study skills and research awareness workshop - gov.im · 1. the examination will test the...

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Study Skills and Research Awareness Workshop

Day 2 – Study Skills

Lyz Howard

1

Study Skills and Research Study Skills and Research

Awareness Workshop: Day 2Awareness Workshop: Day 2

Study Skills WorkshopStudy Skills Workshop

Lyz HowardLyz Howard



Overview of Day OneOverview of Day One

•• How do you feel now?How do you feel now?

•• Were you tired last Were you tired last night?night?

•• Any thoughts about Any thoughts about yesterday?yesterday?



How do I get started?How do I get started?

•• How do I choose a course?How do I choose a course?

•• Benefits: you or your practice area?Benefits: you or your practice area?

•• Link tutorsLink tutors

•• Develop a themeDevelop a theme

•• How do I book a place on a course?How do I book a place on a course?

•• Keeping the admin team up to date with Keeping the admin team up to date with your detailsyour details

2



TutorialsTutorials

•• Format Format –– expectations from learner and expectations from learner and lecturerlecturer

•• Time and number of tutorials (Chester / Time and number of tutorials (Chester / MMU; other)MMU; other)

•• Bring a planBring a plan

•• Draft / percentage of word countDraft / percentage of word count



What and how to readWhat and how to read

•• Using booksUsing books

•• Structured brainstorm (thought shower)Structured brainstorm (thought shower)

–– Why do we read?Why do we read?

–– How do you know what to read?How do you know what to read?

–– How much should you read for one How much should you read for one assignment?assignment?

–– How easy or difficult do you find academic How easy or difficult do you find academic reading?reading?



3



Preparing to write an assignmentPreparing to write an assignment

•• Assessment brief’sAssessment brief’s•• Marking GridsMarking Grids•• Layout Layout

–– Arial, Font size 11 (Arial, Font size 11 (UoCUoC) Tahoma 12 (MMU)) Tahoma 12 (MMU)–– Double Line Spacing (References single line spacing)Double Line Spacing (References single line spacing)–– Left Hand JustifyLeft Hand Justify–– Student number (Anonymous marking)Student number (Anonymous marking)

•• Confidentiality Confidentiality –– professional conductprofessional conduct•• Proof readingProof reading

–– PlagiarismPlagiarism–– Assessment RegulationsAssessment Regulations

•• Referencing (later)!Referencing (later)!



Academic Writing SkillsAcademic Writing Skills

•• Purpose of an academic essayPurpose of an academic essay–– The purpose of an academic essay is to The purpose of an academic essay is to

present a line of thinking which reaches a present a line of thinking which reaches a conclusion, with reasons presented to conclusion, with reasons presented to persuade others to agree with that conclusion persuade others to agree with that conclusion

•• Basic structure of an academic essayBasic structure of an academic essay

•• Planning your essayPlanning your essay

•• Writing your essayWriting your essay



4



Are we ready to have a go?Are we ready to have a go?

“Intelligence is not fixed; it is “Intelligence is not fixed; it is like a muscle than can be like a muscle than can be

developed”. developed”.

(Rose & Tracy, 1995)(Rose & Tracy, 1995)



Basic structure of an academic Basic structure of an academic essayessay

•• Basic Structure Basic Structure of an academic essayof an academic essay

•• 4 main parts:4 main parts:

–– IntroductionIntroduction

–– Main bodyMain body

–– ConclusionConclusion

–– ReferencesReferences



IntroductionIntroduction

The introduction will explain the The introduction will explain the academic problem/argument as academic problem/argument as

you see it, and say how you you see it, and say how you intend to handle it. It tells the intend to handle it. It tells the

reader what to expect, and what reader what to expect, and what to look for (to look for (say what you are say what you are

going to saygoing to say).).

The purpose of the introduction is to The purpose of the introduction is to arouse the interest of the reader. It arouse the interest of the reader. It should be a clear statement around should be a clear statement around which the rest of the essay can be which the rest of the essay can be

built. It needs to be between 5built. It needs to be between 5--10% 10%

of the total word count.of the total word count.

5



IntroductionIntroduction

How?

How is the subject going to be addressed?

Structure and informed opinion

Why?

Why is the subject important? Purpose of the essay

What?

What is the essay about? Previews the arguments

Main bodyMain body



The main body of the essay will contain the points you want to make, with supporting arguments and evidence (say it).

The main body of your essay should be organised into paragraphs. These should

be used to build your argument in a series of logical steps. The body can

contain as many paragraphs as necessary to support the position put forward in your introduction. Each

paragraph contains a topic sentence and support sentences which relate directly

to the topic.

Main bodyMain body

ParagraphsParagraphs

•• Topic sentences Topic sentences -- states the main idea of the paragraph. states the main idea of the paragraph.

While it is often the opening sentence, it can also occur in other While it is often the opening sentence, it can also occur in other

positions within the paragraph, and may even be the final sentence.positions within the paragraph, and may even be the final sentence.

•• Support sentences Support sentences -- follow the introduction; discuss the follow the introduction; discuss the

controlling idea, using facts, arguments, analysis, examples, and controlling idea, using facts, arguments, analysis, examples, and

other information other information

•• Concluding sentences Concluding sentences -- summarizes the connections summarizes the connections

between the information discussed in the body of the paragraph and between the information discussed in the body of the paragraph and the paragraph’s controlling idea. It could also link forward to the the paragraph’s controlling idea. It could also link forward to the main idea of the next paragraph.main idea of the next paragraph.



6

Essay ConclusionEssay Conclusion



1) Present an overview of the

topic by reminding them

of the main points

2) Restate your position on the

topic

3) Not contain any new material

Planning your essayPlanning your essay



1.1. As soon as you receive your essay title As soon as you receive your essay title you should you should deconstructdeconstruct the titlethe title

2.2. Once you have analysed the question you Once you have analysed the question you can use your analysis and what you know can use your analysis and what you know about the structure of essays to make about the structure of essays to make aa rough planrough plan for your essayfor your essay

3.3. Make sure you take into account Make sure you take into account essay essay lengthlength

Deconstruct the titleDeconstruct the title

As soon as you receive your essay title you should: As soon as you receive your essay title you should:

•• Read the question carefullyRead the question carefully

•• Highlight theHighlight the instructionalinstructional words and check their words and check their meaning.meaning. Most university essay questions include an Most university essay questions include an instructional word in the question. These are the words instructional word in the question. These are the words that tell you what your essay should do. It is important that tell you what your essay should do. It is important that you understand exactly what these words mean so that you understand exactly what these words mean so that you don't misinterpret a question.that you don't misinterpret a question.

•• Decide upon a reasonable interpretation of the topic.Decide upon a reasonable interpretation of the topic.



7

Rough planRough plan

Diagrammatic Plan

Mind Map



Essay LengthEssay Length



Essay length requirements are usually given in terms of numbers of words. Unless the lecturer tells you that these

limits are strict, it is normally acceptable to be 10% above or below this word limit (so, for example, a 2000 word essay

should be between 1800 and 2200 words). Unless the lecturer tells you otherwise, the word limit does not include the

references list or any appendices. The word limit that you are given reflects the level of detail required. The word limit that you are given reflects the level of detail required. This means that if your essay is too long you’re either taking too many

words to explain the concept or giving too many / too detailed examples, and if your essay is too short, either there is more

to the answer than you have written or the essay has not gone into enough detail about the answer.

Writing your essayWriting your essay

1.1. Using Using sentences and paragraphs sentences and paragraphs effectively effectively will help you towill help you to completely and clearly express completely and clearly express your ideas.your ideas.

2.2. When writing academic essays you will be When writing academic essays you will be expected to present coherent arguments by expected to present coherent arguments by linking ideas linking ideas togethertogether

3.3. Editing your essayEditing your essay is a vital last stage in is a vital last stage in writing your essay. It lets you check, cut, writing your essay. It lets you check, cut,

simplify, polish, review, change and simplify, polish, review, change and proofproof--readread your work.your work.



8

Questions to Ask YourselfQuestions to Ask Yourself

•• Have I answered the question as fully as possible?Have I answered the question as fully as possible?

•• Is my essay clearly structured?Is my essay clearly structured?

•• Does my argument make sense? Is it well balanced and Does my argument make sense? Is it well balanced and researched?researched?

•• Are my paragraphs and arguments clearly connected Are my paragraphs and arguments clearly connected and coherent?and coherent?

•• Are my examples and quotes relevant to and supportive Are my examples and quotes relevant to and supportive of my answer?of my answer?

•• Have I used a consistent referencing style?Have I used a consistent referencing style?

•• Have I referenced all my quotes and paraphrases?Have I referenced all my quotes and paraphrases?





Planning an assignmentPlanning an assignment

•• Draw an egg!Draw an egg!

•• Write the title of this assignment in the middle of the Write the title of this assignment in the middle of the egg: egg: “Choose one topic from the study skills and research “Choose one topic from the study skills and research awareness workshop and reflect on the impact this will have on awareness workshop and reflect on the impact this will have on

your professional development.”your professional development.”

•• Jot ideas about what you will need to include in the Jot ideas about what you will need to include in the assignment round the eggassignment round the egg

•• Use arrows to connect similar conceptsUse arrows to connect similar concepts

•• That is your assignment plan! That is your assignment plan!



Any questions?Any questions?

Any questions?

JD/LC/VRJune2010

ASSESSMENT BRIEF: Level 4

BSc / Dip H.E Pre-Registration Nursing Programme

Module Title: Applied Sciences 1

Module Code: NM4002

Method/Mode: Written Assignment Task: Using an integrated biopsychosocial approach discuss how stress can affect health,

well-being and the maintenance of homeostasis. Weighting: 60% (if applicable) Timing: Introduced to students: session 1

Assessment submission(s): See assessment schedule on IBIS Grading: The assessment will be marked according to the Faculty Level 4 marking criteria found on IBIS. Length: 3000 words

It is permissible to exceed the stated word limit by up to 10%, without penalty. Assignments which exceed these limits are liable to be penalised by the deduction of 5 marks per 1000 words excess (e.g. If a 1000 word assignment, 5 marks off for 1101-2000 words, 10 marks off for 2101-3100 words, and so on).

Specific Guidelines: 1. Choose an example of stress such as workplace, family, school, excessive workload, poor

conditions/environment or new learning experiences. 2. Introduce the concept of homeostasis. 3. From a biopsychosocial perspective outline your understanding of the chosen aspect of stress. 4. Discuss how this impacts on health, well-being and homeostasis. 5. You should include a summary of the key points in your conclusion. 6. Your assignment must include relevant physiological, psychological, sociological and nursing literature. 7. A reference list must be included and adhere to APA guidelines.

Confidentiality: Please refer to the Student Guidelines Relating to the maintenance of Confidentiality in Assignments found in the module handbook. Anonymous Marking: With reference to The Principles and Regulations 2009/10, Appendix A (http://ganymede.chester.ac.uk/view.php?title_id=45578) the Faculty of Health and Social Care will apply anonymous marking (AM) to all assessed work, where it is practicable to do so. N.B. You must produce 2 copies of your assignment, one paper based hard copy for submission and one further copy of the same assignment uploaded into the document repository on the module space. You are strongly advised to keep a copy for yourself.

http://ganymede.chester.ac.uk/view.php?title_id=45578

JD/LC/VRJune2010

ASSESSMENT BRIEF: Level 4

BSc / Dip H.E Pre-Registration Nursing Programme

Module Title: Applied Sciences 1

Module Code: NM4002

Method/Mode: Written examination Task: Completion of an unseen examination paper Weighting: 40% (if applicable) Timing: Introduced to students: session 1

Assessment submission(s): See assessment schedule on IBIS Grading: The assessment will be marked according to module specific marking criteria. Length: 1 Hour = 1000 words Equivalent

Specific Guidelines:

1. The examination will test the student’s knowledge and understanding of anatomy and physiology studied within the module.

2. The focus is on two systems of the human body. 3. The examination will consist of 15 multiple choice and 5 short answer questions. 4. Students must achieve a minimum of 40% to pass the examination. Confidentiality: Please refer to the Student Guidelines Relating to the maintenance of Confidentiality in Assignments found in the module handbook. Anonymous Marking: With reference to The Principles and Regulations 2009/10, Appendix A (http://ganymede.chester.ac.uk/view.php?title_id=45578) the Faculty of Health and Social Care will apply anonymous marking (AM) to all assessed work, where it is practicable to do so. N.B. You must produce 2 copies of your assignment, one paper based hard copy for submission and one further copy of the same assignment uploaded into the document repository on the module space. You are strongly advised to keep a copy for yourself.

http://ganymede.chester.ac.uk/view.php?title_id=45578

UNIT PROFORMA

UNIT CODE 27286004

UNIT TITLE Applied Pathophysiology and Pharmacology

UNIT ABBREVIATION

AP&P

LEVEL OF STUDY 6

CREDIT VALUE 20 ECTS VALUE 10

HOME DEPARTMENT

Department of Nursing

UNIT COORDINATOR

Lyz Howard

KEYWORDS Pathophysiology, pharmacology, complex care, clinical investigations, body systems

UNIT LEARNING OUTCOMES

On successful completion of this unit students will be able to: 1. Critically evaluate the pathophysiology of specific body systems. 2. Critically evaluate the role of pharmacology in the management of patient care. 3. Explore and analyse the significance of a range of clinical investigations and their

impact on patient management. 4. Justify their response to a range of critical clinical situations.

SUMMATIVE ASSESSMENT

Element (highlight final element)

Type Weighting Learning outcomes assessed

1 4000 word written assignment (coursework)

100% 1, 2, 3, 4

EMPLOYABILITY AND SUSTAINABILITY OUTCOMES

Outcomes Element of Assessment

Analyse real world situations critically

1

Demonstrate professionalism and ethical awareness

1

Communicate effectively using a range of media

Apply teamwork and leadership skills

1

Manage own professional development reflectively 1

Find, evaluate, synthesise and use information

1

Work within social, environmental and community contexts

1

Use systems and scenario thinking

Engage with stakeholder/interdisciplinary perspectives

1

ASSESSMENT STRATEGIES FOR EACH ELEMENT OF ASSESSMENT

Critical reflection and evaluation of an individual patient management scenario from the student’s area of practice.

Using reflection upon a specific client management scenario give a:

Detailed account of relevant altered pathophysiologies and their inter-relationships (Learning outcome 1)

Detailed account of investigations / results / pharmacology (Learning outcomes 2 and 3)

Critically reflect upon patient management including all assessments undertaken and the implications of the results for patient care (Learning outcomes 2, 3 and 4)

ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT

Marked in accordance with MMU’s Faculty of Health, Psychology and Social Care level 6 marking criteria.

NON STANDARD MINIMUM PASS MARK

N/A

OUTLINE OF THE UNIT

BRIEF SUMMARY Participants will be able to critically apply pathophysiology and pharmacology to reflect upon their clinical practice.

INDICATIVE CONTENT

1. Review anatomy and physiology of body systems and disorders of homeostasis, for example, endocrine, digestive, excretory, nervous, circulatory, musculoskeletal systems.

2. Review pharmacokinetics and therapeutics. 3. Examine a range of clinical investigations, for example, X-rays, blood tests,

respiratory function, ECGs and any others identified by students / service providers.

4. Develop assessment and justification skills for clinical situations including micro and macro influences.

LEARNING ACTIVITIES

BREAKDOWN OF STUDENT LEARNING ACTIVITY

Type of Activity

%

Summative assessment

25%

Directed study

25%

Student-centred learning

50%

MANDATORY LEARNING & TEACHING REQUIREMENTS

LEARNING RESOURCES

ESSENTIAL READING Barber, P., Parkes, J. and Blundell, D. (2012). Further Essentials of Pharmacology for Nurses. Berkshire: Open University Press Nair, M. and Peate, I. (eds) (2009). Fundamentals of Applied Pathophysiology. Singapore: Wiley-Blackwell Petersen, O. (2007). Human Physiology. 5th ed., Oxford: Blackwell Publishing Tortora, G. J. and Grabowski, S. R. (2007). Introduction to the Human Body. The Essentials of Anatomy and Physiology. 7th ed., New York: John Wiley and Sons, Inc. Walker, R. and Whittlesea, C. (eds.) (2007). Clinical Pharmacy and Therapeutics. 4th ed., Edinburgh: Churchill Livingstone Journals:

Journal of Anatomy & Physiology International Journal of Anatomy and Physiology Journal of Anatomy Journal of Pharmacokinetics and Pharmacodynamics

ADDITIONAL RESOURCES THAT STUDENTS SHOULD BUY

SPECIAL ICTS REQUIREMENTS

ANY OTHER ADDITIONAL RESOURCES

Further resources will be identified at the end of each taught session relevant to the specific subject addressed.

Barber, P. and Robertson, D. (2009). Essentials of Pharmacology for Nurses. Berkshire: Open University Press.

Birmingham City University Physiology Website http://www.hcc.bcu.ac.uk/physiology/ InnerBody Human Anatomy Online http://www.innerbody.com/ McGhee, M. (2008). A Guide to Laboratory Investigations. 5th ed., Oxford: Radcliffe Medical Press

http://www.hcc.bcu.ac.uk/physiology/

http://www.innerbody.com/

McGraw Hill, Essentials of Anatomy and Physiology http://highered.mcgraw-hill.com/sites/0072943696/student_view0/ NHS Evidence https://www.evidence.nhs.uk/ Oxford Medicine Online http://oxfordmedicine.com/ Price, S. A. and Wilson, L. M. (2003). Pathophysiology. Clinical Concepts of Disease Processes. 6th ed., St Louis: Mosby Waugh, A. and Grant, A. (2010). Ross and Wilson: Anatomy and Physiology in Health and Illness. 11th ed., Edinburgh: Churchill Livingstone Heritage library catalogue search terms

The following terms can be used to search library catalogues and journal databases to find the most up to date and wide ranging publications available:

Physiopathology; Critical appraisal; Pharmacology; Drug Administration; Patient Care; Diagnostic Tests, routine; Anatomy; Physiology

ADMINISTRATION

JACS CODE B700

DATE OF APPROVAL 15 November 2012

DATE OF MOST RECENT CONSIDERATION:

UNIT EXTERNAL EXAMINER

UNIT ASSESSMENT BOARD

http://highered.mcgraw-hill.com/sites/0072943696/student_view0/

http://highered.mcgraw-hill.com/sites/0072943696/student_view0/

https://www.evidence.nhs.uk/

http://oxfordmedicine.com/

UNIT PROFORMA

UNIT CODE 270D0004

UNIT TITLE Comparative Health and Social Care Systems

UNIT ABBREVIATION

CHSCS

LEVEL OF STUDY 7

CREDIT VALUE 20 ECTS VALUE 10

HOME DEPARTMENT

Department of Nursing

UNIT COORDINATOR

Lyz Howard

KEYWORDS Comparative health, comparative social care, developed countries, developing countries, international perspectives, health and social care systems

UNIT LEARNING OUTCOMES

On successful completion of this unit students will be able to: 1. critically apply metrics to compare health and/or social care systems, to

inform local practice. 2. critically reflect on how historical, economic, social and political factors

impact on the organisation, planning and delivery of health and/or social care services in developed and developing countries.

3. critically compare international health and/or social care provision, including the influences that private, charitable, public and insurance-based funding approaches have upon such provision.

4. synthesise perspectives deduced from the exploration of two comparative health and/or social care systems with own professional context.

SUMMATIVE ASSESSMENT

Element (highlight final element)

Type Weighting Learning outcomes assessed

1 Examination 25% 3

2 Coursework 75% 1, 2, 3, 4

EMPLOYABILITY AND SUSTAINABILITY OUTCOMES

Outcomes Element of Assessment

Analyse real world situations critically

1

Demonstrate professionalism and ethical awareness

1

Communicate effectively using a range of media

1

Apply teamwork and leadership skills

Manage own professional development reflectively

1

Find, evaluate, synthesise and use information

1

Work within social, environmental and community contexts

1

Use systems and scenario thinking

1

Engage with stakeholder/interdisciplinary perspectives

ASSESSMENT STRATEGIES FOR EACH ELEMENT OF ASSESSMENT

Summative assessment: Hot Seat: Each participant will ‘host’ a discussion around their chosen topic relating to comparative health and/or social care AND contribute to the ‘hot seat’ discussion led by others (1000 word equivalent) (Learning Outcome 3).

Summative assessment: Informed through the discourse within the Hot Seat discussion (see above) construct a written assignment (3000 words) that uses metrics and an analysis of the impact of extrinsic factors as well as perspectives from their own colleagues’ professional context to compare two different international health and/or social care systems (one can be local) (Learning Outcomes 1, 2, 3, 4). A pass mark in both components is required. The student is required to resubmit only the failed component(s).

ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT

Marked in accordance with MMU’s Faculty of Health, Psychology and Social Care level 7 marking criteria.

NON STANDARD MINIMUM PASS MARK

N/A

OUTLINE OF THE UNIT

BRIEF SUMMARY This unit aims to critically explore developed and developing countries international health and social care systems, and the impact of historical, economic, social and political factors globally.

INDICATIVE CONTENT

1. The value of and approaches to comparative methodology in health and social care.

2. The political context of health and social care and the place of ideology in systems design. The interaction of social and economic factors in the design and management of health and social care systems. Internal structures and processes of health and social care organisations and the

relationships between politicians and managers. Educating health and social care professionals in contrasting jurisdictions. Impact of crises in economies globally. Technological change and its implications for developing health and social care systems.

3. Typical public, private and insurance based systems and their comparative advantages and disadvantages. Public choice theory and its impact on Health and Social Care systems. Professional norms and values in contrasting jurisdictions including concepts of accountability. The impact of international private and charitable organisations and NGOs in shaping health and social care systems.

4. Human Resource management and reward systems in health and social care. The growth of interdependence and inter-country communications in shaping health and social care systems.

LEARNING ACTIVITIES

BREAKDOWN OF STUDENT LEARNING ACTIVITY

Type of Activity

%

Summative assessment

25%

Directed study

25%

Student-centred learning

50%

MANDATORY LEARNING & TEACHING REQUIREMENTS

LEARNING RESOURCES

ESSENTIAL READING

Atun, R., de Jongh, T., Secci, F., Ohiri, K. and Adeyi, O. (2010). Integration of targeted health interventions into health systems: a conceptual framework for analysis. Health Policy and Planning. 25: 104 – 111, accessed on 8/5/12 from http://heapol.oxfordjournals.org/content/25/2/104.full.pdf+html

Brailsford, S., Silverman, E., Rossiter, S., Bijak, J., Shaw, R., Viana, J., Noble, J., Efstathiou, S. and Vlachantoni, A. (2011). Complex Systems Modelling for Supply and Demand in Health and Social Care, in Jain, S., Creasey, R., Himmelspach. J., White, K. and Fu, M. (2011) Proceedings of the 2011 Winter Simulation Conference. University of Southampon: UK. Craig, G., Atkin, K., Chattoo, S. and Flynn, R. (2012). Understanding ‘race’ and ethnicity. Theory, history, policy, practice. The Policy Press: Bristol. Johnson, J. and Stoskopf, C. (2012). Comparative Health System Global

http://heapol.oxfordjournals.org/content/25/2/104.full.pdf+html

Perspective. Jones and Bartlett Publishers: London. Lloyd, C. and Heller, T. (2012). Long-term conditions: Challenges in Health and Social Care. Sage Publications Ltd: London. Murray, C., Lopez, A. and Wang, H. (2012). Mortality Estimation for National Populations: Methods and Applications (Publications on Global Heath, Institute for Health Metrics and Evaluation). University of Washington Press: Washington.

Naylor, C. and Appleby, J. (2012). Environmentally Sustainable health and social care: Scoping Review. HMSO: London. Stirk, S. and Sanderson, H. (2012). Creating Person-Centred Organizations in Health, Social Care and the Third Sector. Jessica Kingsley Publishers: London. Syrett, K. (2007). Law, Legitimacy and the Rationing of Health. Cambridge University Press: New York. Journals Diversity in Health and Care Families, Systems and Health International Journal of Health Care Quality Assurance International Journal of Integrated Care

ADDITIONAL RESOURCES THAT STUDENTS SHOULD BUY

SPECIAL ICTS REQUIREMENTS

ANY OTHER ADDITIONAL RESOURCES

These Heritage keywords have been selected to offer further search terms to widen access to related published resources.

Heritage Keywords: Comparative studies; International comparisons; Developing countries; Developed countries; Health service planning; Social services planning

ADMINISTRATION

JACS CODE B700

DATE OF APPROVAL 16 November 2012

DATE OF MOST RECENT CONSIDERATION:

UNIT EXTERNAL EXAMINER

UNIT ASSESSMENT BOARD

Study Skills and Research Awareness Workshop – Assignment Brief

Workshop Title Study Skills and Research Awareness Workshop

Method Written assignment

Task

An assignment relating to one topic within the Study Skills and Research Awareness Workshop reflecting on the impact this will have on your professional development.

Weighting 100%

Timing Assessment submission: one month after date negotiated with workshop leader

Grading The assessment will be marked in accordance with guidance set by Manchester Metropolitan University

Length 1000 words It is permissible to exceed the stated word limit by up to 10%, without penalty. Assignments which exceed these limits are liable to be penalised by the deduction of marks as per Manchester Metropolitan University Guidelines

Specific Guidelines In negotiation with the workshop leader, select one topic from the Study Skills and Research Awareness Workshop

In the introduction you should select one topic from the workshop content and give a rationale for your choice of topic

The main body of your assignment should reflect on the impact this will have on your professional development, using a reflective model to support your writing

Your conclusion should summarise your findings Your assignment must be supported by

references relevant to the topic and literature relating to your practice

Confidentiality Please ensure you maintain confidentiality within your assignment

Marking This assignment is formative in nature

MMU University Standard Descriptors

University Standard Descriptors: Level 6

100 – 86% 85 – 70% 69 – 60% 59 – 50% 49 – 40% 39 - 35% 34 – 20% 19 – 0% GO1 Apply skills of critical analysis to real world situations within a defined range of contexts

Problems are evaluated and solved with original and insightful reference to theory and practice

Problems are evaluated and solved with insightful critical reference to theory and practice

Problems are analysed and solved with clear critical reference to theory and practice

Problems are analysed and solved with reference to theory and practice

Problems are solved with some reference to theory and practice and with evidence of some critical reflection.

Problems are approached haltingly or uncritically

Problems are approached with little reference to theory or practice

Problems are approached with no or almost no reference to theory or practice

GO2 Demonstrate a high degree of professionalism* eg initiative, creativity, motivation, professional practice and self-management.

There is evidence of the ability to work as a mature professional, able to review their own work critically with respect to appropriate professional standards and values

There is evidence of the ability to work meticulously and competently with reference to professional standards and values, able to reflect critically on their own practice

There is evidence of the ability to work effectively and competently with reference to professional standards and values, able to reflect on their own practice

There is evidence of the ability to work confidently and competently with reference to professional standards and values, able to reflect on their own practice

There is evidence of the ability to work competently with reference to professional standards and values, able to reflect on their own practice

There is insufficient evidence of the ability to work competently with reference to professional standards and values, able to reflect on their own practice

There is very limited evidence of the ability to work competently with reference to professional standards and values, able to reflect on their own practice

There is no or almost no evidence of the ability to work competently with reference to professional standards and values, able to reflect on their own practice

GO3 Express ideas effectively and communicate information appropriately and accurately using a range of media including ICT

Work is presented creatively and fluently to a selected audience

using a range of strategies and media

Work is presented fluently to a selected audience


Work is presented coherently to a selected audience


Work is presented clearly to a selected audience using a range of strategies and media

Work is presented to a selected audience using a range of strategies and media

Work is presented to a selected audience haltingly or using a limited range of strategies and media

Work is presented to a selected audience haltingly and using a limited range of strategies and media

Work is presented to a selected audience incomprehensibly and using an unacceptable range of strategies and media.

GO4 Develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives

An inspiring contribution is made as a leader or a member of a team to complete complex projects. Evidence of very insightful reflection on their performance within the team.

A significant contribution is made as a leader or a member of a team to complete complex projects. Evidence of critical reflection on their performance within the team.

A strong contribution is made as a leader or a member of a team to complete complex projects. Evidence of rigorous reflection on their performance within the team.

A distinguishable contribution is made as a leader or a member of a team to complete complex projects. Evidence of thoughtful reflection on their performance within the team

There is evidence of working effectively in a team as either leader or member as needed to complete complex projects. Evidence of reflection on their performance within the team.

There is inadequate evidence of contribution to a team as either a leader or a member to complete complex projects, or unconvincing reflection on their performance within the team.

Very limited evidence of contribution to a team as either a leader or a member to complete complex projects. Unconvincing reflection on their performance within the team.

Evidence of a negative or detrimental contribution to a team working on complex projects, and unsuccessful reflection on their performance within the team.


GO5 Manage their professional development reflecting on progress and taking appropriate action

An exciting, challenging and feasible professional development plan is produced

A stretching professional development plan is produced

A well-structured professional development plan is produced.

A convincing professional development plan is produced.

A plausible professional development plan is produced

A limited professional development plan is produced

A very limited professional development plan is produced.

An unacceptable professional development plan is produced.

GO6 Find, evaluate, synthesise and use information from a variety of sources

An innovative project is designed, planned and carried out meticulously to gather relevant information from an appropriate range of primary and secondary sources. The limits of established knowledge are challenged in considering the results and/or outcomes.

An innovative project is designed, planned and carried out meticulously to gather relevant information from an appropriate range of primary and secondary sources. Critical insight is brought to the analysis

A project is designed, planned and carried out thoroughly to gather relevant information from an appropriate range of primary and secondary sources. Results and/or outcomes are evaluated thoroughly and critically.

A project is designed, planned and carried out accurately using an appropriate range of primary and secondary sources. The results and/or outcomes are evaluated carefully.

A project is designed, planned and carried out using an appropriate range of primary and secondary sources. The results and/or outcomes are evaluated accurately.

A project is inadequately designed, planned and carried out using an inappropriate range of primary and secondary sources. The results and/or outcomes are partially evaluated.

A project is badly designed, planned and carried out using an inappropriate range of primary and secondary sources, with very limited evaluation of the results and/or outcomes

A project is very badly designed, planned and carried out using inappropriate sources. Evaluation of the results and/or outcomes is wrong or unacceptable.

GO7 Articulate an awareness of the social and community contexts within their disciplinary field

Original insights are brought to the analysis of the social and community contexts of their discipline with respect to their own work

The analysis of the social and community contexts of their discipline with respect to their own work is meticulous.

The social and community contexts of their discipline are critically reviewed with respect to their own work

The social and community contexts of the discipline are evaluated in drawing conclusions and making recommendations

The social and community contexts of the discipline are considered in drawing conclusions and making recommendations

The social and community aspects of the discipline are referred to in very basic terms when drawing conclusions and making recommendations

The social and community aspects of the discipline are not mentioned or have erroneous reference made to them when drawing conclusions and making recommendations

No or very little evidence of referral to the social and community aspects of the discipline; little or no evidence of using them to draw conclusions and make recommendations


University Standard Descriptors: Level 7

100 – 86% 85 – 70% 69 – 60% 59 – 50% 49 – 45% 44 – 20% 19 – 0% GO1 Apply skills of critical analysis to real world situations within a defined range of contexts

Novel and complex problems are evaluated thoroughly with reference to theory and practice, generating original solutions, expressed with clarity

Novel and complex problems are evaluated with reference to theory and practice, generating original solutions

Novel and complex problems are solved confidently with reference to theory and practice

Novel and complex problems are solved with reference to theory and practice

Attempts to solve novel and complex problems are partial, with limited reference to theory and practice

Attempts to solve novel and complex problems are inadequate, with little reference to theory and practice

There is little or no evidence of any attempt to solve novel and complex problems with little or no reference to theory and practice

GO2 Demonstrate a high degree of professionalism* eg initiative, creativity, motivation, professional practice and self-management.

There is evidence of the ability to work autonomously and creatively with reference to professional standards and values, reflecting critically on their own practice.

There is evidence of the ability to work autonomously and imaginatively with reference to professional standards and values, reflecting critically on their own practice.

There is evidence of the ability to work autonomously with reference to professional standards and values, reflecting critically on their own practice

There is evidence of the ability to work with reference to professional standards and values, reflecting critically on their own practice.

There is evidence of a limited attempt to work as an autonomous professional who reflects on their own practice

There is limited evidence of any attempt to work as an autonomous professional who reflects on their own practice

There is little or no evidence of working as an autonomous professional who reflects on their own practice

GO3 Express ideas effectively and communicate information appropriately and accurately using a range of media including ICT

The outcomes of their work are presented creatively and persuasively to multiple audiences using a wide range of appropriately selected strategies and media

The outcomes of their work are presented convincingly and fluently to a defined audience using an interesting range of appropriately selected strategies and media

The outcomes of their work are presented confidently and coherently to a defined audience using a range of appropriately selected strategies and media

The outcomes of their work are presented clearly and appropriately to a defined audience using a range of strategies and media

Communication of the outcomes of their work is unclear and confused and does not consistently use appropriate strategies or media

Communication of work is unclear and inappropriate to a defined audience and does not consistently use appropriate strategies or media

Communication of work is unclear and inappropriate to a defined audience and does not use appropriate strategies or media

GO4 Develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives

Clear and effective leadership skills are exercised in a team to manage complex multi-faceted projects. There is evidence of exemplary critical reflection on their own performance and that of others within the team

Clear and effective leadership skills are exercised as needed in a team to scope and complete complex multi-faceted projects. There is evidence of critical reflection on their own performance and that of others within the team

Works in a team as either leader or member as needed to scope and complete complex multi-faceted projects. Evidence of careful reflection on their own performance and that of others within the team

There is evidence of contribution to a team as either leader or member as needed to scope and complete complex multi-faceted projects and of some reflection on their own performance and that of others within the team

There is limited evidence of contribution to a team as either leader or member as needed to scope and complete complex multi-faceted projects and little reflection critically on their own performance and that of others within the team

Inadequate or little contribution to a team as either leader or member as needed to scope and complete complex multi-faceted projects and little or no reflection critically on their own performance and that of others within the team

Inadequate or no contribution to a team as either leader or member as needed to scope and complete complex multi-faceted projects and little or no reflection critically on their own performance and that of others within the team


GO5 Manage their professional development reflecting on progress and taking appropriate action

A creative and credible vision of themselves and their professional futures is meticulously presented.

A novel and feasible vision of themselves and their professional futures is presented

Demonstrate a fully worked vision of themselves and their professional futures

Demonstrate a vision of themselves and their professional futures

A limited vision of themselves and their professional futures is presented.

There is insufficient development of a vision of themselves and their professional futures

No clear vision of themselves and their professional futures is presented

GO6 Find, evaluate, synthesise and use information from a variety of sources

A complex and innovative project is designed, planned and carried out meticulously to gather and synthesise useful information from a wide range of appropriate primary and secondary sources to produce original outcomes of publishable standards

A complex project is designed, planned and carried out thoroughly to gather useful information from a wide range of appropriate primary and secondary sources and synthesise the results to produce workable outcomes

A project is carefully planned and carried out to gather useful information from appropriate primary and secondary sources and synthesise the results

A project is planned and carried out to gather information from appropriate primary and secondary sources and synthesise the results

Partial attempt to plan and/or carry out projects which gather information from appropriate primary and secondary sources

Limited attempt to plan and/or carry out projects which gather information from appropriate primary and secondary sources

Little or no attempt to plan and/or carry out projects which gather information from appropriate primary and secondary sources

GO7 Articulate an awareness of the social and community contexts within their disciplinary field

The social and community contexts of the discipline are critically evaluated in developing action plans, articulating conclusions and making recommendations of relevance to theoretical development and/or practical application

The social and community contexts of the discipline are critically evaluated in developing action plans, articulating conclusions and making recommendations of relevance to theoretical development and/or practical application

The social and community contexts of the discipline are analysed carefully in drawing conclusions and making recommendations

The social and community contexts of the discipline are considered critically in drawing conclusions and making recommendations

There is partial or limited identification of the social and community contexts of the discipline in drawing conclusions and making recommendations

There is limited or incorrect identification of the social and community contexts of the discipline in drawing conclusions and making recommendations

There is little or no identification of the social and community contexts of the discipline in drawing conclusions and making recommendations

Lyz Howard - Extract

Student Number 200713492 27

Facilitating eLearning in Health and Social Care

Traditionally, HEIs have been criticised for not keeping up with the pace of

educational technology development (Keltomaki et al. 2001). Arguably, this may be

due to previous investment in what was probably at the time new, licensed, cutting-

edge technology. Licensing agreements may have included a time-bound

commitment to the specific technology, and include considerable investment in

technical hardware, financial and human resource capacity, thus limiting the potential

to explore and utilise new educational technologies.

The move of nurse education from “schools of nursing” into HEIs over the last

decade has increasingly exposed the HSC learner to alternative technological

learning paradigms. The value of utilising educational technologies to facilitate

eLearning as a suitable educational methodology to compliment the highly practical

nature of healthcare has been a topic of some debate (Magnussen 2008; Lewis &

Price 2007). However, increasing access to online medical information has

encouraged a newly aware and empowered general public to anticipate continual

improvement in the quality of healthcare services. This public pressure for healthcare

practitioners to prescribe current, evidence-based best practice, is made more

challenging by the “acute shortage” (Harun 2001) of nurses and other healthcare

professionals who are required to take on additional responsibilities to their current

role. The Department of Health (DOH) responded to these challenges by introducing

the Lifelong Learning Framework (DOH 2001). This framework took advantage of the

rapid advancement of technology and proposed that all NHS organisations develop a

five year eLearning strategy to reflect the Information for Health Strategy 1998 - 2005

(DOH 1998). Responses to this proposal are currently being evaluated, with benefits

such as enhanced and successful blended learning opportunities becoming

available, and challenges related to the protected time required to adopt the

eLearning paradigm requiring consideration (Clarke et al. 2005; Childs, Hall & Walton

Lyz Howard - Extract

Student Number 200713492 28

2005). By exploring, reflecting and learning from errors and triumphs experienced by

the NHS organisations, this is an ideal opportunity for the HSCTT to review

educational facilitation options and look towards utilising developing technologies as

a platform for incorporating eLearning as an additional learning opportunity.

References: Childs, S., Elizabeth., Hall, A., & Walton, G. (2005), "Effective e-learning for health

professionals and students - barriers and their solutions. A systematic review of the literature - findings from the HeXL project", Health Information and Libraries Journal, vol. 22, no. 2, pp. 20-32.

Clarke, A., Lewis, D., Cole, I., & Ringrose, L. (2005), "A strategic approach to

developing e-learning capability for healthcare", Health Information and Libraries Journal, vol. 22, no. 2, pp. 33-41.

Department of Health (2001), Working Together - Learning Together: a Framework

for Lifelong Learning in the NHS., Department of Health: London. Department of Health (1998), Information for Health: an Information Strategy for the

Modern NHS., Department of Health: London. Harun, M, H. (2001), "Integrating e-Learning into the workplace", The Internet and

Higher Education, vol. 4, no. 3-4, pp. 301-310. Keltomaki, E., Dudkin, G., Pukero, E., Solans, C., & Soderman, K. (2001), Virtual

Learning Environments: Evaluation of e-Learning Solutions and Development of Criteria for Selecting a Solution. Academic Users' Perspective., Helsinki School of Economics and Business Administration: Helsinki.

Lewis, P, A., & Price, S. (2007), "Distance Education and the Integration of E-

learning in a Graduate Program", The Journal of Continuing Education in Nursing, vol. 38, no. 3, pp. 139

Magnussen, L. (2008), "Applying the Principles of Significant Learning in the e-

Learning Environment", Journal of Nursing Education, vol. 47, no. 2, pp. 82.

What is the assignment about?

A significant number of evidence-based changes have occurred in contemporary

nursing practice since I last practised as a registered nurse. Whilst in my

previous practice experiences, evidence-based practice was a relatively new

concept, it is now considered essential to delivering best practice to inform

patient-centred care. These changes in nursing practice were becoming more

evident within nursing literature in the 1980’s when I last practiced as a

registered nurse. For example, nursing literature was beginning to consider the

potential for continuing professional development (Benner, 1982), using

evidence to support learning. More recently, as a consequence of this step

towards more formal academic evidence-based practice, nurses returning to

practice following a career break are required to use the evidence-base to

facilitate best practice for the benefit of the patient (Hopton, 2012). An important

issue for nurses returning to practice, and indeed for any individual requiring nursing care, is

how these changes in understanding the evidence base impact on delivering the best

possible patient-centred care. This assignment will critically evaluate changes in wound

management as a contemporary aspect of evidence-based practice and critically reflect upon

my own strengths, weaknesses and limitations of competency and knowledge to inform

future professional development needs. It will be argued that wound management is a

dynamic process that requires knowledge and competence using the most current evidence

to facilitate safe and effective patient care.

References:

Benner, P. (1982). From Novice to Expert. American Journal of Nursing. 82 (3): 402-

407.

Hopton, J. (2012). Changing legislation: a reflection in returning to practice. British

Journal of Mental Health Nursing. 1 (4): 246 – 249.

Why is the subject important?

A significant number of evidence-based changes have occurred in contemporary nursing

practice since I last practised as a registered nurse. Whilst in my previous practice

experiences, evidence-based practice was a relatively new concept, it is now considered

essential to delivering best practice to inform patient-centred care. These changes in nursing

practice were becoming more evident within nursing literature in the 1980’s when I last

practiced as a registered nurse. For example, nursing literature was beginning to consider

the potential for continuing professional development (Benner, 1982), using evidence to

support learning. More recently, as a consequence of this step towards more formal

academic evidence-based practice, nurses returning to practice following a career break are

required to use the evidence-base to facilitate best practice for the benefit of the patient

(Hopton, 2012). An important issue for nurses returning to practice, and indeed for

any individual requiring nursing care, is how these changes in understanding the

evidence base impact on delivering the best possible patient-centred care. This

assignment will critically evaluate changes in wound management as a contemporary aspect

of evidence-based practice and critically reflect upon my own strengths, weaknesses and

limitations of competency and knowledge to inform future professional development needs.

It will be argued that wound management is a dynamic process that requires knowledge and

competence using the most current evidence to facilitate safe and effective patient care.

References:


407.



How is the subject going to be addressed?

A significant number of evidence-based changes have occurred in contemporary nursing

practice since I last practised as a registered nurse. Whilst in my previous practice

experiences, evidence-based practice was a relatively new concept, it is now considered

essential to delivering best practice to inform patient-centred care. These changes in nursing

practice were becoming more evident within nursing literature in the 1980’s when I last

practiced as a registered nurse. For example, nursing literature was beginning to consider

the potential for continuing professional development (Benner, 1982), using evidence to

support learning. More recently, as a consequence of this step towards more formal

academic evidence-based practice, nurses returning to practice following a career break are

required to use the evidence-base to facilitate best practice for the benefit of the patient

(Hopton, 2012). An important issue for nurses returning to practice, and indeed for any

individual requiring nursing care, is how these changes in understanding the evidence base

impact on delivering the best possible patient-centred care. This assignment will

critically evaluate changes in wound management as a contemporary aspect of

evidence-based practice and critically reflect upon my own strengths,

weaknesses and limitations of competency and knowledge to inform future

professional development needs. It will be argued that wound management is a

dynamic process that requires knowledge and competence using the most

current evidence to facilitate safe and effective patient care.

References:


407.



Topic Sentence

Wound management is a significant part of patient care, and changes in practice

have been considerable since I last conducted wound care in the 1980’s. For

example, Cuzzell (1985) highlighted the potential for considering the rationale for

understanding the types of wound dressing material being used. Currently, it is essential

that the registered nurse has an in-depth knowledge and evidence-based rationale for

deciding upon the most appropriate wound management for particular individuals (Edwards

et al 2013). Edwards et al (2013) therefore suggest that using the evidence-base to inform

current best practice for wound management is a significant part of the registered nurses

role. The problem for me as a return to practice nurse is related to understanding how to

make sense of the evidence-base and how to know which evidence is valid and reliable. It

could be argued therefore, that learning to review and critique the evidence to inform best

practice is a skill that requires developing prior to undertaking wound management practice.

References:

Cuzzell, J, D. (1985). Artful Solutions to Chronic Problems. American Journal of Nursing.

85 (2): 162 – 166.

Edwards, H., Finlayson, K., Courtney, M., Graves, N., Gibb, M., Parker, C. (2013). Health

service pathways for patients with chronic leg ulcers: identifying effective pathways for

facilitation of evidence based wound care [Electronic Version]. BMC Health Services

Research. 13 (86): 1 – 10.

Supporting Sentences

Wound management is a significant part of patient care, and changes in practice have been

considerable since I last conducted wound care in the 1980’s. For example, Cuzzell

(1985) highlighted the potential for considering the rationale for understanding

the types of wound dressing material being used. Currently, it is essential that

the registered nurse has an in-depth knowledge and evidence-based rationale for

deciding upon the most appropriate wound management for particular

individuals (Edwards et al 2013). Edwards et al (2013) therefore suggest that

using the evidence-base to inform current best practice for wound management

is a significant part of the registered nurses role. The problem for me as a return

to practice nurse is related to understanding how to make sense of the evidence-

base and how to know which evidence is valid and reliable. It could be argued

therefore, that learning to review and critique the evidence to inform best practice is a skill

that requires developing prior to undertaking wound management practice.

References:


85 (2): 162 – 166.




Research. 13 (86): 1 – 10.

Concluding Sentence

Wound management is a significant part of patient care, and changes in practice have been

considerable since I last conducted wound care in the 1980’s. For example, Cuzzell (1985)

highlighted the potential for considering the rationale for understanding the types of wound

dressing material being used. Currently, it is essential that the registered nurse has an in-

depth knowledge and evidence-based rationale for deciding upon the most appropriate

wound management for particular individuals (Edwards et al 2013). Edwards et al (2013)

therefore suggest that using the evidence-base to inform current best practice for wound

management is a significant part of the registered nurses role. The problem for me as a

return to practice nurse is related to understanding how to make sense of the evidence-base

and how to know which evidence is valid and reliable. It could be argued therefore, that

learning to review and critique the evidence to inform best practice is a skill that

requires developing prior to undertaking wound management practice.

References:


85 (2): 162 – 166.




Research. 13 (86): 1 – 10.

Essay conclusion The conclusion will remind your reader of the main points of your argument and convince them of the strength of your position (say what you have said)

1) Present an overview of the topic by reminding the reader of the main points, for example:

The significant number of evidence-based changes that have occurred in contemporary nursing practice has had a considerable impact on the role of the registered nurse. Since I last practiced as a registered nurse in the 1980’s, evidence-based practice has become increasingly important for registered nurses to inform them of best practice for the benefit of the patient. This assignment has critically evaluated the changes in wound care as a contemporary aspect of evidence-based practice. In addition I have demonstrated through critical reflection my own strengths, weaknesses and limitations of competency and knowledge of current wound management based upon evidence-based practice. I have clearly argued that wound management is a dynamic process, unique to the individual’s needs and based on the best available evidence. This new understanding suggests that as I become a registered nurse in current practice I will need to maintain my knowledge of the evidence base relating to wound management, to ensure safe and effective person-centred care for all.

2) Restate your position on the topic, for example: The significant number of evidence-based changes that have occurred in contemporary nursing practice has had a considerable impact on the role of the registered nurse. Since I last practiced as a registered nurse in the 1980’s, evidence-based practice has become increasingly important for registered nurses to inform them of best practice for the benefit of the patient. This assignment has critically evaluated the changes in wound care as a contemporary aspect of evidence-based practice. In addition I have demonstrated through critical reflection my own strengths, weaknesses and limitations of competency and knowledge of current wound management based upon evidence-based practice. I have clearly argued that wound management is a dynamic process, unique to the individual’s needs and based on the best available evidence. This new understanding suggests that as I become a registered nurse in current practice I will need to maintain my knowledge of the evidence base relating to wound management, to ensure safe and effective person-centred care for all.

Planning your essay

Page 29

1. As soon as you receive your essay title you should deconstruct the title

2. Once you have analysed the question you can use your analysis and what you know about the structure of essays to make a rough plan for your essay

3. Make sure you take into account essay length

Deconstructing the title

Firstly, read the question carefully;

Next, underline/highlight the key words (instructional words) and check their meaning. These are the words that tell you what your essay should do. It is important that you understand exactly what these words mean so that you don't misinterpret a question;

Examples of instructional words

Analyse Separate or break up something into its component parts so that you discover its nature proportion, function, relationship, etc.

Comment Make critical observations, even if they are fairly open-ended. Your texts, learning guide, lecture and discussion notes should provide sufficient guidelines and your own commonsense should prevail.

Compare Find similarities and differences between two or more ideas, events, interpretations, etc. Ensure you understand exactly what you are being asked to compare.

Contrast Find similarities and differences between two or more ideas, events, interpretations etc. Focus on the differences.

Critical Analysis

Examine the topic or argument in terms of its strengths and weaknesses.

Criticise Express your judgements regarding the correctness or merit of the factors being considered. Discuss both strong and weak points and give the results of your own analysis. Student insights are expected and arguments must be justified.

Define Provide concise, clear, authoritative meanings. In such statements, details are not necessarily required, but briefly cite the boundaries or limitations of the definition. Remember the 'class' to which a thing belongs and whatever differentiates the particular object from all others in that class.

Describe Recall facts, processes or events. You are not asked to explain or interpret. Try to provide a thorough description, emphasising the most important points.

http://ganymede.chester.ac.uk/index.php?page_id=1295903



Planning your essay

Page 30

Diagram Present a drawing, chart, plan or graphic representation in your answer. Generally, you are also expected to label the diagram and a brief explanation or description may be required.

Discuss Present a point of view. This is likely to need both description and interpretation. Your opinion must be supported by carefully chosen and authoritative evidence.

Enumerate Provide a list or outline form of reply. In such questions you should recount, one by one, but concisely, the points required.

Evaluate Present a judgement of an issue by stressing both strengths and advantages, and weaknesses and limitations. The emphasis is on assessing the value, worth or relevance of the matter under scrutiny.

Explain Your main focus should be on the 'why' of a particular issue, or on the 'how' with the aim of clarifying reasons, causes and effects. You are being tested on your capacity to think critically, to exercise perception and discernment.

Illustrate This asks for an explanation; you may clarify your answer to a problem by presenting a figure, picture, diagram or concrete example.

Interpret Explain the meaning of something and give your own judgement of the situation.

List Give an itemised series or tabulation; such answers should be concise.

Outline This asks for an organised description. Give the main points and essential supplementary materials, but omit minor details. Present the information in a systematic arrangement or classification.

Prove To conform or verify. You should establish something with certainty by evaluating and citing experimental evidence, or by logical reasoning.

Relate When showing relationships, your answer should emphasise connection and associations in a descriptive manner.

Review Re-examine, analyse and comment briefly (in an organised sequence) on the major points of an issue.

State Express the high points in brief and clear narrative form. Details, and usually illustrations or examples, may be omitted.

Summarise Provide a brief statement or an account covering the main points; omit details.

Trace Give the development, process or history of a thing, event or idea, especially by proceeding from the latest to the earliest evidence.

Planning your essay

Page 31

Source: Adapted from Bate, D. 1979, Essay Method and English Expression, Harcourt Brace Jovanovich Group, Sydney.Printable version of this listPrintable version of this list at: http://unilearning.uow.edu.au/essay/2c.pdf

Then, decide upon a reasonable interpretation of the topic.

Rough plan Diagrammatic Essay Plan. This type of 3 stage plan enables you to begin to clarify the point of view you will argue and to identify more accurately the type of supporting evidence you will need.

Discuss the impact of 3 new technologies on institutions, the public service and the consumer in Australia. (1000 words, due 22 nd May)

Introduction Approximately 10% of the total word length specified for the assignment.

what 3 new technologies you have chosen what you have interpreted institution,public service and

consumer to mean a general statement about the type and size of the impact

or effect of these technologies on each of the 3 groups (thesis statement)

Body Approximately 80% of the total length.

the effect of the first technology 1)on institutions, 2) on the public service and 3) on the consumer

the effect of the second technology 1)on institutions, 2) on the public service and 3) on the consumer

the effect of third technology 1)on institutions, 2) on the public service and 3) on the consumer

Note: There are other ways that you might organise your essay finally but the above is useful as an initial plan

Conclusion Approximately 10% of total length.

restate your judgement about the type and size of the impact of the 3 technologies on the 3 groups

comment on consequences and implications for the future.

Taken from: http://www.unisanet.unisa.edu.au/learningconnection/student/learningAdvisors/essays.asp#_Writing_the_essay

Mind Map. Along with thinking about the topic, it is useful, as you research your topic, to create a mind map. A mind map is a way of thinking and organising your ideas in a graphical way. This resource, created by Learning and Teaching Scotland, found on the following website (http://www.ltscotland.org.uk/studyskills/10to14/understand/Mindmaps/resources/genericcontent_tcm4269130.asp) will show you:

what a mind map looks like different uses of mind maps

http://unilearning.uow.edu.au/essay/2c.pdf

http://www.unisanet.unisa.edu.au/learningconnection/student/learningAdvisors/essays.asp#_Writing_the_essay

http://www.unisanet.unisa.edu.au/learningconnection/student/learningAdvisors/essays.asp#_Writing_the_essay

http://www.ltscotland.org.uk/studyskills/10to14/understand/Mindmaps/resources/genericcontent_tcm4269130.asp

http://www.ltscotland.org.uk/studyskills/10to14/understand/Mindmaps/resources/genericcontent_tcm4269130.asp

Planning your essay

Page 32

why mind maps can be better than other ways of organising your ideas how to make mind maps on paper and on the computer

Once you have created your mind map,

Extract all the points that support your answer.

Try to put these points into an order that forms the basis of a coherent argument, leading to a conclusion. This could be a linear plan with headings and bullet points.

Try to make links between points. The benefit of this approach is that right from the start you can begin to get a sense of the shape your essay will take. It also means you can be more strategic in your reading.

Essay Length

Essay length requirements are usually given in terms of numbers of words. Unless the lecturer tells you that these limits are strict, it is normally acceptable to be 10% above or below this word limit (so, for example, a 2000 word essay should be between 1800 and 2200 words). Unless the lecturer tells you otherwise, the word limit does not include the references list or any appendices. The word limit that you are given reflects the level of detail required. The word limit that you are given reflects the level of detail required. This means that if your essay is too long, you’re either taking too many words to explain the concept or giving too many / too detailed examples, and if your essay is too short, either there is more to the answer than you have written or the essay has not gone into enough detail about the answer.

What to do if your essay is too long (adapted from Roberts, 1999). You should not shorten an essay by hacking out pieces in a way that destroys the meaning. Instead, see if you can improve the meaning by making the essay less verbose and more precise. Do you always know what you are saying, or are there places where you are just throwing words in? Replace vague passages that do not say anything important, and passages that ramble, with sentences that are to the point.

Try focusing your introduction more on the title, and then checking to see that the body of the essay sticks to what you focused on and does not wander all over the place. Remove material that is not relevant to what you say you are doing.

What to do if your essay is too short (adapted from Roberts, 1999). Do not make an essay longer by padding it with waffle or material that you do not understand. You will make the essay worse by just filling up space with lecture notes, or something that you hope will be relevant.

Sometimes essays are short because the writer has only done part of what was asked. Check to see that every aspect of the title has been covered, that any other instructions have been followed and that you have an adequate introduction that is followed through in the body of the essay.

Planning your essay

Page 33

An essay can be too short because it needs to be more explicit. Look at whether you have fully explained everything. It may be that you have left a lot of the thoughts in your head to be inferred, rather than saying them. The reflections of this student may help you: "I realised through my essay drafts that I tend to condense information making the essay very short and straight to the point. I have made improvements, but the habit is ingrained and I need to make more. To do this, I must expand on my thoughts, ideas and opinions, explain in more depth the point I am trying to make, and write an essay imagining that the person who may read it has no clue about the subject."

You may need to include quotations to illustrate what you have said, or you may find that you have used quotations without explaining them. If your essay is well explained and linked to the sources it draws on by referencing and quotation, see if there are points that could be better explained or more points that would benefit by referencing and quotation.

Lyz Howard – Assignment Template

1000 words +/- 10% of word count = 900 – 1100 words

Introduction: [5-10% of word count = 50 - 100 words]

What is the essay about? Learning to learn in higher education (HE) is a challenge for those returning to professional practice following a career break. This assignment will identify the value of understanding learning preferences to support individuals entering the world of academe to become independent learners.

Why is this issue important?

It is important to understand the impact of academic learning in HE upon the professional role of a nurse/midwife/Dr/paramedic/ODP because there is an expectation that nurses’/midwives’/Drs’/paramedics’/ODPs’ understand research and the evidence base to be able to deliver best practice (Moule and Hek, 2011).

How are you going to address the subject?

Using Driscoll’s (2000) “What?”/Gibbs (1988) reflective model to frame my learning, this assignment will outline the benefits and limitations of understanding my learning preference to guide the way in which I learn.

Main Body [800 – 900 words for the whole of the main body]

Driscoll’s (2000) What? Gibbs (1988) Reflective model

What? [300 words] Description [100 words]

So What? [300 words] Feelings [100 words]

Now What? [300 words] Analysis & Evaluation [400 words]

Conclusion [150 words]

Action Plan [150 words]

Conclusion [50 – 100 words]

Overview of your discussion To conclude, there is limited research evidence to suggest that understanding learning preferences will enhance academic learning skills. However, anecdotal evidence explored from my own experience and that of others suggests that there is some counterargument to this.

Highlight the key points Despite the lack of evidence to support the use of learning preferences to guide the novice as they enter the world of academic learning, I have argued that an understanding of how I learn has been a positive experience and one that I intend to pursue.

NO NEW INFORMATION

References 5 – 7 references

Appendices You could include the reflective model of your choice Any other supporting information e.g. learning preference questionnaires

Integrating quotes and paraphrases What have I learned from this idea? How am I using it in my essay?

Link in… Introduce

(As) X argues / contends / states / demonstrates / claims / suggests / points out…

Group

A number of studies have shown that… / Recent research has pointed to the fact that…

Expand

These ideas have been further developed by X who argues that… / Moreover/furthermore/in addition, X argues that…

Opposing ideas

Another perspective on this is that… / However, X highlights the fact that we must also consider… / On the other hand, X does not account for the issue of ___, which Y argues is…

…and link out. Implications

This suggests / implies / means / demonstrates that…

This points to / highlights / emphasises the fact that…

Practical applications

Therefore, in practice we must consider… / To me, this means that I must consider… / In the classroom, this would mean that… / This suggests that practitioners must be aware that…

Your standpoint

Therefore, it is arguable that………..

Given this, it is arguable that…

In considering………………, it is evident that………….

Compiled by Annie Jamieson Learner Development Unit 2010 http://www.brad.ac.uk/learner-development/

Academic Keywords

Account for Give reasons for; explain why something happens

Analyse Examine in very close detail; identify important points and chief features

Comment on Identify and write about the main issues, giving your reactions based upon what you have read or heard in lectures. Avoid purely personal opinion

Compare Show how two or more things are similar. Indicate

Contrast Set two or more items or arguments in opposition so as to draw out differences. Indicate whether the differences are significant. If appropriate, give reasons why one item or argument may be preferable

Critically evaluate

Weigh arguments for and against something, assessing the strength of the evidence on both sides. Use criteria to guide your assessment of which opinions, theories, models or items are preferable

Define Give the exact meaning of. Where relevant, show that you understand why the definition may be problematic

Describe Give the main characteristics or features of something, or outline the main events

Discuss Write about the most important aspects of (probably including criticism); give arguments for and against; consider the implications of

Distinguish Bring out the differences between two (possibly confusable) items

Evaluate Assess the worth, importance or usefulness of something, using evidence. There will probably be cases to be made for and against

Examine Put the subject ‘under the microscope’, looking at it in detail. If appropriate, ‘critically evaluate’ it as well

Explain Make clear why something happens, or why something is the way it is

Illustrate Make something clear and explicit, giving examples or evidence

Interpret Give the meaning and relevance of data or other material presented

Justify Give evidence which supports and argument or idea; show why decisions or conclusions were made, considering objections that others might make

Narrate Concentrate on saying what happened, telling it as a story

Outline Give only the main points, showing the main structure

Relate Show similarities and connections between two or more things

State Give the main features, in very clear English (almost like a simple list, but written in full sentences)

Summarise Draw out the main points only (see ‘Outline’), omitting details or examples

To what extent Consider how far something is true, or contributes to a final outcome. Consider also ways in which the proposition is not true. (The answer is usually somewhere between ‘completely’ and ‘not at all’)

Trace Follow the order of different stages in an event or process

Source: Stella Cottrell (2008) The Study Skills Handbook. 3rd edn. Basingstoke:

Palgrave, p. 179.

Power words to help you demonstrate your skills and attributes…

Accelerated Designed Delivered Introduced

Accomplished Determined Demonstrated Invented

Activated Developed Invested Restricted

Acquired Devised Investigated Reviewed

Addressed Directed Launched Revised

Administered Discharged Led Revitalised

Advised Disposed Lightened Saved

Amplified Distributed Managed Scheduled

Analysed Diversified Maintained Selected

Anticipated Documented Measured Set Up

Applied Doubled Merged Shaped

Appraised Edited Minimised Simplified

Appropriate Effected Modernised Solved

Approved Eliminated Monitored Specified

Arranged Enacted Observed Staffed

Assessed Enforced Obtained Standardised

Assimilated Engaged Operated Started

Augmented Enlarged Originated Stimulated

Authorised Established Performed Streamlined

Averted Estimated Pioneered Strengthened

Avoided Executed Planned Strengthened

Bought Expanded Positioned Structured

Built Expedited Predicted Studied

Centralised Extracted Prepared Succeeded

Combined Familiarised Presented Surpassed

Compiled Forecasted Prevented Supported

Completed Formed Processed Superseded

Composed Formulated Procured Supervised

Computed Generated Produced Surveyed

Conceived Guided Programmed Taught

Concluded Implemented Promoted Terminated

Condensed Improved Proposed Tested

Conducted Improvised Proved Tightened

Consolidated Inaugurated Published Translated

Controlled Increased Purchased Treated

Converted Initiated Recommend Trimmed

Corrected Installed Redesigned Tripled

Counselled Instigated Reduced Uncovered

Created Instructed Recruited Unified

Cultivated Insured Regulated Utilised

Decentralised Integrated Rejected Unified

Decreased Interpreted Related Wrote

Defined Intervened Renegotiated Reorganised

Resolved

Useful phrases for writing essays - Bachelor students 2006

This list is not exhaustive, but has been designed to give students the basic phrases that they can use to

structure their essays coherently. Do not overuse these phrases, and make sure that your essays have

plenty of interesting and relevant content.

Section 1: General Essay Phrases

A. Introductory remarks.

It is generally agreed today that...

In approaching this issue, one should...

Nowadays, it is scarcely possible to...

The business world offers us numerous examples of...

B. Developing the argument

The first aspect to point out is that...

Let us start by considering the facts.

C. The other side of the argument

It would also be interesting to see...

One should, nevertheless, consider the problem from another angle.

Equally relevant to the issue are the questions of...

D. Balancing views

One should always remember that...

One should, however, not forget that...

We could perhaps go further and ask ourselves whether...

E. Conclusion

The arguments we have presented... suggest that.../ prove that.../ would indicate that...

From these arguments one must.../ could.../ might... conclude that...

All of this points to the conclusion that...

F. Ordering elements

Firstly,.../ Secondly,.../ Finally,... (note the comma after all these introductory words.)

If on the one hand it can be said that... the same is not true for...

The first argument suggests that... whilst the second suggests that...

G. Adding elements

Furthermore, one should not forget that...

In addition to...

Moreover...

H. Accepting other points of view

Nevertheless, one should accept that...

However, we also agree that...

I. Personal opinion

We personally believe that...

Our own point of view is that...

J. Others' opinions

Experts...

... believe that

... say that

... suggest that

... are convinced that

... point out that

... emphasise that

According to some experts...

K. Introducing examples

Take for example...

To illustrate this point one need only refer to...

L. Introducing facts

It is... true that.../ clear that.../ noticeable that...

One should note here that...

M. Saying what you think is true

This leads us to believe that...

It is very possible that...

In view of these facts, it is quite likely that...

N. Certainty

Doubtless,...

One cannot deny that...

It is (very) clear from these observations that...

O. Doubt

All the same, it is possible that...

It is difficult to believe that...

P. Accepting other points to certain degree

The decision was a good one. Nonetheless,...

One can agree up to a certain point with...

Certainly,... However,...

It cannot be denied that...

Q. Emphasising particular points

The last example highlights that fact that...

Not only... but also...

We would even go so far as to say that...

R. Moderating, agreeing, disagreeing

By and large...

Perhaps we should also point out the fact that...

It would be unfair not to mention that fact that...

One must admit that...

We cannot ignore the fact that...

One cannot possibly accept the fact that...

S. Consequences

From these facts, one may conclude that...

That is why, in our opinion, ...

Which seems to confirm the idea that...

Thus,.../ Therefore,...

T. Comparison

Some experts suggest..., whereas others...

Compared to...

On the one hand there is the firm belief that... On the other hand, many people are convinced that...

Section 2: Phrases For Balanced Arguments

INTRODUCTION

It is often said that...

It is undeniable that...

It is a well-known fact that...

For the great majority of people...

We live in a world in which...

A number of key issues arise from the statement. For one...

One of the most striking features of this problem is...

First of all, let us try to understand...

The public in general tend to believe that...

THESIS

The first thing that needs to be said is...

One argument in support of...

We must distinguish carefully between...

The second reason for...

An important aspect of the problem is...

It is worth stating at this point that...

ANTITHESIS

On the other hand, we can observe that...

The other side of the coin is, however, that...

Another way of looking at this question is to...

SYNTHESIS

The fact of the matter is surely that...

The truth of the matter is simply that...

On balance, we can safely say that...

On reflection, it seems more accurate to say that...

If one weighs the pros and the cons of the case, one soon realises that...

In the final analysis...

CONCLUSION

What conclusions can be drawn from all this?

The most satisfactory conclusion that we can come to is...

To sum up... we are convinced that.../ ...we believe that.../ ...we have to accept that...

Final Notes

1. Overuse of "very."

Be careful not to overuse the word "very." You may be penalised for exaggerating a point in your

essay, so use this word sparingly to qualify another adjective or adverb.

2. The word "thing"

A lot of confusion arises, and a lot of bad style arises, from the way students use the word "thing."

Avoid this word as much as possible and replace it as often as possible with the name of whatever

you are referring to.

Examples:

x One thing that needs to be said...

-> One point that needs to be made...

x Many things can be said against trade unions.

-> One can criticise trade unions for the fact that...

3. Style and grammar

a. "And..."... "But..."

Avoid starting a sentence with "And' or "But." Although there are instances where one might do so, it

is generally not such a good idea.

b. "-ing"

Avoid starting a sentence with an "-ing" form. Although there are instances where this is possible, most

students get these structures wrong, so unless you are absolutely certain about what you are doing,

keep to more standard structures.

c. Commas, and "that"

Typically German phrases that contain a "..., dass" do NOT contain commas in English.

Examples:

DE: Es ist klar, dass... (with comma)

GB: It is clear that... (No comma)

DE: Man muss auch zugeben, dass...

GB: One has to admit that...

March, 2006

Useful Linking Words and Phrases For Essays

To indicate a contrast:

however on the other hand alternatively in contrast instead

conversely on the contrary in fact rather in comparison

another possibility - but better/worst still

despite this in spite of nevertheless notwithstanding

for all that yet although all the same

To provide an illustration

for example that is that is to say for instance say

in other words namely such as as follows

typical of this/such on such a typical/particular/key example

including especially not least in particular notability

chiefly mainly most importantly

To extend a point

similarly equally likewise too also

furthermore Indeed in the same way

besides above all as well in addition

To show cause and effect/conclusion:

so therefore accordingly thus hence then

as result/consequence resulting from/in consequence of this

in this/that case consequently because of this/that

for this reason owing to/due to the fact

it follows that this suggests that accepting/assuming this

in conclusion it might be concluded from this this implies

in short to conclude in all in brief

To show the next step:

first(ly) second(ly) to begin/start with in the first/second place

first and foremost first and most importantly

another then after next afterwards third(ly)

finally ultimately lastly last but not least

From: http://web.apu.ac.uk/stu_services/essex/learningsupport/OL-EssayWrting1.htm

http://web.apu.ac.uk/stu_services/essex/learningsupport/OL-EssayWrting1.htm

Learner Development Unit 2008 http://www.brad.ac.uk/learner-development/

Descriptive Writing Critical Analytical Writing

States what happened States what something is like Gives the story so far States the order things in which

things happened Says how to do something Explains what a theory says Explains how something works Notes the methods used Identifies why the timing is of

importance Says when something occurred States the different

components States options Gives the reasons for selecting

each option Lists details Lists in any order States links between items Gives information

Identifies the significance Evaluates strengths and

weaknesses Weighs one piece of information

against another Makes reasoned judgments Argues a case according to the

evidence Shows why something is

relevant or suitable Indicates why something will

work best Identifies whether something is

appropriate or suitable Weighs up the importance of

the component parts Evaluates the relative

significance of details Structures information in order

of importance Shows the relevance of links

between pieces of information Draws conclusions

Writing at level 5 and level 6

Level 5

The skill of questioning is highlighted in many texts as a key element of a cognitive

behavioural approach (CBA). Timmins and Brown (2007) suggest the quality of an effective

intervention can be measured by the skill of the questioning. The use of open questions has

been a feature of effective information gathering in many health and social care settings

(Hurst, 2009). Westbrook, Kennerley and Kirk (2007) argue that practitioners using a

cognitive behavioural approach should be skilled in the use of Socratic questioning. Socratic

questions are defined by Westbrook, Kennerley and Kirk (2011) as the cornerstone of

cognitive therapy and Grant, Mills, Mulhern & Short (2007) argue they cement the

interaction between practitioner and client. Socratic questions can be utilised throughout

the entire process of CBA including assessment and formulation, psycho education and

eliciting automatic negative thoughts (Wells, 1997). However Nelson (2003) cautions

against the use of repetitive questions that may irritate the client.

Level 6

The skill of questioning is highlighted in many texts as a key element of a cognitive

behavioural approach (CBA) (Grant, Mills, Mulhern & Short, 2007; Westbrook, Kennerley and

Kirk, 2007; Blackburn and Davidson, 1995). Westbrook et al (2007) argue that therapists

should be skilled in the use of Socratic questioning. The importance of Socratic questioning

is also well documented within CBA literature (Grant, Mills, Mulhern & Short, 2007;

Westbrook, Kennerley and Kirk, 2007; Blackburn and Davidson, 1995; Padesky, 1993).

Westbrook, Kennerley and Kirk (2011) define a Socratic question as a question that the

client has the knowledge to answer. Importantly Padesky (1993) highlights that the client

may not know that they have the knowledge to answer the question, hence the need for a

gentle and sensitive exploration. Wells (2003) promotes the importance of engendering

curiosity in both the practitioner and the client. This type of questioning is not without its

problems. Padesky (1993) in her keynote speech describes the frustration of students of

CBA at not simply having a list of useful Socratic questions that can be learnt and used. She

argues it is only with experience and a degree of humility that practitioners know which

questions to ask. There is also concern amongst some writers that the emphasis on Socratic

questioning can diminish the importance of other types of questions. Blackburn et al (1995)

discuss the importance of using direct questions which require short answers. They

particularly emphasise the use of this type of question when assessing risk issues.

Turkington and Siddle (1998) suggest a number of useful questioning techniques when

working with a person with psychosis. They argue that the skill of questioning in CBA is that

of ‘asking questions of appropriate depth and pace while maintaining an attitude of non-

confrontation and non-collusion’ (Turkington and Siddle, 1998: 237). Importantly for

Turkington et al (1998) the correct type of question may not be a Socratic question when

working with psychosis. Brown (2009) also suggests that Socratic questions will need to be

framed differently when working with young people.

Learner Development Unit 2009 http://www.brad.ac.uk/lss/learnerdevelopment/

This is an extract from a student assignment on a Management of Change topic. The

student presents a clear description of William Bridge’s four-stage theory of individual

change. However, critical thinking is often about evaluating or analyzing ideas like

this. What questions might the student have posed or ask to begin to challenge the

theory?

William Bridges (1980) discusses the process of individual change by presenting four stages:

disengagement, „disidentification‟, disorientation and disenchantment that individuals must pass

through to move into the transition state and effectively change.

The first stage of disengagement involves breaking with the old organizational practices and

behaviours. Typical human responses exhibited will be refusal to engage with the change process,

running away, quitting, seeking a transfer or taking early retirement, absenteeism and withdrawal

of interest. After making the break, individuals need to be more flexible and recognize that they

are not who they were before.

This is the second stage of „disidentification’ in which individuals tend to hang onto the past and

have a distorted view of the future. This takes place when the individual‟s values and something

he identifies with are removed e.g. specific tasks, location, team, expertise and there seems to be

nothing equivalent to replace it.

Disenchantment is the third stage of individual change in which individuals further clear away the

“old,” challenge assumptions and create a deeper sense of reality for themselves by recognising

that what once was is no more, something which they once valued has been taken away.

Disenchantment is often associated with anger which is easier to deal with when expressed directly

and if suppressed may come out in more indirect ways.

In the fourth stage of individual change, disorientation individuals feel lost and confused. This is

a very necessary but unpleasant state as individuals move into the transition state and to a new

beginning. Disoriented people lose sight of where they fit in and what they should be doing and

have trouble making sense of the new order of things.

The reactions to change described above are typical human responses during uncertainty and change.

FROM DESCRIPTION TO ANALYSIS

Imagine you had William Bridges sitting next to you now. What questions would you like

to ask him to clarify or explain his ideas to you?

Write your questions in the space below.

Learner Development Unit http://www.brad.ac.uk/learner-development/

The Strategic Questions of

Critical Analysis

What? How?

Who? When?

Why? Where?

What…exactly is being said? How…did they come to their conclusions?

You need to make sure you understand any arguments being

made before you start forming your own views and judgments.

What method did they use for their research? Could someone

else follow their process step-by-step? Are these methods

likely to produce reliable results? Could the research be

influenced more by opinion than evidence?

Who…has written (or said) this? When…was this written/said?

What organisation or individual? Are they an expert in the

topic? What is their authority in this field? How can you tell?

Some work done a long time ago is still valid but its validity

might be lessened, challenged or cancelled by recent research

or new perspectives.

Why…have the authors written this? Where does the material come from? Where is it focused?

What are they aiming to achieve? Could they have their own

agenda? How can you tell? Is there any obvious bias?

Is the source trustworthy? Where does it collect its data or

theory from? Is this relevant to what you are researching?

(Adapted from Woolliams, M., Williams, K., Butcher, D. & Pye, J. (2009) ‘Be more critical!’ A Practical Guide for Health and Social Care Students. [Online] Oxford: School of

Health and Social Care, Oxford Brookes University, available from: http://shsc.brookes.ac.uk [Accessed 26th November 2012].

http://shsc.brookes.ac.uk/

Learner Development Unit

http://www.brad.ac.uk/learner-development/

Typical phrases for reflection

Importance Timing Similarity / difference

For me, the most significant aspect was

Previously, I thought [did not think]

[This] is similar to [x] because…

important elements were

Initially, I noticed [did not notice]

This is unlike [x]

relevant experiences are/were

At the time, I felt [did not feel]

In contrast to [x] I learned that...

earning resulted from…

I subsequently, questioned [did not question

In [x] I learned ...., however on reflection, during [y] my main learning was...

Cause / result Conclusion / overall Action plan

could be explained by…

This knowledge is essential to me as a learner [because…]

As a next step, I need to…

[Alternatively,] [This] might be because of…

This understanding could be important to me as a practitioner [because…]

I have not sufficiently developed my skills in x, thus I will...

[Equally,] is perhaps due to…

I am not yet confident about [x],

If I encountered a similar situation in future I would...

is probably related to…

I have significantly developed my skills in…

In order to improve I will ...

study skills and research awareness workshop - gov.im · 1. the examination will test the...

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