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Tutor Thread 4 – Reading and Comprehending Scholarly Articles No unread replies.No replies. In their self-assessments, many students indicated they struggle with reading, comprehending, paraphrasing, and summarizing college-level reading material such as scholarly articles. This post will provide some explanations, curated resources, and tips to help any student improve their reading comprehension skills, while Tutor Thread 5 will focus on paraphrasing and summarizing. {Hetpful hint: lf you have trouble with paraphrasing and summarizing, you probably need ta work on reading and compreh*nding as welf). The resources here are sequenced from foundational to more advanced skitls. Build Your Vocabulary httpq:{lwww,vqqabu!ary.Sqryll {Links tq an exlernaj siteJ The primary rea$on many students have difficulty with reading comprehension is that the passage has too many words they don’t understand. Students will often just skip over the words they don’t know, but this will usually result in failing to comprehend the important ideas as well as having trouble recalling what was read. Whether you preview the article to identify these words ahead of time or sirnply look them up as you go, if fs essential thatyou loak up every ward yau don’t understand. In addition, the more you interact with the new words, the better you will retain them. One way to do this is by not only looking up the words but also writing or typing the definitions and reviewing them daily until they “stick”. Another appraach is to use a website like Vocabulary.com. Here, you can sign up far a free accaunt, work with preselected vacabulary lists, or build your own vocabulary lists. The website will give you opportunities to interact with the words using games and quizzes until you master them. Beyond the Dictianary When it comes to vocabulary specific to the human services field, it may be necessary to go beyond a dictionary definition to actually find more detailed backgraund information. For example, compare and contrast these two definitions of the term “qualitative study.” 1. First Google search result: “Qualitati\/e rcsearch rs the pracess of collecting. analyzing, and interpreting nan-numerical data, such as language” (lVIcLeod, 2A19, para. 2). 2. Link to National Institutes of Health article appeared further down the Google search results page: Quaf itative research is a type of research that explores and provides deeperinsighfs into real-wot”ld pr*blems” lnsfead of callecting numerical data points ar intervene or introduce treatmenfsTusl tike in quantitative research, qualitative rcsearch helps generate hypatheses as well as further investigate and understand quantitative data. Qualitative researctt gathers participants’ experiences, perceptions, and behavior. lt answers the ttows and whys instead af how rnany cr how mucft. lt could be structured as a stand-alone study, purely relying an qualitative data ar it could be part of mixed-methods research that cambines quatitative and guantitative data. (Tenny et al. ,2A21, para. 1) The first definition was retrieved with a quick Google search (l had to go to the linked website to find the infornration necessary to cite it). However, lf I had no social sciences background, I weuld still be unclear on what qualitative research really means. ln the second definition, note that I scrolled through the search resuits to seek a rellabte source (your textbook could also be a good source of deiailed information about vocabulary terms). This source is rnore thorough and nuanced; in fact, the definition is a part of an in-depth article that gives a complete description, examples, and applications of quantitative research. After reading the article (and possibly looking up a few more vocabulary words while I do) I will arrive at a rnore profound understanding of the term. Critical Reading Strategies (6 minutes, 43 seconds) Spending tirne on vocabulary development is one essential component of active reading. However, even students with a strcng vocabulary may read passively, meaning they just read frorn beginning to end without interacting with the text, and this results in a failure to comprehend and retain information. They don’t read activeiy because they were never taught how to do this. This video describes specific techniques for active reading that can help any student. I especially like the note-taking suggestions. V?Pro tip: Whether to use paper and pencil/pen or an electronic device for note-taking is a matter of personal preference. Many people are more effective when they can wark with a printed page, write on it, and manipulate rt. If flipping thraugh electronic files and comprehending the material is challenging for you, please try printing the articles you are required to read so that you can highlight key information and write notes in the margins. An the other hand, if you do choose fo use a device for reading your materials, how will you take notes? You could write them on paper or type them in a separate document, but it would be more efficient to mark up the electranic document you are reading. The free Adobe PDF reader {used every time you read a PDF file) has toals for highlighting, as well as adding text nates or commenfs to the document. Just look for the tools in the task ribban that appears at the top of the page when you open the PDF fite. How to Read a Scholarly Article (2 minutes, 34 seconds) Scholarly articles can be intimidating for inexperienced readers because of their complex structure and writing style. However, if you have a system for approaching them, it can make a big difference in your comprehension. Try the techniques in this video and see if they work for you. References Mcleod, S. (2019, July 3A). What’s the difference between qualitative and q uantitative research? Simply Psychology. www. s i m ply psych o I ogv. o rslq u a I itativequantitative.html (Links to an external site.) Tenny, S. Brannan, G. D., Brannan, J. M., & Sharts-Hopko, N. C. (2A21, May 30). Qualitative study. National lnstitutes of $e se+rlo0ll. R.P+!’gle !F Chaase is ?rcven#i{g -*xual Y;orcA& Health. https://www. ncbi. nl m. n i h. sov/books/N BK470395/ ( Li n ks to an external site.) an-s and review each of the resources listed. Next, cho you need to read for this class and decid you are going to print or work with eiectronic docurnents when notetaking. Helpfltl hint: I wguldrl'{recommend chaosing a long article for # tritilT,*tr?y” I v i o te nce, – -wzwtF?rn9.-? Da bach of the’fo’llowing sfeps in order, writing either on a hard copy Wivclr+6 af the article with pen/pencil ar electranicatly on the afide file: 1. $can the article for unfamiliar words; highlight or circle the words you don’t know. 2. Look up the r-rnfamiliar words and add notes about the definitions. 3. Choose one term you want to understand in depth, tind a reliable source, and read more about it” 4. lmplement the critical reading strategies from the video: before reading, during reading (note{aking), and after reading. you may choose ane ar rnore of the note{aking methods, but at least one rnust be a method you’ve never used before. Don’t forget to jot down your before reading and after reading notes somewhere; they can go on the arlicle if you can fit them” 5″ Read the article again using the approach in the video How to Read a Scholarly Article. Be sure to note any new insights this helps you to oain. /\”g/ Reflect and write abcut your experience in your post. Your post should address the following: What was the topic of the article you chose for this exercise? Did you Lise a hard copy or did you work with the electronic file? ,,[Htlt-rrE – r- t- What were two or three of the unfarniliar words you highlighted, and which term did you study in more depth? How did this affect your overall comprehension of the article? Discuss how you used before reading, during reading, and after reading strategies. Which note-taking strategy(ies) did you use? How did the critical reading strategies affect your overall comprehension cf the article? Did you gain any additional insights a{ter re-reading the article using the steps in How to Read a Scholarly Article? – Which of the resources or strategies will you use in the future and ‘ Part G 6^copy of the artiCle with your notes. lf you used the electronic method, attach the file showing your highlighting and notes. lf ycu used the hard copy rnethod, attach photos of the pages. rni nirnun otr 2;Oo r’ilD8ds f6- teltt cl+’q+ions Rrfcrtttce L3+ rler€- aWropiqte. Assignrnent2: Family Genogram & Analysis lnstructions ln this assignrnent, you will appty your” knowledg” of ih” Bo,YgliB?’:fth by ffi ily ::,I,:#’fl ::::,1,n”*:: :”Sg ffil;lfii,il?f ; ffi r famil!. You will also analyze how your genogram can be used as a tool for assessment and interventisn and discuss your experience using it’ Your genogram should include at least three generations (your generation, [rr***’ generation, and grandparents’ generation]. lf you have children or a partner, ioLl should include thern as well, along with family members on both the maternal and paternal sides of your family. Please see the genCIgram examples found at the end of chapters 4,5,6, and 7 in yqul Mastering campetencies textbook and t&ps_e-irei-uded- in &rtodule 3 ,iDownload thcse ineluded in [Vlodule 3. Be sure to note the symbols, formattin g, and legends that can be used as a guide for your genoErarn {feel free to make modifications and be creative in your designi. Depending on your personal preference, you can draw your genogram and legend by hand or design your genogram using PowerPoint or Microsoft lfr/ord. You will want to create a detailed diagram that includes a legend, various symbols, short descriptions, and explanations of interaction patterns {similar to the examples used in the text). You will incorporate symbols for yourself, grandparents, parents, and other family members (e.g , your grandparents’and parents’siblings), inserting descriptors and first narnes {or pseudonymsj of key family members beside the symbols you use. You may also add any related persons who are a part of your extended family. Any unique patterns, including conflicts, substance abuse, mental illness, and the Iike, can be represented by trines and symbols (see examples in text). After you have completed your diagram, you will write an essay (three pages, double-spaced) describinE your farnily genogram. Be sure to use APA style, and include a title page, in-text citations, and a reference page (note that these pages do not count toward your three-page essay). You can use your textbook as your primary reference” lf you would like to use ffy/ additional references, acceptable sources for this paper could include peerreviewed journal articles and other academic textbooks and resources, You should address the followinq elements in your essay: 1. A description of the content in your family genogram (e.g., you can explain how your use of symbols and connecting lines represent the members of your family and the relationships within the family* providing details ahout the rnultigenerational processes that you have depicted in your diagram)” 2. An analysis of how your genCIgram relates to the ideas and concepts described in the textbook and other academic sources. 3. A personal reflection on the experience of creating your genograrn {including any new discoveries or insight you may have gained from this experience). 4. A discussion centered on hov’i your intergenerational family dynamics and key multigenerational processes and patterns {reflected in your genogram) could theoretically be associated with any personal limitations as a therapist. 8e sure to identify and analyze how your values, personality, reaction patterns, interpersonal styles. and nray affect slients. . a title pages . formal introduction . APA style headings ” ff COnClusion . APA style essay (minirnum of three and maximum of five pages) ‘ parenthetica ” a References page References ‘ textbaok or * other academic $ources (sptional)
Recent research in project studies showed an increasing attention towards the link between project management and flexibility. Project practitioners are exploring various governance arrangements that can make the project management more flexible. Capital engineering projects, especially large and complex, have often attracted criticism for their performance. A flexible project management approach could help mitigate issues such as environmental uncertainty, which in turn should aid towards better decision making.
The essence of a flexibility is to raise awareness of the changing and dynamic project environment. It is recognized that the complex and changing context of projects makes it impossible to make reliable predictions, and instead of predicting and correspondingly avoiding changes, changes need to be incorporated in the project. In other words: “the project manager should be empowered with flexibility to deal with unforeseen circumstances as they see best, and with the owner giving guidance as to how they think the project should be best achieved.”[1]
Your task
By considering the above, you are asked to produce a report that:
Please note: the report’s narrative should address the two points highlighted in orange above, not just a section.
The following structure should be used:
| Section |
| Introduction |
| Analysis |
| Recommendations |
Marking criteria
| Section | Weighting |
| Introduction | 15% |
| Analysis | 45% |
| Recommendations | 30% |
| Presentation | 10% |
Refer to the mark criteria below to understand how each section will be graded
Mark criteria breakdown
| Section | Weighting |
| 1. Introduction
The Introduction should briefly introduce: · The problem statement,
The standard/dominant project management approach for identifying risk is well illustrated by Kardes et al 2011. He used the following diagram below to illustrate such approach.
Problem with this approach, is the problem statement for this assignment.
An approach like this when used in Capital engineering projects, especially large and complex, have often attracted criticism because of their inflexibility.
When talking about the problem statement in the introduction please refer to this dominant/ standard approach illustrated in the diagram above ( paper attached above) and explain how this approach is inflexible and the consequences of this.
· The objectives of the report,
The objective Is to make a case that challenges the existing approach (the dominant/standard one), the one that challenges the existing approach needs to make the project management more flexible so project managers can cope with the ever-changing environment. Inflexibility is a significant problem in the standard/dominant approach mentioned above.
· provide insights regarding the report’s findings and · summarise the report structure.
|
15% |
| 3. Analysis
Using academic literature sources, address the following questions:
3.1 What is process flexibility, and how, if used, can improve the project management approach?
3.2 How can we make the project management process more flexible?
I propose when addressing this question to use ROR.
Real options reasoning (ROR) is as an ideal framework for futureproofing complex infrastructure,
which in turn will make the project management more flexible. (Please make sure this is correct its only my opinion)
The following academic paper talks about ROR and futureproofing
(Talking About Futureproofing: Real Options Reasoning in Complex Infrastructure Projects) by Ilias Krystallis, Giorgio Locatelli, and Niamh Murtagh)
3.3 Provide descriptive cases i.e., examples of how governance allowed for a more flexible project management approach.
Use past academic literature sources which contain examples when addressing this question. |
45%
(10%)
(20%)
(15%) |
| Recommendations
Your concluding section should:
|
30%
|
Presentation
|
10% |
| Total | 100% |
Word Count/Length
The paper should be 3,300 words (including tables, figures, reference list) in length. A 10% above the word limit is allowed. The paper should draw on theory and concepts and this must be referenced.
Written Analysis on WAWA
HELPFUL HINTS to incorporate in the relevant introduction section and analysis:
HELPFUL HINTS:
Please incorporate relevant facts and figures from the case study in the analysis just like last time.
An introductory paragraph on the company in terms of current positioning (avoid any generalized sentences such as” the company was found in x year) – the last sentence should tied to the analytical framework of the case analysis:
Create an Analytical framework that ties the entire analysis — Purpose of the case study analysis: EXAMPLE: “The following case study analysis conducts an holistic assessment to determine Lincoln Electric’s current organizational environment/structure and model of operations with the aim to identify internal and external factors that influence the company’s performance, growth, and its future success as a leading welding manufacturer.”
The introduction paragraph is followed by paragraphs on:
Apply strategic management frameworks
Primary Activities:
Secondary Activities:
Year 7 English Lesson – Identifying persuasive techniques and target audience in a print advertisement
Curriculum Standards
Interpreting, analysing, evaluating
Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose (VCELY379)
Transition
In the previous lessons, students will have learned; what is an advertisement, a range of persuasive techniques, and how to identify a target audience. In this lesson students will need to identify persuasive techniques and a target audience in print advertisements.
Learning Intentions:
Success Criteria:
Formative assessments (write a brief overview of formative assessment)
What are formative assessments? Formative assessments are….
Assessments should engineer learning environments to create student engagement and to ensure that the learning is proceeding in the intended direction (Wiliam, 2011)
Formative assessments is the data which is used to monitor the ongoing learning of students (Marsh, 2014)
Wiliam, D. (2011). Embedded Formative Assessment – practical strategies and tools for K-12 teachers (US ed). Solution Tree.
Marsh, Colin J. & Clarke, Maggie. & Pittaway, Sharon. (2014). Marsh’s becoming a teacher. Frenchs Forest, NSW : Pearson Australia
(Summary of assignment)
Using the Year 7 lesson listed above, I will describe and explain how the three different formative assessments; Think-Pair-Share, Peer-feedback, and Exit tickets can contribute to students’ ongoing learning. Moreover, demonstrate their effectiveness in pedagogical practice.
Formative assessment 1
Think- Pair-Share
Description
“Think-Pair-Share” is an assessment tool that has been around for many years and became highly regarded in Higher Education in the 1980s(Wiliam & Leahy, 2017). Think-Pair-Share is beneficial when getting students to cooperatively work together to think, talk, and articulate their own interpretations of a topic or concept.
The structure of Think- Pair- Share
(Wiliam & Leahy, 2017).
The application of Think-Pair-share to Year 7 English Class
Think-Pair-Share would be a useful tool to assess students understanding of persuasive technique and target audiences while proceeding to talk about print advertisements. For example, the teacher may pose the question, “Is print media the most effective form of advertising?” In the time given to think about this questions, students should begin to recall their understanding of what is an advertisement, the range of persuasive techniques that may be evident in print media and how they effectively target an audience. Students will the
Formative assessment 2
Peer Feedback
Formative assessment 3
Exit tickets
Bibliography
Wiliam, D., & Leahy, S. (2017). Embedded formative assessment (2nd ed.). Solution Tree Press.
Topic:
Patient Safety with Opioid Prescriptions
Description
Discuss issues with opioid prescriptions and how it threatens patient safety. Discuss ways to combat this issue including healthcare communication to increase patient safety. Peer reviewed references no older than 5 years.
Freire (1998), in his discussion of the relationship between teachers and students, noted that “an educational practice in which there is no coherent relationship between what educators say and what they do is a disaster” (p. 55). Post-Secondary Education has experienced several changes, which has led educational leaders to focus on enhancing the teaching quality. Some of these changes are the growing heterogeneous student population, the heavy reliance on modern technologies, and the increasing of tuition (Austin & Sorcinelli, 2013; Boyer et al., 2016). Thus, the pressure for excellent academic performance in higher education becomes profound with faculty members often compelled to be innovative and creative to deliver effective teaching (Kember & Kwan, 2000). Even more so during the pandemic requiring faculty members in Canada to suddenly shift to remote teaching. The feelings of the faculty members’ mission in that situation was best described by Hodge (2020) as being “instructional MacGyvers” who need to “improvise quick solutions in less-than-ideal circumstances” (p.). After almost two years of on-line education, teaching in the higher education is criticized for various reasons. The growing lists of concerns include lack of face-time between students and teachers; techno-centric models prioritized over face-to-face culture; concerns that complex and deep learning cannot be satisfactorily achieved without real-time classroom experience (Mostafa, 2012). Further, there are those who has questioned and continues to question the ability of universities to successfully fulfill their teaching mission, and they are not alone in this. Within universities, many faculty members also perceive that the online teaching is not an adequate education compared to the conventional learning. That has been observed when some post-secondary students in Canada demonstrated publicly claiming they want a ‘real’ education (p.). This event even took place on Toronto campus, recently, where students were asking for better education which is related to teaching effectiveness. With all of this, faculty members were urged to adapt and optimize their expertise by choosing the best fitting teaching approaches to achieve effective teaching.
Scholars such as Kane et al. (2002) suggest that comprehending the fundamental constituents of effective teaching in higher education is best achieved when teachers’ perspectives and actual practice in higher education are investigated. Unfortunately, tertiary research often relies on research from university teachers’ beliefs without examining their practices, which Kane et al. (2002) considered as “half of the story” (p. 107). Conversely, Kember and Kwan (2000) argue that significant alterations in the quality of learning and teaching would unlikely happen if lecturers’ perceptions of teaching are not well understood. Nonetheless, the examination of theories of teaching as well as faculty members’ perspectives about their teaching is key to guiding teachers in identifying, articulating and justifying their teaching approaches (Pratt, 2002). Therefore, proposed study aims to explore Canadian faculty members’ perspectives of effective teaching, their teaching practices, and the relationship between their teaching practices and their perspectives. This aim led to the following research questions:
Q1. How do faculty members in research-intensive universities perceive effective teaching?
Q2. To what extent are the faculty members’ practices aligned with their perspectives?
The present study aims to understand faculty members’ perceptions about effective teaching which can provide a clear picture of what is needed to enhance teaching in PSE.
There are definitions of key terms used in this study. Overall, literature shows there is no agreed-upon definition of effective teaching in post-secondary education (PSE) (Skelton, 2005). However, Gross Davis (1988) suggests that there are commonly cited characteristics of effective teachers at the tertiary level (i.e., instructors, academics, lecturers, and professors) can inform our understanding of teaching effectiveness. Gale (2007) suggests that there is a baseline competence shared by all successful teachers which includes: knowledge of their subject matter; an understanding of how to assess student learning; being up-to-date in their field; being excited about the material and the practice of teaching; being reflective and responsive; and the ability to foster critical engagement and active learning (p. 33). Based on this baseline, this research will examine effective scholarly teachers on “not only knowledgeable about their field but also well-informed with regard to the latest ideas about how the field is taught and how students learn the discipline” (Gale, 2007, p. 34). Another term examined in this study is academics’ perspectives. There is no perspectives in school …… The present study will adopt Pratt’s definition (2011) of a perspective on teaching as…………. (Use Pratt’s article page 1 -2)
The topic of effective teaching in higher education has been an area of great interest to me ever since I am a graduate student and an academic with more than 13 years of teaching in higher education. Although much of that experience had been in a developing country context (…….), my experience had been uniquely shaped, among other things, by having attended my graduate education in three different continents (….). It is my conviction that effective teaching is a universal goal for universities in our contemporary times. At present, post-secondary academics often determine the content and scope of what they will teach, then choose methods or strategies, instructional materials, and the e-learning technologies they believe will best help the learners to gain new knowledge, skills, and/or attitudes. As such, educators have the freedom as well as the responsibility to determine the purpose and outcomes of the learning activities (Zinn, 1990). These decisions are embedded in their teaching philosophies and practices. As such, knowing our philosophical views is important. And yet, many educators’ philosophies are often unrecognized and rarely expressed, though they may be understood implicitly (Elias & Merriam, 1980). Thus, I realize that to achieve effective education, there is a need to understand the beliefs that university academics hold about teaching in order to better understand their teaching practices and improve the practices of others. Draper (1993) asserts that an examination of our opinion, or philosophy-in practice, is more than an academic exercise. Our philosophy determines how we perceive and deal with our preferred teaching methods. I also agree with the notion expressed by Gale that “scholarly teaching presupposes improvement; embracing the idea that teaching can and should be enhanced through systematic understanding of practice” (p. 34). Gale (2007) argues that teaching excellence “requires more than knowledge, expertise and commitment to improving learning” but also “a scholarly approach to the practice of teaching and learning” which he refers to as “braided practice” (p. 32). By not being an outsider—I can be an impartial observer of events which transpired over a term and I can get engaged in meaningful and informed conversations with participants as they explored their own perspectives of teaching. I will be able to unravel the tangled distinctions between theory and practice in educational research.
For the purposes of my research, I plan to listen to, observe, and interact with the participants to gain an understanding of how they perceived their teaching philosophies through their own lived experience in the classroom. Therefore, the paradigm of inquiry to which this research adhered lay in the “shadow” of constructivism. Guba and Lincoln (1994) identified the aim of constructivist inquiry as “understanding and reconstruction of the constructions that people (including the inquirer) initially hold, aiming toward consensus but still open to new interpretations as information and sophistication improve.” (p. 113). Lincoln and Guba (1985) believed that what a person asserts to be real is a construction in the mind of the individual. Guba and Lincoln (1989) stated that constructions “do not exist outside of the persons who create them and hold them; they are not part of some ‘objective’ world that exists apart from their constructions” (p. 128). As such, faculty members can be considered as constructivists as construct knowledge about their teaching theories and practices in order to make sense of their experience (teaching) and, further, they continually test and modify these constructions in light of new experiences and circumstance such as the Pandemic.
In these two pages:
Make sure to relate to the topic using what has been written or other resources. Using page p. 181 and 182 in Kane el al (Why Study the Beliefs Academics Have About Teaching? )
Coursework 1 – Presentation (Learning Outcomes 1 & 2- 30% of the module mark).
Maximum of 10 slides excluding your title slide and reference list and up to 10 minutes of audio (in total for whole presentation).
Title and brief description a specific area of Infection Prevention Control (IPC) that is important to your work now (or previously).
Consider practice based and literature based rationale for your choice of IPC. Demonstrate original thinking, critical analysis and evaluation.
Use the materials from unit 10 to present your rationale.
Use the materials from units 2-7 to discuss the most relevant link in the chain of infection framework. Including an explanation to colleagues of what they should be doing to break that link and when, were and why.
Provide a script to support your audio
Coursework 2 – Essay (Learning Outcome 2 & 3 – 70% of the module mark).
Using a critical incident approach critically appraise applicable infection prevention and control protocols, taking account of contemporary issues and debates in this field.
Your essay should be structured in a formal academic manner with an Introduction, Main Body discussion and Conclusions, followed by a Reference List and (if necessary) Appendices. The Reference List and any Appendices are excluded from the word count.
On successful completion of this module, you will be able to:
Welcome to NURS 1450 Leadership and Management in Adult Nursing
You are about to qualify as an adult nurse which is a complex and diverse field of nursing. The scenarios in this workbook provide you with the opportunity to apply knowledge of professional issues to realistic scenarios that you may face in the workplace.
It is important that you discuss and relate leadership and management styles and other relevant material taught in the module within these scenarios. You are advised to refer and include the NHS Leadership Model. You may also wish to link the impact of COVID 19 to the issues you discuss in the workbook.
These scenarios relate to the following professional issues:
You should complete two reports centred around a discussion of the professional issue in relation to the outlined scenario. Professional issue 1. Care and compassion is compulsory, you may choose 1 other and for each:
You should refer to additional guidance provided by the Module leader in the assignment preparation sessions on the Module and on the Module Moodle shell.
Professional issue 1 – Care and compassion (compulsory)
Being unwell or admitted to a hospital can be an extremely stressful life event. Adult nurses are in a privileged position to support patients through this time by providing compassionate care. This scenario provides an opportunity for you to demonstrate your understanding of compassionate care in line with Standards for competence for registered nurses (NMC, 2018).
(50%)
It is the night shift and you are looking after a 70 year old man admitted with an exacerbation of Chronic Obstructive Pulmonary Disease. After handover you notice that his mouth appears very dry and he asks for some water. He tells you he hasn’t had anything to drink all afternoon. His water jug is full but he tells you he can’t pour it himself due to the shakes in his hand caused by his medication. You challenge the day staff about this as they leave who respond that it has been so busy they didn’t even get a chance for a break. They say that the ward should have a housekeeper who could make sure patients get fed and watered as it’s not really their job.
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Your discussion must centre around care and compassion.
Professional issue 2 – Time management and prioritisation
Time management and prioritising clinical demands are challenges you will face throughout your career as a nurse. Whether you work in the community or acute health setting you will face constant demands on your time which will require you to make many clinical decisions. This scenario provides an opportunity to demonstrate safe and effective clinical decision making in line with Standards for competence for registered nurses (NMC, 2018).
(50%)
You are a newly qualified nurse working in an acute medical ward. You receive handover for a bay of six patients. The health care assistant you are expecting to work with has not arrived on shift yet. Patient 1 (Mr Brown) is frail and confused and is wandering around the ward. The night nurse tells you he has been a nuisance overnight which has prevented her doing much of her work. Patient 2 (Mr Green) has just arrived from the emergency department with pneumonia. The night nurse hands over that he still hasn’t received his first dose of intravenous antibiotics yet. She states that he seemed quite short of breath when she admitted him but hasn’t had a chance to review him as she has been trying to get the Mr Brown back to bed. Patient 3 (Mr Black) is a surgical patient and is due to go to theatre this morning for an appendicectomy. Patient 4 (Mr Grey) has been admitted with acute sickle cell crisis. He is requesting some subcutaneous morphine which is prescribed. You looked after the two other patients yesterday and understand they are in a stable condition. Directly after handover the consultant arrives and asks you to attend the ward round.
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Your discussion must centre around time management and prioritisation.
Professional issue 3 – Risk management
There are many risks in healthcare. Nurses must be able to safely recognise and assess risks and instigate prevention strategies appropriately. Risk cannot be totally removed from healthcare and incidents may occur occasionally. Nurses must be alert to recognise incidents when they occur and immediate incident management including immediate management and reporting. This scenario provides an opportunity for you to demonstrate safe and effective risk management in line with Standards for competence for registered nurses (NMC, 2018).
(50%)
You are admitting a patient to the ward. She has been admitted with a urinary tract infection and you learn that she has a history of mild dementia. She is partially sighted and you are informed she has left her glasses at home. She has a history of falls both at home and on previous admissions. She seems anxious about coming into hospital but says she doesn’t want to be a burden on the nurses as she knows you are so busy.
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Your discussion must centre around risk management.
Professional issue 4 – Safeguarding
Working as an adult nurse it is likely you will come into contact with vulnerable patients. A working knowledge of safeguarding is crucial in order to recognise potential safeguarding issues and take appropriate action. This scenario provides an opportunity to demonstrate an understanding of safeguarding in line with Standards for competence for registered nurses (NMC, 2018).
(50%)
You are a newly qualified nurse working in a community district nursing team. You visit a patient at her home to dress a non-healing surgical abdominal wound. During the visit you notice she seems more quiet than usual. You notice some bruising on her right face. Her husband is present while you are doing the dressing and when you ask how she got the bruise he answers stating that she hit her face on the kitchen door, joking that she is very clumsy.
Your discussion must centre about safeguarding.
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Reference
Nursing & Midwifery Council (2018) Standards for competence for registered nurses. London, NMC. Available online @ http://www.nmc-uk.org/Documents/Standards/Standards%20for%20competence.pdf
Department of Health https://www.gov.uk/government/organisations/department-of-health
National Institute for Health and Clinical Excellence http://www.nice.org.uk/
NHS England http://www.england.nhs.uk/
NHS Improving Quality http://www.nhsiq.nhs.uk/
NHS Leadership Academy http://www.leadershipacademy.nhs.uk/
Nursing & Midwifery Council http://www.nmc-uk.org
ANS: