Nursing and Midwifery - Rusman Efendi

More documents

Recommendations

Info

COPING WITH EXAMINATIONS AND ASSESSMENTS 175little in most nursing and midwifery courses. And while Rowntree (1977:135)points out that ‘the 3-hour exam tests the students’ ability to write at abnormalspeeds, under unusual stress on someone else’s topic without reference to his customarysources’ you will still need to undertake exams and prepare well for them.Examinations come in many formats including unseen, short answer, openbook and multiple choice questions. The amount of information provided inadvance varies and some allow materials: calculators, articles, dictionaries, intothe exam room. Multiple choice questions (MCQ) may form part or all ofthe examination. Here you are presented with a short question along with fourpossible answers and you must select the correct one. This format is used forfactual subjects like pharmacology.Pointers for success• Check details regarding venue and times etc. and turn up with identification orother required documents• Ensure you know the type of exam and its associated regulations well inadvance and adhere to them• Plan sufficient sleep in the days leading up to the exam• Carefully devise a focused revision plan, collaborate with study buddies andattend any classes offered• In view of Rowntree’s (1977) observations, practise under precise conditionshaving obtained past papers – if the day of the exam is the first time you havehad to write for three solid hours then you face an immediate disadvantage• For MCQs there are numerous books and Internet sites providing examplesgiving invaluable practise with almost instant feedbackVideo analysisHere you may be given a short section of video and instructed to write an analysis.This may be a scenario where bad news is conveyed, a counselling interview,or history taking in a family planning clinic. You will then need to use relevanttheoretical frameworks or research evidence to support your judgements on themerit of aspects of the video scenario. This is then submitted in the form of areport.Pointers for success• View the video several times and consider using the SQ3R technique• Much of the generic advice applies• Ensure the framework or research you use is appropriate and be explicit inlinking this to the video clip
176 DEMONSTRATING PROFICIENCY THROUGH ASSESSMENTPoster presentationA poster is simply a static, visual medium (usually of the paper and board variety)that you use to communicate ideas and messages. It will relate to a topic directedto some extent by your lecturers. A display of work may be organized as part of anend of year conference and peer assessment may be utilized. Often a writtenjustification will be required in addition to the poster itself.• Seek help from within the university, e.g. a resources unit may offer materialhelp and advice• Ensure you are aware of which aspects form part of the assessment, it may bethe quality of the display or just the written report• Consult published guides for advice on layout etc. (Jackson and Sheldon,2000)Viva or oral examinationThis adds variety to assessment and authenticates students’ work. It may allowcompensation in a given part of the course and the effort and attainment duringthe viva may make the difference between a pass and fail. Some courses will allowfor students to be asked to attend a viva where there are queries about an assignment.Many expect all students to be assessed in this way. You may be asked todefend a dissertation, case study or entries in a profile submitted previously.Pointers for success• Practise any presentation you must give• Devise obscure and obvious questions which may be asked in relation to thework you have produced. Ensure you have research-based answers ready• Be utterly familiar with work previously submitted• Take water with youDissertationThis is likely to be the biggest piece of work you may need to submit and it couldbe the component which gives your course its honours status. However, the term‘dissertation’ covers a very broad range of assignments, of possibly between 5,000and 80,000 words. In first degree programmes the maximum word limit is likelyto be 10,000 words where a double module is undertaken for the dissertation.If this is the assessment method for your PhD, it will fall at the upper end ofthis scale and you are advised to consult specific texts offering tailored advice(Phillips and Pugh, 2005). Most dissertations are simply part of your degree
Page 1 and 2:
Successful StudyingSeries Editor:Da
Page 4 and 5:
Study Skills forNursing andMidwifer
Page 6 and 7:
ContentsSeries editor’s prefacevi
Page 8 and 9:
Series editor’s prefaceStudy Skil
Page 10:
Part 1The student nurseand midwife
Page 13 and 14:
4 THE STUDENT NURSE AND MIDWIFE AS
Page 15 and 16:
Page 17 and 18:
Page 19 and 20:
Page 21 and 22:
Page 23 and 24:
Page 25 and 26:
Page 27 and 28:
Page 29 and 30:
Page 31 and 32:
Page 33 and 34:
Page 35 and 36:
Page 37 and 38:
Page 39 and 40:
Page 41 and 42:
Page 43 and 44:
Page 45 and 46:
3Making information workfor nursing
Page 47 and 48:
Page 49 and 50:
Page 51 and 52:
Page 53 and 54:
Page 55 and 56:
Page 57 and 58:
Page 59 and 60:
Page 61 and 62:
Page 64:
Part 2Beginning to developeffective
Page 67 and 68:
58 BEGINNING TO DEVELOP EFFECTIVE S
Page 69 and 70:
Page 71 and 72:
Page 73 and 74:
Page 75 and 76:
Page 77 and 78:
Page 79 and 80:
Page 81 and 82:
Page 83 and 84:
Page 85 and 86:
Page 87 and 88:
5Reflective learning inclinical pra
Page 89 and 90:
Page 91 and 92:
Page 93 and 94:
Page 95 and 96:
Page 97 and 98:
Page 99 and 100:
Page 101 and 102:
Page 103 and 104:
Page 105 and 106:
Page 107 and 108:
Page 110 and 111:
6Literature searchingskills for mid
Page 112 and 113:
LITERATURE SEARCHING SKILLS 103Aims
Page 114 and 115:
LITERATURE SEARCHING SKILLS 105othe
Page 116 and 117:
LITERATURE SEARCHING SKILLS 107mean
Page 118 and 119:
LITERATURE SEARCHING SKILLS 109Keyw
Page 120 and 121:
LITERATURE SEARCHING SKILLS 111phra
Page 122 and 123:
LITERATURE SEARCHING SKILLS 113Oper
Page 124 and 125:
LITERATURE SEARCHING SKILLS 115Tabl
Page 126 and 127:
LITERATURE SEARCHING SKILLS 117Stud
Page 128 and 129:
LITERATURE SEARCHING SKILLS 119Conc
Page 130 and 131:
PROFICIENT USE OF EVIDENCE AND RESE
Page 132 and 133:
PROFICIENT USE OF EVIDENCE AND RESE
Page 134 and 135: PROFICIENT USE OF EVIDENCE AND RESE
Page 140 and 141: Table 7.3 Overview of research desi
Page 142 and 143: Grounded theory Qualitative, nonexp
Page 150: PROFICIENT USE OF EVIDENCE AND RESE
Page 154 and 155: 8Critical analysis andhigher-level
Page 156 and 157: CRITICAL ANALYSIS AND HIGHER-LEVEL
Page 158 and 159: Table 8.1 Hierarchy of cognitive le
Page 170 and 171: 9Coping withexaminations andassessm
Page 172 and 173: COPING WITH EXAMINATIONS AND ASSESS
Page 178 and 179: Some attempt to linkstrategy with m
Page 190: Part 5Expertise for success:the lif
Page 193 and 194: 184 EXPERTISE FOR SUCCESS: THE LIFE
Page 199 and 200: 11Lifelong learningorganizations an
Page 219 and 220: 210 REFERENCESCanning, B. and Scull
Page 221 and 222: 212 REFERENCESHull, C. and Redfern,
Page 223 and 224: 214 REFERENCESPhillips, E.M. and Pu
Page 225 and 226: GlossaryAcademic supervision Input
Page 227 and 228: 218 GLOSSARYTrigger Something such
Page 229 and 230: 220 INDEXConfidence 11, 28, 96, 154
Page 231 and 232: 222 INDEXMind maps, 68-9Models of r
Page 233 and 234: 224 INDEXSynthesis, 134, 149-50, 15
show all

Nursing and Midwifery - Rusman Efendi

Create successful ePaper yourself

Delete template?

Save as template?