0 (paper) I. Murray, Beverley, contributor. II. Title. [DNLM: 1. Education, Nursing–methods–Handbooks. 2. Test Taking Skills–methods–Handbooks. WY 49] RT71 610.73–dc23 2014023323
A catalogue record for this book is available from the British Library.
Wiley also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic books.
Cover image courtesy of Visual Philosophy
Chapter opener image: © iStockphoto.com/pilip7
Cover design by Visual Philosophy
Contents
Preface
Introduction
BIBLIOGRAPHY
Acknowledgements
Chapter 1: Learning at University
KEY DIFFERENCES BETWEEN SCHOOL/COLLEGE AND UNIVERSITY EDUCATION
THE LEARNING PROCESS
DEVELOPING YOUR LEARNING SKILLS
KEY TERMS FOR UNIVERSITY
YOUR NURSING COURSE
TAKING RESPONSIBILITY
PRACTICAL ARRANGEMENTS
STUDENTS WITH DYSLEXIA
DEADLINES
KEEPING GOING
GATHERING AND SHARING INFORMATION
USEFUL WEBSITES FOR NURSES
C-R-E-A-M STRATEGY
TEST YOUR KNOWLEDGE
BIBLIOGRAPHY
WEBSITES
Chapter 2: Understanding How You Learn
YOUR LEARNING STYLE
HOW TO IMPROVE YOUR PREFERRED LEARNING STYLE
PERCEIVING INFORMATION
OTHER STUDY METHODS
E-LEARNING
TEST YOUR KNOWLEDGE
BIBLIOGRAPHY
Chapter 3: Taking Control
PLANNING
PRIORITISING
MANAGING YOUR WORK
ORGANISING YOURSELF
WORKING IN GROUPS
PRESENTATION
KNOWING WHEN TO STOP
TEST YOUR KNOWLEDGE
BIBLIOGRAPHY
Chapter 4: Information Skills
FINDING INFORMATION
IDENTIFYING AND SELECTING RELEVANT INFORMATION
HOW TO SEARCH BIBLIOGRAPHIC DATABASES EFFECTIVELY
TEST YOUR KNOWLEDGE
BIBLIOGRAPHY
Chapter 5: Reading Effectively
READING FASTER
ACTIVE READING
TIPS FOR LEARNING
CHECKING YOUR WORK
CRITICAL READING
APPRAISING WEBSITES
CRITICAL APPRAISAL
TEST YOUR KNOWLEDGE
BIBLIOGRAPHY
WEBSITE
Chapter 6: Making Notes
GOLDEN RULES OF NOTE-TAKING
TAKING NOTES
NOTE-TAKING DURING LECTURES AND SEMINARS
NOTE-TAKING FROM ARTICLES AND BOOKS
SPIDER DIAGRAMS
MIND MAPS
WHAT TO DO WITH YOUR NOTES
TEST YOUR KNOWLEDGE
BIBLIOGRAPHY
Chapter 7: Plagiarism and Referencing
HOW TO AVOID PLAGIARISM
WHY SHOULD I USE REFERENCES?
WHAT IS SO WRONG WITH PLAGIARISING?
CAN MY LECTURERS RECOGNISE PLAGIARISM IN MY WORK?
EXAMPLES OF PLAGIARISM
REFERENCING
TEST YOUR KNOWLEDGE
BIBLIOGRAPHY
Chapter 8: Writing Skills
MARKING CRITERIA
THE ESSAY: UNDERSTANDING THE QUESTION
THE ESSAY: STRUCTURE
USING PARAGRAPHS IN ESSAYS
PHRASES TO USE IN ESSAY WRITING
PHRASES TO AVOID IN ESSAY WRITING
USING PLAIN ENGLISH
ESSAY-WRITING CHECKLIST
PLANNING YOUR ACADEMIC ESSAY
REPORT WRITING
RESEARCH STUDIES
THE RESEARCH PROCESS
WRITING CASE STUDIES
HOW TO PRESENT YOUR WORK
HOW TO WRITE A DISSERTATION
TEST YOUR KNOWLEDGE
BIBLIOGRAPHY
Chapter 9: Oral Presentations
GIVING A PRESENTATION
BASIC RULES OF PRESENTING: DOS AND DON’TS
PLANNING THE PRESENTATION
RESEARCHING YOUR TOPIC
USING SOFTWARE AND/OR VISUAL-AUDIO AIDS
POWERPOINT
REHEARSING YOUR TALK
KEEPING RELAXED
THE DELIVERY
AREAS FOR IMPROVEMENT
THE POST-PRESENTATION DISCUSSION
GETTING FEEDBACK FROM YOUR TUTOR
GROUP PRESENTATIONS
TEST YOUR KNOWLEDGE
BIBLIOGRAPHY
Chapter 10: Preparing for Exams
WHY ARE EXAMINATIONS STILL USED IN ACADEMIA?
STUDYING AND PREPARING FOR EXAMS: TIPS FROM PAST STUDENTS
MEMORY STRATEGIES
THE NIGHT BEFORE THE EXAMINATION
ANSWERING EXAMINATION QUESTIONS
WHAT TO DO IF YOUR MIND GOES BLANK
WHAT TO DO IF TIME IS RUNNING OUT
EXAMS COME IN MANY DIFFERENT SHAPES AND SIZES!
ASSESSMENTS
TEST YOUR KNOWLEDGE
BIBLIOGRAPHY
Chapter 11: Writing a Portfolio
WHAT IS A NURSING PORTFOLIO?
PREPARING YOUR PORTFOLIO
NMC REQUIREMENTS
SETTING OUT YOUR NURSING PORTFOLIO
KEEP IT BRIEF
STUDENT PORTFOLIOS
REFLECTIVE PRACTICE
REFLECTION IN ACTION
SWOT
TEST YOUR KNOWLEDGE
BIBLIOGRAPHY
Chapter 12: Learning in Practice
BEDSIDE TEACHING: WHAT IS IT?
WHAT ARE THE BENEFITS OF LEARNING IN PRACTICE?
EFFECTIVE LEARNING IN PRACTICE TEACHING
THE EFFECTIVE TEACHER
EXAMPLE: INTRAVENOUS FLUIDS
EXAMPLE: DRUG INTERACTIONS
TEST YOUR KNOWLEDGE
BIBLIOGRAPHY
Chapter 13: Minimising Stress
HEALTH
THE STRESS RESPONSE
RELAXATION
NUTRITION
BREATHING
VISUALISING
ORGANISATION
SOURCES OF SUPPORT
TEST YOUR KNOWLEDGE
BIBLIOGRAPHY
Answers to Activities and Test Your Knowledge
CHAPTER 1
CHAPTER 2
CHAPTER 3
CHAPTER 4
CHAPTER 5
CHAPTER 6
CHAPTER 7
CHAPTER 8
CHAPTER 9
CHAPTER 10
CHAPTER 11
CHAPTER 12
CHAPTER 13
APPENDICES
Appendix 1: Examples of Question Frameworks
Appendix 2: Glossary of Evidence Types
Appendix 3: Help with Analysis of Results
Books
Appendix 4: The New NHS in 2013: What it Means for You
Index
Year-Planner
End User License Agreement
List of Tables
Chapter 1
Table 1.1
Table 1.2
Table 1.3
Chapter 2
Table 2.1
Chapter 8
Table 8.1
Table 8.2
Table 8.3
Chapter 9
Table 9.1
Table 9.2
Chapter 10
Table 10.1
Chapter 13
Table 13.1
Introductin
Table 1
List of Illustrations
Chapter 1
Figure 1.1 CREAM is not just for cats
Chapter 2
Figure 2.1 Work before play
Chapter 3
Figure 3.1 Graduation day
Chapter 4
Figure 4.1 The main concepts for using the PICO question framework
Chapter 5
Figure 5.1 Eight types of connective tissue
Figure 5.2 Published research
Figure 5.3 Sources of evidence. RCT, randomized controlled trial
Figure 5.4 Five stages of the EBP process
Chapter 6
Figure 6.1 Common human factors that can increase risk (data from Carthey and Clarke 2010)
Figure 6.2 The benefits of applying human factors in healthcare (data from Carthey and Clarke 2010)
Chapter 9
Figure 9.1 Prompt cards for a 10-minute talk on compression stockings
Figure 9.2 Compression stockings, Microsoft PowerPoint presentation
Figure 9.3 Shorter presentation on compression stockings
Chapter 10
Figure 10.1 Basic anatomy of the airway
Chapter 11
Figure 11.1 I always wanted to be a nurse
Figure 11.2 SWOT analysis
Chapter 12
Figure 12.1 Setting up IV fluids
Figure 12.2 Drug interactions
Chapter 13
Figure 13.1 Getting back to nature
Guide
Cover
Table of Contents
Preface
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Preface
This book is designed to assist the student healthcare worker in the ‘how to’ of study skills, while incorporating healthcare-related information to further assist the learner in their course.
It is designed to give a quick, snappy overview of study skills techniques and strategies. Students enter academic study from a variety of starting points, such as straight from college/school. In this case they may already have many skills to equip them in the world of advanced study. However, some students may enter their nurse training after many years away from academic study. This book, with its links to the nurse training programme, will offer something for all, be it initial study skills information to assist the new learner or useful information to assist all those entering the health profession.
The book incorporates many exercises to check understanding, and is laid out in a simple to follow step-by-step approach. Chapters end with quizzes to relate everything learned to practice. It has been compiled by quotes and tips from student nurses themselves; it is a book by students for students.
Claire Boyd Bristol April 2014
Introduction
Hello, my name is Claire Boyd and I am a Practice Development Trainer, working for one of the largest teaching hospitals in the south west of England, in one of Europe’s most modern hospital environments: Southmead Hospital, Bristol.
It took a lot of hard work to achieve my lifelong ambition of becoming a nurse. I have also studied for my Certificate in Education and as a holistic therapist for massage, aromatherapy and other well-being courses. I am not a quick learner, more of a ‘plodder’, and at university it was important for me to find a means of study that would suit me. It also had to be around my family and my other commitments (I was fostering children at the start of my nurse training; 44 of in all, but not all at the same time)!
On my first day at university, and as the enormity of the next couple of years hit home, I realised that I would have to get myself organised. I purchased a book on study skills which explained that I would need to study during my optimum learning times when I would be ‘fresh and alert’. This quickly enabled me to see that ‘one fit does not suit all’. When fresh I would be working on the wards and I was unable to find any helpful study skills book that really understood learning from the nursing perspective.
I was able to find my own learning plan, usually from 12 midnight until 2 a.m., which most literature will tell you is ‘how not to do it’. This was the only time I could study in a quiet environment, when all the family were in bed, and I could really learn. Some people like to have music or the television on when they are studying, but I need absolute quiet. You take your life in your own hands if you talk to me when I have my nose in an academic book! This taught me the importance of finding your own groove, and what works best for you, the individual.
Keeping to the theme of study skills books on the market, many student nurses tell me that these books mainly do not cater for the student nurse, as they tell me ‘we are not the same as other university students’. These are some of the reasons they give.
When on placement, we are working full time and have to study around those hours.
Working in our clinical placements we have the added pressure of being responsible for the patients’ well-being.
We are accountable and responsible for our own actions.
Every day is different; there is so much to learn.
Nursing is a very demanding job.
(Thanks to Megan Powell, Rosalind Broome and Elizabeth Smart, second year nursing students at the University of the West of England, 2013.)
Studying at university is all about taking responsibility: you are no longer at school or college, where someone is keeping you motivated and nagging you to keep to deadlines. Similarly, studying to become a nurse is like no other university course, as you are expected to work shifts as well as attend lectures, seminars and tutorials. Coupled with this, nurses are required to submit assignments and case studies, have competencies signed off in the workplace, produce reflective pieces and attend ‘bedside’ teaching sessions! There is also the nursing portfolio in which a student keeps all certificates and other paperwork, ready for attending interviews for nursing jobs, and for the Nursing and Midwifery Council requirements beyond.
Keep with it: nursing is a wonderful, rewarding job, with so many branches in whichever area takes your fancy, such as adult nursing, maternity, paediatric nursing, mental health nursing, learning disabilities, district nursing, working in clinics and GP surgeries, specialising in cardiology, high dependency, orthopaedics, neurosurgery ... the list is endless. Table 1 shows what working in ten of these specialities will involve for you, the carer.
Table 1 What nursing work involves
Branch of nursing
What’s involved?
Adult nursing
Being part of a busy multidisciplinary team The use of initiative and observation Working in a demanding and fast-changing environment Assessing A willingness to take responsibility for people’s well-being Continued learning throughout your career
Mental health nursing
Autonomy in planning and delivering care in ahealthcare team Opportunities to specialise in areas such as drug oralcohol misuse The ability to empathise with people The use of excellent communication skills Liaising with the patient’s family or carers Dealing with occasional aggression in a sensitive andeffective way
Children’s nursing
The ability to work with those who may be too youngto express what’s wrong An awareness that a child’s health can rapidly take aturn for the worse and manage the situation Using communication skills other than words Working in partnership with the patient’s parents,carers and/or siblings Parent, carers and/or sibling education
Learning disability nursing
The use of patience, sensitivity and excellentinterpersonal skills The willingness to be adaptable, flexible and act asadvocate for those you are supporting The ability to work in a demanding and stressful environment Great satisfaction when someone has learned a new skill
District nursing
Working with a variety of people as part of a team, such as GPs and social services as well as working alone Good organisational skills Helping patients with personal hygiene Carrying out health checks and delivering health promotion programmes Patient education Monitoring health
Neonatal nursing
Being a source of support to the baby’s family Taking an active role as part of the multidisciplinary team in looking after the child Empathy The competence to work in a busy, technical environment
Health visiting
Working with people who have disabilities or chronichealth problems Supporting new mothers in the care and development in their babies Health promotion Good organisational skills The ability to work independently for much of the time Working in occasional challenging situations
Practice nursing
Health screening Family planning Treating small wounds Assisting with minor operations and procedures Running vaccination clinics Managing well-woman clinics Supporting the healthcare team in monitoring healthconditions, e.g. diabetes
Prison nursing
Delivering health care in a custodial setting The use of excellent interpersonal skills Developing position and professional relationships with prisoners
Dealing with substance abuse and/or mental health problems
School nursing
Carrying out screening programmes Providing health-related information Administering immunisations Providing health and sex education A non-judgemental approach Running health promotion or drop in surgeries
Midwifery
Being a source of support in preparing women fordelivery of new life Working in partnership with clients throughout all stagesof pregnancy, labour and the early post-natal period The ability to work independently: in the community,clinics, children’s centres, GP surgeries Working as part of a multidisciplinary team Good organisation skills Good interpersonal skills Working in occasional challenging situations
Source: adapted from Careers in Nursing (www.nhscareers.nhs.uk).
I have been fortunate to have taught many student nurses and it has been with their help that this book, and others in the series (Calculation Skills, Clinical Skills, Medicine Management Skills, Care Skills and Communication Skills), have been developed; in short, they told me what they wanted included in the books. It is a book for nursing students, and other healthcare professionals wishing to study, such as assistant practitioners, operating department practitioners, healthcare assistants and qualified nurses, giving tips and pointers along the way.
All chapters contain healthcare examples and incorporate student nurses’ tips and advice throughout. In short, this book is not a generic study skills book. By being a specifically nurse study skills book – one of its unique properties – the learner benefits not just from acquiring study skills but can also benefit from nurse-related information. For example, while learning about mind mapping techniques in Chapter 6 you will also be introduced to the patient safety concept of implementing ‘human factors’ in health care. Also, while undertaking the Test your Knowledge section in Chapter 10 you will learn about natural rubber latex allergy. The contents are presented in a style as to make you feel that the tutor is sitting right next to you, helping you along the way.
To assist you with your studies a year planner is included at the end of the book. It is something the student nurses requested to enable them to plan their shift dates around their university lectures, seminars, tutorials and exam and assignment ‘due dates’, and it can be viewed at a quick glance.
Bibliography
NHS Careers (2012)
Careers in Nursing
.
www.nhscareers.nhs.uk
.
Nursing and Midwifery Council (2008)
The Code: Standards of Conduct, Performance and Ethics for Nurses and Midwives
. Nursing and Midwifery Council, London;
www.nmc-uk.org/code
.
Nursing and Midwifery Council (2011)
The PREP Handbook
. NMC, London;
www.nmc-uk.org
.
Acknowledgements
As always, first acknowledgements go to the student nurses who have helped to make this book possible. As with the other books in the Student Survival Skills Series, it is their tips and quotes that have been used throughout the book.
Acknowledgements also go to Beverley Murray (E-resources and Training Manager) for her contribution in Chapter 4 and the critical reading section in Chapter 5, and to Lesley Greig (Library Service Manager). Thanks also to Kim Hacker (Skills for Life Facilitator) at North Bristol NHS Trust for her help and guidance. Also to Jane Hadfield (Head of Learning and Development) and to all my friends and colleagues in the Staff Development Department at North Bristol NHS Trust.
Thanks to NHS Employers for the use of The New NHS in 2013: What it Means for You infographic in Appendix 4.
Thanks also go to Magenta Styles (Executive Editor at Wiley Blackwell) for first approaching me about this exciting project, Madeleine Hurd (Associate Commissioning Editor), Catriona Cooper and James Schultz (Project Editors), Nik Prowse (freelance copy-editor) for copy-editing the manuscript, Mirjana Misina (Project Manager) and to Simon Boyd for indexing all my books for me.
This book is dedicated to my family: my lovely husband Rob, and Simon, Louise and David. Thank you for supporting me in my book-writing foray and for all your help and assistance.
Chapter 1. . . . . . . . . . . . . . . . .LEARNING AT UNIVERSITY
LEARNING OUTCOMES
By the end of this chapter you will have an understanding of university learning, your university course, some key terms and the learning process.
First of all, congratulations on achieving your place at university to begin your nurse training (or other healthcare-associated course). Some of you will have entered university straight from school or college, others may be coming back to academic study after many years. Your initial concerns about the course will vary depending on your particular circumstances. For instance, for some new students first thoughts will be about finances, accommodation, child care, balancing study with family life and other responsibilities. Some of you will wonder how you’ll manage when confronted with blood and gore, death and dying. And let’s be honest, some of you will be more concerned initially about the social side to university, and about the possibilities of making lifelong friends. This diversity is one of the rich and fulfilling elements of university education, and where we can all learn from each others’ experiences, skills and strengths.
Whoever you are or whatever your age, this book will assist you in making better use of your study time. Study skills evolve and mature through practice and as you move through your course.
KEY DIFFERENCES BETWEEN SCHOOL/COLLEGE AND UNIVERSITY EDUCATION
If you have come into university education straight from school or college, you will notice that there is much more autonomy: no one will be nagging you to get assignments in on time or competences signed off. The emphasis is on you, the individual, and on self-responsibility and self-management. You will need to organise your study time around your clinical placements and prioritise different tasks (such as competency assessments, reflection and assignments).
One of the most important aspects of university study is the work you undertake independently of the tutors, either on your own or with other students. Sometimes you may be assessed on the outcomes of your group projects.
Another difference with university education is that teachers are usually referred to as tutors. Tutors will help you develop and provide support, and in addition you will have mentors, or preceptors, in your clinical placements to help guide you through your nurse education.
THE LEARNING PROCESS
To learn effectively you need to be aware of the four main factors of the learning process. This awareness will improve how you learn:
wanting to learn
: you will need a sense of purpose and motivation;
learning by doing
: you will need to practice (i.e. making hospital beds), perhaps making mistakes at first;
receiving feedback
: you will learn from both positive and negative feedback;
reflection
: you will also learn from reviewing and evaluating what has been learned, and drawing conclusions.
DEVELOPING YOUR LEARNING SKILLS
To get the best out of your university course you will need to develop and enhance a wide range of key skills, such as:
time management,
prioritising,
team work and working with others,
oral presentations,
note-taking,
communicating through written essays/assignments and reports,
understanding numbers and charts,
problem solving,
reading effectively and efficiently,
revision and exam skills,
using assessment: self-assessment and peer assessment, and using feedback,
information technology,
using the library and gathering information.
These core skills will not only assist you during your course, but also when you are seeking employment. These are the transferable skills that you will use throughout your nursing career.
KEY TERMS FOR UNIVERSITY
At university you may encounter some terms or phrases that you haven’t heard before. See Activity 1.1: how many or these do you know already?
Activity 1.1
Do you understand these key terms?
Lecture
Seminar
Tutorial
Practicals
Self-guided study
Computer-aided learning
Assessment
YOUR NURSING COURSE
Once you are on a nurse training programme, you will divide your time between university and supervised placements in local hospitals and the social care setting (the community). Most courses are full time and take 3 years to complete. Many universities offer part-time pre-registration nursing courses, which usually last for 5 or 6 years. As your course progresses you will be expected to deliver practical care, such as:
checking and recording temperatures,
measuring blood pressure and respiratory rates,
helping doctors with physical examinations,
giving medications and injections,
collecting blood for transfusion,
cleaning and dressing wounds,
using hi-tech medical equipment.
These skills initially can only be performed under supervision with a qualified member of staff. You can conduct them on your own when you have had the competencies signed off and been deemed competent.
As a nurse, you will usually work 37.5 hours per week, which will include evenings, weekends, night shifts and bank holidays. Care does not stop for the patient over these times, so nor do your working hours.
In September 2011 pre-registration nurse education was moved from diploma to degree programmes. Since September 2013 students have only been able to qualify as a nurse by studying at degree level.
During your first year at university you will follow the common foundation programme, which includes an introduction to the four branches of nursing (adult nursing, paediatric nursing, mental health nursing, learning disabilities nursing) and maternity care. You will further be introduced to observational, communication and caring skills, study anatomy, physiology, psychology, sociology and social policy, and learn core practical caring skills. Over the remaining 2 years you will specialise in your chosen branch of nursing and work in the relevant clinical placement areas.
Activity 1.2
The NHS Careers website (www.nhscareers.nhs.uk) states that to pursue a successful career in nursing you need to possess five key skills: what do you think they are?
Nurses also need to possess certain values and behaviours. These are part of the culture of compassionate care and are called the six Cs: care, compassion, competence, communication, courage and commitment (Department of Health and NHS Commissioning Board 2012).
TAKING RESPONSIBILITY
You may feel that your computer skills are not up to speed, but do not ignore this problem. They are essential education skills in the modern world. Universities expect assignments to be word processed; handwritten assignments are a thing of the past. It is important for you to have an understanding of commonly used technological terms. See how many of the terms listed in Activity 1.3 that you know.
Activity 1.3
It is important for you to have an understanding of information and computing technology (or ICT). What do these terms mean?
application
attachment
broadband
browser
compact disc (CD)
download
DVD
file
firewall
folder
forum
gigabyte (GB)
hard disc
input device
internet
