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Faculty of HealthSchool of Nursing and

Midwifery

Study Skills Guide

2015-2016

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Study Skills Learning Package

Contents

Introduction to the package…………………………………………………………………………………………………….... 3

Introduction to the Study Skills Package................................................................................................3

The Health Library.................................................................................................................................4

Student Support and Development Services (SSDS)..............................................................................6

Learning how to Learn – Self-Assessment.............................................................................................9

Developing your Study Skills................................................................................................................13

Reading Strategies...........................................................................................................................13

Note-taking......................................................................................................................................14

Learning from listening....................................................................................................................16

Assignment Writing at University Level...............................................................................................17

Some basic rules on academic writing:............................................................................................17

What is academic style?..................................................................................................................18

How to plan and structure your work..............................................................................................19

Effective use of spelling, punctuation and grammar.......................................................................23

Referencing – APA (6th edition) Style...................................................................................................24

Keele University Academic Regulation 8 and 8.12...............................................................................31

Examinations.......................................................................................................................................32

Presenting and Participating in Seminars and Discussions..................................................................35

Numeracy............................................................................................................................................36

References / Further Reading..............................................................................................................38

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Introduction to the Study Skills Package.This package has been produced to help you identify further resources to help you with your learning. It includes information about Keele University’s approach to teaching and learning, for example; how you can develop distinctive Keele nursing or midwifery graduate attributes and where you can find further support outside of the School of Nursing and Midwifery to help you with your studies. Learning in the School of Nursing and Midwifery will include reading literature from a range of sources, writing assignments and studying individually and in groups. There is information in this package to help you with all of this. In addition there is a large section on how to write references in support of your work. Whether you are writing an essay or presenting a slide show you will need to show you can reference the evidence you have used correctly. This package will show you how. You do not need to read the package from start to finish – use it as a resource when and where you need.

The first section indicates the aspects of the distinctive Keele graduate.

The Distinctive Keele Graduate

Becoming a Distinctive Keele Graduate Keele was founded on the principle that a different kind of university education was needed, one which produced distinctive graduates, who were able to balance essential specialist and expert knowledge with a broad outlook and independent approach. Keele remains committed to these founding principles.


Further detail on the Distinctive Keele graduate can be accessed through the following web links: http://www.keele.ac.uk/distinctive/keelesgraduateattributes/

The Health Library For many students the Library is synonymous with study - it can be a place to study and escape to the quiet. It offers access to key course reading material either in printed format or electronically. Electronic resources can be accessed from the library and from home. Assistance is available to help you improve your own information literacy skills required for researching assignments.

Orientation

As a member of the Health Faculty you have automatic access to library facilities at both the Clinical Education Centre and the Main Campus. Full details of the services provided by each, and a collection of useful links specific to your subject are available on both Library websites:

Health Library www.keele.ac.uk/healthlibrary/ Main Campus Library www.keele.ac.uk/library/

Additional assistance can also be found on the library pages of the Keele Learning Environment (KLE). Here you will find a number of useful presentations, guides and links including the library induction, help with literature searching and referencing.


http://www.keele.ac.uk/depts/li

http://www.keele.ac.uk/depts/li/hl

Athens

Athens is your gateway to electronic resources when working from home. You will receive your Keele Athens login details (via email) and your NHS Athens details when you start your course. Each institution subscribes to different resources.

Walk in access to NHS Athens resources is also available at the Health Library; please ask at the counter for details.

If you have any queries regarding Athens please contact:

Keele Athens: Neil Carter [email protected] NHS Athens: Cheryl Kent [email protected]

Top Tip:

Why not use ‘My Athens’ www.athensams.net/myathens/ to manage your favourite resources for quick access. Here are some suggestions to get you started:

Keele resources

Remember to check Keele journals A-Z http://www.keele.ac.uk/healthlibrary/find/journals/ if looking for a reading list article.

EBSCOhost databases - Where you search for journal articles (CINAHL, BNI, Medline, PsychINFO)

Dawsonera, MyiLibrary & NetLibrary – All electronic books are listed on the Library catalogue http://opac.keele.ac.uk/

Primal Pictures anatomy.tv – Interactive anatomy guide

RefWorks – Reference management package

Web of Knowledge – Web of science database

ZETOC - Table of contents alerts, reference checking)

Click on the PDF of HTML link or look out for the Check SFX for full text logo to access it online. You will need your Athens login to access articles if working from off campus. Alternatively you can search the catalogue to find the printed version of an article and make a photocopy or request and Inter Library Loan (ILL).

Training

Over the course of your study, Library staff will provide the following courses as part of your time-tabled curriculum:

Library Induction + Health Information on the Internet Internet Detective – Making the most of online resources


http://opac.keele.ac.uk/

http://www.keele.ac.uk/healthlibrary/find/journals/

http://www.athensams.net/myathens/

mailto:[email protected]


Biology exam: get prepared Basic Literature Searching Advanced Literature Search Critical Appraisal of Research

Optional courses are also available to supplement you studies, and can be used as a forum to raise any problems your may encounter.

The following timetable courses can be booked via the Health Library website:

Literature searching (ebscohost databases) Literature searching (Search 2.0) Rapid Critical Appraisal (qualitative research and systematic review) Refworks (citation management) Current Awareness: Keeping up to date in your field Health Information on the Internet Cochrane Library

Literature search training using the Keele databases is held every week, ask at the library for further information. Ad hoc assistance is also available; enquire at the counter or at the Help Desk.

Student Support and Development Services (SSDS) The Student Support and Development Services Department provides much of the support that you might require whilst you are studying here at Keele. We offer a wide range of support, information and specialist services, all of which are designed to enhance your student experience. We should be your first port of call if you are looking to maximise your potential and make the most of your student experience. Just get in touch!

SSDS encapsulates a number of different departments including: Student Learning Disability and Dyslexia Support Critical Incident Support Counselling and Mental Health Careers and Employability The Student Services Centre

For more information go to www.keele.ac.uk/ssds or call in the Tawny building on Keele University campus.


http://www.keele.ac.uk/ssds

The Student Learning Team

The Student Learning team provide students with academic, professional and personal skills development, training and guidance. After all, developing these skills is a vital part of your university experience for use at Keele and beyond

The services offered by Student Learning are as follows: The Write Direction service - Individual study skills tutorials held at main

campus and the Clinical Education Centre designed to allow you to work on your academic development. We offer expert one-to-one advice on a wide range of topics including essay planning and structuring, writing style, note-taking, dissertation skills, reflection, time management, presentation skills and plagiarism.

Tune In Workshops - The Tune IN calendar is where you can find information about a range of development opportunies, activities and sessions. These activities are part of our Distinctive Academic Curriculum, our Co-curriculum and our Development Strand

Online Skills Development Resources - You can work though the materials and activities on the Development Strand module of the KLE. These bespoke online materials are fully realised learning objects for you to engage with and develop your own skills in your own time.

Additional Opportunities – The Tune In CalendarThe Tune in calendar is an online calendar of training and development workshops provided by the following services:

Student Learning Careers and Employability Counselling and Mental Health Support The Health Library Keele Campus Library and Information services

These workshops are completely free to attend and you can attend as many or as few as you like.

Getting in touchThese services will all be available on main campus and at the Clinical Education Centre. To find out more:

Visit www.keele.ac.uk/studentlearning Email [email protected] to book Write Direction appointments or for

further information. Go to the following link to book a place on one of our workshops:

http://www.keele.ac.uk/studentlearning/tuneincalendar/ Follow us on Twitter: @KeeleSL (www.twitter.com/keelesl)


https://openathens.keele.ac.uk/oala/login/keele

http://www.twitter.com/keelesl

https://twitter.com/keelesl

http://www.keele.ac.uk/studentlearning/tuneincalendar/


http://www.keele.ac.uk/studentlearning

Learning how to Learn – Self-Assessment Do you have the key skills to support your university studies?

The self-assessment exercise found below is based on the kinds of skills you will develop whilst at University. You may already have some of these skills and this self-assessment enables you to identify these.

The outcomes of your self-assessment may act as a basis for seeking support and guidance from your Personal Tutor, Small Group Facilitator (SGF), and Module Lead. Alternatively, you may want to contact the Health Library or Student Learning team which provides an extensive list of study skills support and training (see pages 9-11).

Assess yourself against the following statements by ticking the most appropriate of the squares marked 1 to 4.

4 - strongly agree 3 - tend to agree 2 - tend to disagree 1 - strongly disagree

Communication – reading

4 3 2 1 I feel confident about my reading ability especially for studying

4 3 2 1 I am able to use different reading strategies (e.g. skim scan, read in depth)

4 3 2 1 I feel confident about researching a topic through books, journals etc.

4 3 2 1 I am good at recording information e.g. making notes from written information when doing research for projects, assignments etc.

4 3 2 1 I feel confident about researching and interpreting information from sources such as charts and diagrams


Communication – writing

4 3 2 1 I am confident that I can produce written material e.g. essays which express my ideas clearly

4 3 2 1 My written work is structured and I develop ideas and arguments logically

4 3 2 1 I am confident about my spelling, grammar and punctuation

4 3 2 1 The notes I take from lectures, demonstrations etc. are clear, understandable and of use to me

4 3 2 1 I always proof read and check my written work for spelling and errors

Communication – spoken

4 3 2 1 I feel confident at explaining ideas and concepts to people who are new to me and who are at different levels

4 3 2 1 I am confident in discussions and make relevant points

4 3 2 1 would be able to give presentations and use resources to make them interesting to other people

4 3 2 1 I am good at listening to other people's ideas and summarising the main points

Team Work

4 3 2 1 I enjoy working as a member of a team

4 3 2 1 I try to make sure that I contribute in a way which helps us achieve our goal

4 3 2 1 I can accept constructive criticism when working in a team

4 3 2 1 I try to encourage other team members to contribute when working in a team

4 3 2 1 I am aware of how other people perceive me when I am working in a team


Managing my Learning

4 3 2 1 I know my own strengths and weaknesses when learning and studying

4 3 2 1 I plan and organise my time to make sure that I meet deadlines

4 3 2 1 I plan my revision and am well prepared for exams

4 3 2 1 I appreciate and act upon constructive feedback from other people

4 3 2 1 I am good at reflecting, evaluating and making changes when things have not worked out

Numeracy

4 3 2 1 My basic numeracy is good

4 3 2 1 I am able to work with fractions, decimals, percentages and approximation

4 3 2 1 I am able to use mathematical formulae

4 3 2 1 I can construct and interpret graphs, charts, tables and diagrams

4 3 2 1 I can carry out complex calculations using a calculator


Information Technology

4 3 2 1 I can do basic word processing including saving and amending text and printing

4 3 2 1 I am confident in using CD-ROMs and databases for study

4 3 2 1 I am able to use a wide range of software applications

4 3 2 1 I am confident in using the Internet for study

4 3 2 1 I can create spreadsheets and databases

Problem Solving

4 3 2 1 I usually know when a problem exists and can explain what the problem is

4 3 2 1 I enjoy the challenge of analysing and solving problems

4 3 2 1 When faced with difficult decisions I can handle them well

4 3 2 1 I can usually identify and choose the best solution from a range of possibilities

4 3 2 1 If I have difficulty understanding a problem I try to get help as soon as possible

Key skills self assessment completed


Developing your Study Skills...

Reading Strategies Reading is an entirely developable skill. As your course is likely to make extensive use of directed and self-directed study methods, you will need to develop flexible and efficient strategies for locating and making optimum use of printed (and audio-visual) material. Some possible strategies are outlined in the following sections.

You may have rated books, academic and professional journals as having most use; however, newspapers and general interest magazines often carry up to date information on health related matters, and often report the findings of health research in an accessible way.

Some help with speeding up:

Your reading speed is exactly that: your reading speed.

As long as you are understanding research and able to manage your workload there is no need to speed up whatsoever. However, should you wish to increase your reading speed the following resources are very helpful.

Books:

Tony Buzan is often credited as being the ‘inventor of the mind-map’. However, he also has a series of excellent publications around developing speed reading techniques.

Find The Speed Reading Book in the Health Library at shelfmark LB1050.54. Buzan, T. (2003). The Speed Reading Book. London: Pearson Education

Online resources:

The following websites are particularly useful for electronic sources such as journal articles and webpages:

Spritz is a technology which puts each word one after the other, highlighting the middle letter in red. This allows some people to greatly increase their reading speeds. Try it out: www.spritzinc.com

Readsy uses the Spritz technology but allows you to upload PDF and Text files into it: www.readsy.co


http://www.readsy.co/

http://www.spritzinc.com/

http://encore.keele.ac.uk/iii/encore/record/C__Rb1490832__Sbuzan__P0%2C10__Orightresult__X4;jsessionid=F940BD8AB765F127836F8B3F1FE8D0EB?lang=eng&suite=cobalt#.VW7Jxs9VhBc

http://www.readsy.co/

http://www.spritzinc.com/

Note-taking In order to maximise learning, you will need to develop your own way of recording, storing, accessing and using information and ideas gathered from reading and listening (for example, from lectures, seminars, discussions and media resources)

The most commonly used forms of note taking are

Detailed prose summary: Where an attempt is made to record the majority of what has been read, in the order in which it was written.

Linear notes/bullet points: Where a note is made of the key points from the text, in the order in which they are written.

Spray/pattern/spider diagrams/mind maps: A visual representation of what has been read whereby a key word is written in the centre of the notes page and related concepts written around it. Relationships between words/concepts can be indicated by means of connecting lines and arrows. See below for an example of a mindmap.

(Image from: Jay, R. (2010) Uses of DST Mindmap. [Electronic version]. retrieved 3/6/15 from: https://creativecommons.org/licenses/by-sa/2.0/ )


https://creativecommons.org/licenses/by-sa/2.0/


Activity A: Now select two different sources of written material and read them each for one minute. This time, try out two different forms of note taking and aim for minimum words with maximum comprehension

Method1:

Method 2:

Learning from listening Taking notes from listening is more difficult as it requires prolonged periods of concentration.

In many cases, lecturers or fellow students will assist in the note-taking process by providing key points on projectors, whiteboards, flipcharts, or by providing a handout. However, in some cases the use of such aids interferes with the process of listening; one is distracted from listening to, interpreting and recording the speaker's words in a way which is personally meaningful by the activity of copying down the speaker’s notes.

It is usually more effective to make your own notes, or at least to add explanatory detail to what you have copied down, than to assume that the notes that were meaningful to one individual will be meaningful to you at a later date.

Similarly, a lecturer or fellow student's provision of handouts should not imply that notes need not be taken. The handout should be seen as supplementary to your own notes.


Activity B: Find a time to listen to a serious programme on the radio (or TV/video) without distractions. Listen for at least 30 minutes. Make notes on the programme using whatever note-taking method seems most appropriate.

Practicing making notes from video and audio sources is a great way of preparing for your classes.

Assignment Writing at University LevelIn order to write successful assignments you need to understand the following:

Some basic rules of academic writing What academic style is How to plan and structure your work Effective use of spelling, punctuation and grammar

Some basic rules on academic writing: These simple rules will ensure your academic writing is solid and professional

Rule number 1: Do not use slang or informal phrasing: for example refer to children as children, not kids. Use your assignments as an opportunity to use subject specific vocabulary and terminology, demonstrate what you have learnt.

Rule number 2: Do not use contractions: Ensure you expand contracted words such as wouldn’t, couldn’t and shouldn’t. State them fully and see how much more professional and authoritative your work will sound:

Nurses shouldn’t use contractions in their writing.

Nurses should not use contractions in their writing.

Rule number 3: Support your claims with evidence. It is common for students to make claims from things they have read or heard without stating where they got the information from. Your argument will be stronger backed up by evidence and it will protect you from any allegations of plagiarism or academic misconduct. See the difference it makes:

Nurses should not use contractions in their writing.

Nurses should not use contractions in their writing (Lillis, 1997).

Rule number 4: Write your academic assignments in third person. This will help establish an objective voice which is essential in conveying academic arguments, see the difference:

I feel that this demonstrates the impact of the Francis Report (2010).

This demonstrates the impact of the Francis Report (2010).


What is academic style?In addition to the content and structure of an essay, attention should be given to the academic style in which it is written. The following points are worthy of consideration:

Simplicity

There is no particular merit in using long or obscure words where simple ones will do. Similarly, excessively long sentences serve only to confuse the reader and obscure the communication. Of course, it will be necessary to include technical terms relating to your discipline, which is acceptable, provided that they are defined and explained. Where possible resist using the synonym function on word processing packages, longer words do not equal more marks.

Person

The use of the first person singular - I / me - should be avoided in academic writing, as should the substitution of ‘the student’ or ‘the author’ for ‘I’. Writing should be in the passive rather than the active voice (see below) in order to avoid this.

N.B. There are some instances where writing in the first person is acceptable or even encouraged, such as reflective writing or professional development diaries. Course/module lecturers should provide clear guidance whenever this is acceptable.

Passive voice

A sentence such as 'I noticed while working in the clinical area that my mentor involved patients in discussions relating to their care' (first person singular/active voice) would be better written as 'The mentor was observed to involve patients in discussions relating to their care' (passive voice). Writing in the passive voice may seem awkward at first, but like any skill will become easier with practice.

Abbreviations

It is acceptable to use abbreviations provided that the full version is given the first time that the term is used. For example:

'Patients in the High Dependency Unit (HDU) receive high quality care from experienced staff. It is HDU policy to provide training courses for all clinical staff''.


How to plan and structure your work

Comment: In almost all essay titles, the first task is to identify and define the verb (and any associated adverb) that directs the writer's course of action.

Verbs found in essay titles fall into two broad categories – those that require mainly description, and those that require application, analysis, evaluation and creation.

These latter generally require more of the writer and normally imply the construction of an argument. That is, evidence in support of and against a point of view must be provided, and a conclusion drawn from the argument.

Adverbs explain the way in which the activity (verb) should be done. For example, ‘describe briefly’ and ‘critically evaluate’


Activity C:Imagine that the following are essay titles.Highlight or underline the word or words in each title that instruct the writer exactly what to do.

Critically evaluate some of the techniques used to measure attitudes to health education.

Describe briefly the major physiological mechanisms involved in stress.

"Play is merely an excess of energy. It has no function". Discuss.

Compare and contrast any two theories of pain perception.

Activity D: Look back at the essay titles and attempt to define the meanings of the verbs and associated adverbs in each.


Activity E:

Define the verbs below in a way that clearly directs the writer to a particular course of action.

Outline

Describe

Trace

State

Define

Identify

Compare

Contrast

Examine

Summarise

Discuss

Analyse

Assess

Evaluate

Interpret

Planning and structuring an essay

Planning the structure of an essay / report is as important as, if not more important than, writing it.

Many well-researched essays / reports containing detailed content fail to achieve a good grade because the material has not been structured in a logical way, therefore making it impossible to follow the writer's intentions, thought processes or line of argument.


Activity F:

Select one of the essay titles in Activity C (no knowledge of any of the topics is assumed). Using the standard essay plan below, suggest briefly what might be included in each part of the essay.

Introduction

Main body

Conclusion

Introductions:

You should aim to state how you will answer the question, (sometimes described as ‘signposting’) and justify the approach you are planning to take. Some simple rules:

Maintain a professional and clinical tone. Provide a clear outline of what your paper will do. Detail the theory/methodology you will use explicitly.

Main body:

The plan for the main body should list the ideas which will form the main argument. An effective structure to use throughout the main body of your assignments is the PEAL structure:

Point: State the point of your paragraph clearly and professionally. Evidence: Bring in published evidence to reinforce your point and reference it

correctly. Analysis: Why is your point important? Why is the evidence important? You

need to analyse your statements to ensure their importance is spelled out to your marker.

Link: Link back to the assignment question or to your next point.

Note: This structure is not exhaustive but merely a suggestion, also feel free to reorder the above.

Conclusions:

The conclusion should not include new material, but should refer back to the initial question and suggest an answer, no matter how tentative. Here are some do’s and don’t’s of effective conclusions:

DO:

Summarise main points Answer the ‘so what?’ question and establish why your conclusion is important. Mirror your introduction to consolidate the structure of your paper in the readers

mind.

DON’T:

Introduce new ideas in your conclusion. Allow emotion to slip back in to your writing – remain critical.

You could now try to write plans for the other essay questions.


In some cases, you may include in appendices material that might otherwise detract from the flow of your essay. For example, in the ‘play’ essay, you might include a table showing types of play that occur at different stages of a child’s development as an appendix, if this is relevant to the argument you have constructed.

Effective use of spelling, punctuation and grammarThese are important and should always be checked either manually or by using checking facilities on a word-processing package.

Remember, though, that spell-checking facilities will not pick up words correctly spelled but used in the wrong context; for example, a word processor’s spell checker would accept all the following sentences:

'Students should make an appointment with their tutor to discuss their progress'

'Students should make an appointment with their tutor to discuss there progress'

'Students should make an appointment with their tutor to discuss they're progress'

Students can often get into difficulty using apostrophes, commas, semi-colons, colons and even full stops. The following resources are all helpful guide to using grammar and punctuation correctly:

Lynn Truss’s (2003) best-selling book ‘Eats, shoots, and leaves’ makes many punctuation difficulties very clear, in a humorous and accessible way.

University of Bristol: The following resource allows you to explore how you use different punctuation marks and effective grammar in your assignments: http://www.bristol.ac.uk/arts/exercises/grammar/grammar_tutorial/page_41.htm

University of Reading: A comprehensive guide to using punctuation and grammar that will help your writing become stronger: http://www.reading.ac.uk/internal/studyadvice/StudyResources/Writing/sta-grammar.aspx

Massey University: The following resource demonstrates how to achieve third person writing. Very useful if you tend to put “I” in academic writing: http://owll.massey.ac.nz/academic-writing/1st-vs-3rd-person.php

They also have a good resource around effective reflective writing, available from: http://owll.massey.ac.nz/assignment-types/reflective-writing.php

English Tenses: The following website offers an extremely comprehensive view of how to use tenses appropriately in your work: http://www.englishtenses.com/


http://www.englishtenses.com/

http://owll.massey.ac.nz/assignment-types/reflective-writing.php

http://owll.massey.ac.nz/academic-writing/1st-vs-3rd-person.php

http://www.reading.ac.uk/internal/studyadvice/StudyResources/Writing/sta-grammar.aspx

http://www.reading.ac.uk/internal/studyadvice/StudyResources/Writing/sta-grammar.aspx

http://www.bristol.ac.uk/arts/exercises/grammar/grammar_tutorial/page_41.htm

Referencing – APA (6th edition) StyleReferencing is how you provide the source of information, ideas, quotes, concepts, definitions etc, so that the reader knows where that information has come from and also enables them to look that reference up themselves.

Why do we need to reference?

In academic writing, it is essential to state the sources of ideas and information. Such “references” allow readers to refer back to the sources themselves if required. There are 5 main reasons for providing references;

1. Acknowledging a source is a courtesy to the person whose idea or words you have used or referred to

2. By giving the source you make it clear to the reader that you are not trying to pretend somebody else’s work is your own (you are not plagiarising someone else’s work)

3. The source helps your readers to find the original texts or webpages to read themselves if they wish

4. If you need to check something later, the reference will help you find it again

5. People will have more confidence in your assertions if they know where your information comes from. Thoroughness in referencing suggests that you will also have been thorough in checking your facts

When do you need to give a reference?

You must give a reference whenever you use a source of information;

1. As your inspiration (in general), i.e. if you make a statement e.g. “increased anxiety worsens asthma”. How do you know that? You must have read it somewhere and research has been done in this area to prove this statement. Therefore when making such a statement, you provide a reference at the end of the sentence, e.g. increased anxiety worsens asthma (Jacobs, 2010).

2. As the source of a particular theory, argument or viewpoint e.g. in an essay on reflective practice you may write; ……the author will reflect on this using the Gibbs Model of reflection (Gibbs, 1998).

3. For specific information, such as statistics, examples or case studies, e.g. in the UK there are 5.1 million people who suffer from asthma (Asthma UK, 2006), of these, it is estimated that 3.8 million are below the age of 16 years (DH, 2008).

4. For direct quotations (reproducing the author’s own words), such as writing a definition out. For this you would put the direct quotation in “quotation marks” and then reference the author, date of publication and also the page number(s) where the direct quote has been taken from

5. For texts and electronic information which you paraphrase rather than quote


In academic writing it is essential that you read around the subject area, therefore you will have to refer to this literature when you are writing your essays, reports etc. The literature could be in the form of books, journal articles, abstracts from conferences, clinical guidelines and protocols, newspaper articles, information from web sites e.g. MENCAP, BHF etc.

All of this information has to be referenced in a structured and consistent format, of which there are a variety of different referencing systems used. In the School of Nursing and Midwifery we use a sub class of the Harvard system called APA (6 th edition). The APA style of referencing uses parenthetical references e.g. (Garnier, 2004) in the body of the text and then the reference list at the end is alphabetical.

Before moving onto outlining the rules of Harvard APA style referencing, it is important to clarify a few terms;

Paraphrase: is a rewording of an author’s ideas into your own words. It demonstrates an understanding of the material and is often used to support your own arguments

Direct quote: is when an author’s exact words are borrowed. It is used when another author expresses an idea in a way you feel should not be changed, for example, a definition. How to do it;

1. Reproduce the original text exactly and put it in “quotation marks”. Any changes to the quote must be placed in [square brackets]

2. Use direct quotes to reinforce your own ideas, not to introduce or make new arguments

3. Use quotes sparingly as too many can break the flow of the written text up.

Summary: is a brief account, in your own words, of what an author says. How to do it;

1. Follow the same order of ideas as the original text

2. Remain true to the original author’s intent

3. Any of the author’s key terms must be put in “quotation marks” or italics

Reference list: this is a list of references you have used in your piece of written work. This list should be in alphabetical order for the APA style of referencing

Bibliography: this is a list of everything you have read, even if you haven’t made reference to it in your written text. It will include all your background reading materials

Harvard APA Style of referencing.

There are two distinct aspects of a reference:


1. In text; where you have used a quote, idea, theory etc., which has come from another author. Here you put the author’s name and date: (Jones, 1990).

2. In the reference list; which is at the end of your essay. The reference list provides the full detail of all the references you have used in your written text/essay and for the APA style, is in alphabetical order.

In Text Referencing.

In text references include the author’s surname and the year of publication; in brackets. E.g. (Grove, 2008). Your full stop always comes at the end of the sentence after the reference.

Page numbers must always be included if you use direct quotes e.g. “The expectations varied according to the subjects studied” (Grove, 2008, p. 234)

You can write your references in the text in two ways

Method 1: Citation at the end of the sentence e.g.

Asthma in the UK is increasing (Brown, 2011). Note the full stop goes after the reference.

Method 2: It can also be part of the sentence e.g.

Brown (2011), reported that asthma in the UK is increasing. Note when the reference is part of the sentence only the date of

publication is put in brackets.

Rules for multiple authors:

If you have two authors, your reference as part of the sentence should include the word “and” e.g.

Smith and Brown (2009), noted an increase in the number of admissions.

If the reference is at the end of the sentence it would include “&” rather than the word and e.g.

There is an increase in the number of admissions (Smith & Brown, 2009).

If there is between 3 and 5 authors, then you list ALL of the authors the first time you reference them, then use “et al” after that in the text. In the reference list et al should never be used and all the authors have to be listed.e.g.


The incidence of childhood obesity is increasing (Smith, Dawson, Richards & Stanton, 2009)….. after that is should be (Smith et al., 2009). Note the full stop after al. This is because it is an abbreviation.

As part of the sentence you always use et al. e.g.

Smith et al (2009), noted the increase in childhood obesity.

If there are more than 5 authors you always use et al in the text each time.

If there is no author, such as a clinical guideline or protocol, then the group etc who wrote it or devised it are the authors. This may be a hospital trust or a guidelines group.

E.g.(North Staffordshire Guidelines Partnership, 2011)

If you are using an indirect source, such as something by one author which is out of a book or journal of another, e.g.

Smith argues that effective care is crucial (as cited in Bryce, 2006, p.43).

In this case only the Bryce reference would be in the reference list at the end.

Finally, if you are making reference to multiple sources at the end of a sentence, then they have to be alphabetical e.g.

Diabetes care has improved over the past 10 years in the UK (Brown, 2006; Jennings et al., 2005; Smith, 2010).

If you have references by the same author they go in chronological order (date order) e.g.

(Brown, 2006; Smith, 2006; Smith, 2009; Thompson et al., 2005)

By doing this they will appear in the text in the same order as in the reference list at the end of your piece of writing.

If an author has published more than one source in the same year then you label them a,b,c etc. This is common with the Department of Health. It is therefore written in the text as (Department of Health, 2008; Department of Health, 2008a) etc. It will also be written in the reference with the same lower case letter attached as in the text ( a,b,c etc).

Quoting direct text: If you take a direct quote from another piece of written text, then you have to include it in double quotation marks (‘’ ‘’) within your written text. You also have to provide the page number from where it was taken in the in text reference.

e.g. Brown stated that ‘’poor hygiene was the primary cause of infection’’ (2000, p.3).


OR

It is considered that ‘’poor hygiene is the primary cause of infection’’ (Brown, 2000, p.3).

Reference List.

The reference list appears at the end of your work and MUST contain ALL the sources that you have made reference to in your written piece of work.

The list is written in alphabetical order, by the author’s surname. Only the initials of the author’s first names are used, other full first names. E.g. you don’t write Brown, John…. You write Brown, J.

Multiple works by the same author should be listed by the publishing date with the oldest first.

If the author is a group or organisation, then that title should be written in full e.g. Department of Health not DH. In the text the first time you use such a reference you have to write it in full and then you can abbreviate it after that when you use it again. E.g. Department of Health (DH), 2009. The next time you use this reference in the text you can just write DH, 2009. You always write the full title in the reference list.

The reference list should have a definite space between each of the references so that they are easy to read, and should only be single line spaced.

The source of the reference, i.e. either the title of the book or the name of the journal article should be highlighted by putting it in Italics. It should not be in bold.

Book reference

The information provided should be:

Author, initials., (date of publication). Title of the book (italics). Place of publication: publishers details.

Note where you put full stops, commas and colon.

Roberts, F.A. (2010). How to write an essay. London: Kingfisher Publishers.

If you have more than one author the format is;

Roberts, F.A., Smith, P., & Jones, A.B. (2011). How to pass your exams. New York: Big Publishers.

If it is an edition of a book the format is;

Strunk, W., & Jones, A.B. (2013). How to be a nurse (3rd ed.). New York: Macmillan.

If you are using a chapter out of a book, then the format is;


Inman, J.A., & Summal, D.N. (2003). Mentoring in the ward environment. In M.A.Pemberton & J. Kinsey (Eds.), Mentoring and supervision in clinical practice. (pp.177-189). London: Blackwell Publishers.

Note that the source in the above case is the original book that the chapter has been taken from. Also note that in the cited book the initials of the authors come BEFORE the surname rather than after. You also include page numbers of the chapter.

Electronic Book reference.

For electronic books the format is identical to normal/paper books, apart from adding ‘electronic version’ in square brackets immediately after the book title.

Roberts, F.A. (2010). How to write an essay [Electronic version]. London: Kingfisher Publications.

Journal article.

The format is;

Budd, L.J. (2011). How to take a blood pressure. Nursing Times, 76(4), 653-659

Here the name of the journal title is highlighted, not the title of the article. This is then followed by the volume number (76) and the issue number (4) and then finally the page numbers. Note that some journals only have a volume number but no issue number. In this case the reference would read 76,653-659

Electronic journal articles.

Electronic journal articles, which are duplicates of the printed version, the format is identical to that of the printed version. The only difference being that ‘electronic version’ is placed in square brackets immediately after the journal title.

Budd, L.J. (2011). How to take a blood pressure [Electronic version]. Nursing Times, 76(4), 653-659

Newspaper article.

The format for this is;

Klien, M. (2012, April 23). New wonder drug to treat piles. Evening Sentinel, p.4

Internet resources.

Many sources of information are available on the internet. This is recognised in the way these sources of information are referenced. Here you need to provide the web address and the date that you accessed this information. You also need to provide the Digital


Object Identifiers (DOI’s) where available DOI’s are assigned to documents by some publishers. This system is used to label documents in the digital environment, so that if the information about that document changes over time, such as where it can be found, the DOI does not change. Where the DOI is available you make reference to this rather than the web site/address

e.g.

Vanden, G., Knapp, S., & Doe, J. (2001). Role of soap in clean feet. Journal of Washing. 5, 117-118. Retrieved October 15, 2012, from http://jw.org/articles.html

Vanden, G., Knapp, S., & Doe, J. (2001). Role of soap in clean feet. Journal of Washing, 5, 117-118. doi:10.1016/j.nedt.2001.06.001

OR

British Thoracic Society. (2010). Childhood asthma; information for parents. London:BTS. Retrieved January 4, 2012, from http://bts-thoracic.org/patientleaflets.html

British Thoracic Society. (2010). Childhood asthma; information for parents. London:BTS. doi:11.2345/bted.2010.87.002

Conference presentations/paper.

e.g.

Newman, J. (2012, September). The State of the NHS. Paper presented at the annual RCN leaders conference, London, UK.

Personal communication

Name (date). Subject area discussed. [personal communication].

Some technology to help - RefWorks:

RefWorks is online reference management software (no need to install on your computer). It is accessible wherever you have an internet connect and is completely free to members of Keele University.

The Library and Health Library provide free training courses on how to use RefWorks and a range of online support resources: www.keele.ac.uk/library/find/refworks

If you are using RefWorks to create your reference list, then once you have saved your article references from your literature search in a file, you can press the button ‘create bibliography’, you will then be asked to ‘select an output style’. Press on the drop down button and select ‘APA 6th; American Psychological Association, 6th edition’. This is the referencing style outlined in this handbook.


http://www.keele.ac.uk/library/find/refworks

http://bts-thoracic.org/patientleaflets.html

http://jw.org/articles.html

Keele University Academic Regulation 8 and 8.12

You may have become aware of ‘plagiarism’ and ‘cheating’ mentioned during your studies. Plagiarism and cheating are very serious academic offences and Keele University will act on any allegation using process and procedures.

To learn more about plagiarism, utilise Keele University’s StudyWrite resources, accessed via: http://www.keele.ac.uk/swp/plagiarism/story.html

Regulation 8 – Examinations and Assessments applies to all assessment and examinations contributing to the final award. For professional and health related studies this applies to both theory and practice elements of your programme.

Full detail regarding Academic Regulation 8 can be found at:

http://www.keele.ac.uk/regulations/regulation8/

Regulation 8.12 - Unacceptable work and Academic Misconduct

Regulation 8.12 gives Keele University’s definitions of academic misconduct regulations in relation to plagiarism and examination.


Activity:It is very important that you have a thorough understanding of Keele University’s Academic Regulation 8.12 Unacceptable course work and Academic Misconducthttp://www.keele.ac.uk/regulations/regulation8/#d.en.19990

The Keele University: Student guide to plagiarism regulations can be found at:http://www.keele.ac.uk/depts/aa/landt/docs/guidetoregs.pdf

http://www.keele.ac.uk/regulations/regulation8/

http://www.keele.ac.uk/swp/plagiarism/story.html

In addition to any penalties as detailed in Regulation 8.12, proven cases of academic misconduct will also be referred to the relevant Director of Studies, the Head of School, and may also be referred to the School Health and Conduct Committee, and the University Fitness to Practise Committee.

Examinations

Revision

To revise literally means 'to see again', and is a process which in ongoing throughout the course.

It does not imply new learning, or the memorising of huge chunks of information. Examinations are much more likely to test understanding than memory. Revision strategies are linked to learning styles and are, therefore, individual.

However, many students find it useful to make a revision timetable, identifying periods of time available within each week and the topics to be studied within them.

As with all studying, it is important to be in an appropriate environment with the minimum of distractions, and to allow sufficient time so that last minute 'cramming' is unnecessary. A balance of studying, sleep, exercise and leisure should be maintained during the revision period.

Timing

Writing under timed conditions is generally more stressful than constructing an assignment in one’s own time.


Activity: Suggest two ways in which the skill of writing under timed conditions could be developed


Activity: Suggest two ways in which the skill of writing under timed conditions could be developed

The examination

Be prepared!

To a large extent, the guidelines for planning and writing essays apply to the reading, interpreting, planning and answering of questions on examination papers.


Activity: What checks you will need to make to ensure that you are well prepared on the day of the examination?

Activity:

What would be the most useful first action upon turning over an examination paper? What actions should be carried out next, before beginning writing?

Activity:

Imagine that the following question has been set in an examination and must be answered in one and a half hours, commencing at 10.30 a.m.

' Compare and contrast the strategies required to write an essay in one's own time with those required to sit an examination under timed conditions'.

Spend no less than 10 minutes and no more than 20 minutes writing a plan for answering this question, giving precise timings for each component.

Comment: Many examination answers are unsuccessful because candidates have not answered the question - usually because they have 'latched on' to a key word or phrase and written what they know about that topic, without tailoring it specifically to the precise question.


Activity:

How could this be prevented?

Activity:Find a definition of a seminar.

What are the advantages and disadvantages of learning from a seminar as opposed to learning from a lecture?

What are the responsibilities of a person presenting a seminar paper?

What are the responsibilities of the people participating in the presentation of a seminar paper?


Activity: Give four reasons why health care professionals need to be numerate:

Presenting and Participating in Seminars and Discussions

Numeracy

Comment: You will, no doubt, have identified many aspects of your work that require measurements and/or calculations to be performed accurately and safely (e.g. drug administration, weighing and measuring patients). However, health care professionals also need to be numerate in order to be able to interpret data, estimate resource requirements, manage budgets, and so on. Unfortunately there is considerable evidence to suggest that this is an area in which some practitioners are lacking, which can have serious consequences for patients/clients. The following exercises allow you to revise your knowledge of basic numerical concepts.


What is an SI Unit?

Complete the following tables:

Quantity SI Unit Symbol

Length MetreKg

MoleL

EnergyPa



Prefix Symbol Number ValueMega- M Million 1 000 000

Kilo-

Centi- 0.01

Milli- m

Micro- Millionth

SummaryNow that you have completed this package you should have a clear idea of the skills required for success in the academic components of your course. Further guidance will be provided as required by module leaders and personal tutors.

References / Further Reading American Psychological Association. (2009). Publication Manual of the American Psychological Association (6th ed.). New York: APA.

American Psychological Association. (2009). Concise Rules of APA Style. New York: APA.

Coben, D., & Atere-Roberts, E. (2005). Calculations for nursing and healthcare (2nd ed.). Basingstoke: Palgrave.

Cottrell, S. (2008). The study skills handbook. (3rd edition). Hampshire: Palgrave Macmillan.

Davis, N., Clark, AC., O’Brien, M., Plaice, C., Sumpton, K., & Waugh, S. (2011). Learning Skills for Nursing Students. Exeter: Learning Matters Ltd.

Gatrell, C. (2006). Managing part time study: a guide for undergraduates and postgraduates. Maidenhead: OUP.

Gillet, H. (1990). Study Skills. A guide for healthcare professionals. London: South Bank University.

Gimenez, J. (2007). Writing for nursing and midwifery students. Basingstoke: Palgrave McMillan.

Greetham, B. (2008). How to write better essays (2nd ed.). London: Palgrave McMillan.

Hargreaves, S (Ed.). (2007). Study Skills for Dyslexic Students. London: Sage

Hohl, J., Priest, H., & Roberts, P (Eds). (2010). Healthcare research: a textbook for students and practitioners. Chichester: Wiley Blackwell.

Hutchfield, K. (2010). Information Skills for Nursing Students. Exeter: Learning Matters Ltd.

Knowles, J., & McGloin, S. (2007). Developing critical analysis skills in academic writing . Nursing Standard, 21(52),: 35-37.

Lloyd, M. (2007). Developing academic writing skills: the PROCESS framework. Nursing Standard, 21(40), 50-56.

Price, B., & Harrington, A. (2011). Critical Thinking and Writing for Nursing Students. Exeter: Learning Matters Ltd.

Pritchard, A. (2008). Studying and Learning at University: vital skills for success in your degree. London: Sage.

Robson, C. (2007). How to do a research project: a guide for undergraduate students . Malden Mass: Blackwell.


Rugg, G., Gerrard, S., & Hooper, S. (2008). The Stress-Free Guide to Studying at University. London: Sage.

Truss, L. (2003). Eats, shoots and leaves: The zero tolerance approach to punctuation. London: Profile.


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