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Spring semester 2016
Editing the NMIH107
case study & preparing
for the NMIH105 essay
Dr Jeannette Stirling,
Senior lecturer,
Learning Development
Subject
Assessment
1
Assessment
2
Assessment
3
Assessment
4
NMIH105 Week 6 Essay
2000 wds
40%
Weeks 8 & 9 Group presentation
20 mins
20%
Exam Period Final exam
120 mins
40%
NMIH106 Week 9 In-class quiz
60 mins
20%
Week 10 Assignment
2500 wds
40%
Exam Period Final exam
120 mins
40%
NMIH107 Week 4 Case study
1500 wds
35%
Week 13 Case study
3000 wds
65%
Week 13
Nursing
Competency
Assessment
Schedule
NMIH108 Week 7 Health Behaviour
Change diary
1500 wds
60%
Exam Period Final exam
120 mins
40%
Does anyone want to revisit
any points from last week’s
seminar on the NMIH107
case study assignment?
Before we get started…
Proof reading & editing the NMIH107 case study
1. Check overall structure
2. Check your grammar &
punctuation
3. Check that you’ve addressed
the ‘technical’ aspects of the
assignment
Editing for structure
Can you clearly identify the
discrete sections of the
case study by the
suggested sub-headings?
Introduction
Discussion
Nursing care plan
Conclusion
Does each section address
the points in the checklist
on the next slide?
• Preview the key aspects of Kyle’s condition in paediatric terms?
• Briefly state the importance to a Nursing assessment & the development of a relevant care plan?
• Identify the main focus of your discussion?
Introduction
Approx. 250 wds.
• Provide an overview of how these 2 AoLs have been affected?
• Clearly explain how you’ll assess Kyle in relation to these AoLs?
• Prioritise Kyle’s initial care needs & then discuss how you will treat his symptoms?
Discussion: Breathing & controlling body
temperature
Approx. 600 wds.
• Identify ONE issue related to breathing OR controlling body temperature relevant to Kyle’s case?
• Formulate a plan / goal for improving the symptom?
• Clearly identify your strategies for achieving the plan?
• Evaluate the merit of the plan?
Nursing care plan
Approx. 400 wds.
• Summarise the key points emerging from your case study & the key learning from your research about prioritising & managing these particular AoLs in a paediatric context
Conclusion
Approx. 250 wds.
Checklist: does your ……
Editing for grammar & punctuation
Read through carefully &
check for:
Any problems with
sentences (sentence
fragments, run-on
sentences, & so forth);
that you have achieved
consistent noun-verb
agreement;
that your use of
apostrophes is elegantly
aware.
Remember that a complete, grammatically
correct sentence requires …
Subject (noun phrase) Verb phrase Object (noun phrase) Adverbial
Somebody broke the window last night
Essential Essential Essential Optional
Sentencing: the fragment…
Sentence fragments are strings of words that
have been punctuated as a sentence but are not
valid sentences;
that is, they do not contain all the elements
necessary to create a sentence.
Sentence fragments are usually incomplete ideas
Some examples from Nursing essays …
For example, low levels of education,
higher rate of domestic violence, and
young maternal age.
Describe and identify community
resources to assist in the prevention of
injury in the home.
Please
explain???
Completing the idea …
There are several reasons for this statistical difference;
for example, low levels of education, higher rate of
domestic violence, and young maternal age.
Before Mrs Wall is discharged it is essential to identify
community resources to assist in the prevention of future
injury in the home.
On the other hand, you don’t want to overpack …
Ensuring the patients maintaining an airway which
Mr Beto is clearly communicating ultimately his
breathing on his own and he has circulation.
This is called a run-on sentence
Ensuring the patients maintaining an airway
which Mr Beto is clearly communicating
ultimately his breathing on his own and he has
circulation.
It is important to ensure that the patient is
maintaining an airway. Mr Beto is
communicating clearly, breathing normally and
his circulation appears viable.
Matching your verbs to your subject or noun
Crookes and Davies (2006 p. 232) states
that questionnaires in research is defined
as a “printed self-report form(s) designed
to elicit information that can be obtained
through written responses of the
subject”.
Crookes and Davies (2006) state that
questionnaires in research
are defined as a “printed self-report
form(s) designed to elicit information
that can be obtained through written
responses of the subject” (p. 232).
Apostrophes?
Where do I go? Where DO I go???
The ‘Stolen Generation’ is well
documented throughout the literature and
the significant dissociation effects it has
on Indigenous Australian’s.
Nordby, Kjønsberg and Hummelvoll (2010)
argue that consumers rights and, indeed,
recovery, are improved by involvement of
carers in mental health care.
The ‘Stolen Generation’ is well documented
throughout the literature and the significant
dissociation effects it has on Indigenous
Australians.
Nordby, Kjønsberg and Hummelvoll
(2010) argue that consumers’ rights and
recovery, are improved by involvement of
carers in mental health care.
OR
OR
Evaluating resources / moving the discussion
along…
X states that…
X asserts that…
X points out that…
X takes the view that…
X concludes that…
X claims that…
X suggests that…
X observes that…
X proposes that…
X insists that…
However, Y argues that…
The evidence suggests
that…
Controlling the comic commas…
Leonora walked on her
head, a little higher
than usual. or
Leonora walked on, her
head a little higher than
usual.
The convict said the
judge is mad. or The convict, said the
judge, is mad.
Truss, L 2003, Eats, Shoots & Leaves, Profile Books, London, p. 97.
The driver managed to
escape from the vehicle
before it sank and swam to
the river-bank.
or
The driver managed to escape
from the vehicle before it sank,
and swam to the river-bank.
And finally … Are your in-text & listed references correctly formatted?
This type of a method has the potential to
introduce bias into the study as participants are
considered simply because they are available
and convenient at the time of recruitment
Crookes and Davies (2006, p. 100).
This type of a method has the potential to
introduce bias into the study as participants are
considered simply because they are available
and convenient at the time of recruitment
(Crookes and Davies 2006, p. 100).
This type of a method has the potential to
introduce bias into the study as participants are
considered simply because they are available
and convenient at the time of recruitment
(Crookes & Davies 2006, p. 100).
OR
OR
A Harvard style reference list looks like?
Australian Aboriginal and Torres Strait Islander Health Survey 2012-13, Australian Bureau of Statistics, viewed 28 August 2014, http://www.abs.gov.au/ausstats/abs@.nsf/mf/4727.0.55.001
Australian Institute of Health and Welfare, viewed 24 August 2014, http://www.aihw.gov.au/indigenous-australians/
Candlin, S 2007, Therapeutic communication. A lifespan approach, Pearson Education Australia, Frenchs Forest.
Goethals, S, Gastmans, C & de Castler, B 2010, ‘Nurses’ ethical reasoning and behaviour: A literature review’, International Journal of Nursing Studies, vol. 47, no. 5, pp. 635-650.
Harms, L 2007, Working with people. Communication skills for reflective practice, Oxford, Melbourne.
Sievert, D, Armola R, Armola M 2011, ‘Chlorhexidine gluconate bathing: does it decrease hospital-acquired infections’, American Journal of Critical Care, vol. 20, no. 2, pp. 166-170.
Silverman, J, Kurtz, S & Draper, J 2005, Skills for communicating with patients, 2nd edn, Radcliff Publishing, Oxford.
Sully, P & Dallas, J 2005, Essential communication skills for nursing, Elsevier Mosby, Sydney.
World Health Organisation, viewed 19 August 2014, http://www.who.int/mediacentre/factsheets/fs138/en/
NB: Note that the list is organised in alphabetical order.
It’s 3am & you need help NOW??? Go to our homepage & click on …
and check out our online resources: they’ll help.
Planning for the NMIH105 Essay: 2000wds
QUESTION:
According to the World Health Organisation (WHO) more than 900 million
international journeys are undertaken every year. Global travel on this scale
exposes many people to a range of health risks. Many of these risks can be
minimized by precautions taken before, during and after travel (WHO 2012).
Recently, the West African Ebola outbreak has been the largest, most
severe and most complex in human history. For more than a year, people
from all over the world have answered the call to work with WHO to
overcome this outbreak.
On the 9 June 2016 WHO declared the end of the most recent outbreak of
Ebola virus disease in Liberia. This announcement came 42 days (two 21-
day incubation cycles of the virus) after the last confirmed Ebola patient in
Liberia tested negative for the disease for the second time. Liberia now
enters a 90-day period of heightened surveillance to ensure that any new
cases are identified quickly and contained before spreading.
GOAL:
The goal of this assignment is for students to conduct library
research and to acquire knowledge and understanding about
the Ebola virus and safety precautions when travelling. The
students will develop an appreciation of health precautions and preventions surrounding the virus.
In the beginning …
Deep breaths. Focus. Scan the
terrain.
Plot your navigational points …
Analyse the task:
• PLAN each stage of your essay so that when you begin writing, you
can be fairly sure that you’re going to address all aspects of the topic.
Briefly map your plan of
action:
• WHAT will be the organising focus for your discussion ?
• HOW do you need to order your response?
Consider the terms of your topic:
• DO YOU UNDERSTAND the meaning of all the terms / ideas relevant to the task?
Do I understand the history and pathophysiology of Ebola (including varied strains) and its mode of
transmission?
Can I discuss the incidence and prevalence of reported cases of Ebola in Guinea, Liberia & Sierra
Leone, including the current estimated morbidity and mortality rates?
Can I clearly identify the incubation period of Ebola along with the current treatment methods of persons
affected by Ebola including vaccination options?
What are the three - 3 - objectives in the Phase 3 Ebola crisis identified by WHO?
Do I understand Objective one – 1 – of the phase 3 goals, including plans to accurately
define & rapidly interrupt all remaining transmission chains?
Planning your structure …
Next week …
Delving deeper
into the NMIH105
essay?
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