Ghisoni / Murphy Study Skills

For Nursing, Health and Social Care
Erscheinungsjahr 2019
ISBN: 978-1-908625-66-3
Verlag: Scion Publishing
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 224 Seiten

Reihe: Essentials

An accessible textbook to help students develop their study skills.

Study Skills is an accessible textbook for nursing, health and social care students seeking to improve their study skills, develop their resilience, enhance their employability and cultivate a love of lifelong learning.

Through clear explanations, helpful hints, activities and quizzes, the book will help you to develop your study skills for both your studies and future career. You will learn:

- How to manage your time

- How to develop your reading and note-taking skills

- How to search the literature and apply critical thinking to your reading

- How to write essays and reference your sources

- How to use feedback and reflective practice to improve your academic performance

- How to deliver effective presentations

This book will help you to develop your study skills and become a resilient lifelong learner.

Essentials is a series of accessible, introductory textbooks for students in nursing, health and social care. New and forthcoming titles in the series:

- The Care Process

- Communication Skills

- Leadership

- Mental Health

- Promoting Health and Wellbeing

- Study Skills

Autoren/Hrsg.

Ghisoni, Marjorie

Murphy, Peggy

Inhaltsverzeichnis

About the authors; Introduction

1. Skills for the resilient learner

Peggy Murphy and Marjorie Ghisoni  1.1 Introduction  1.2 Five ways (5rs) to develop resilience for health and wellbeing  1.3 Developing resilience in everyday life  1.4 Developing resilience for lifelong learning  1.5 Developing resilience for employability  1.6 Conclusion

2. Effective time management

Peggy Murphy  2.1 Introduction  2.2 Strategies to combat time-wasters  2.3 Suggested study toolkit  2.4 Conclusion

3. Reading and note-taking skills

Marjorie Ghisoni  3.1 Finding the right information  3.2 Making concise notes  3.3 Writing a literature review  3.4 Conclusion

4. Skills for literature searching

Seren Roberts  4.1 Introduction  4.2 Starting your literature search  4.3 What is literature?  4.4 Developing a systematic approach to literature reviewing  4.5 Conclusion

5. Skills for critical thinking

Tracy Ross  5.1 Introduction  5.2 What is critical thinking?  5.3 How to think critically: a six-stage process  5.4 How does critical thinking improve resilience?  5.5 How does critical thinking improve employability?  5.6 Conclusion

6. Writing essays and reports

Marjorie Ghisoni  6.1 Introduction  6.2 Begin at the beginning  6.3 Make a plan  6.4 Referencing from journals and books  6.5 Organising and composing your work  6.6 Engineering your work and writing reports  6.7 Spelling and structure  6.8 Conclusion

7. Referencing skills

Helen Thomas, Jacqui Maung, Ella Turner and Paul Verlander  7.1 Referencing and academic integrity  7.2 Plagiarism  7.3 Developing a rigorous approach to referencing  7.4 Referencing  7.5 Conclusion

8. Feedback

Peggy Murphy and Craig Morley  8.1 Introduction  8.2 The purpose of feedback  8.3 Feedback mindset  8.4 Feed-forward  8.5 Action-planning  8.6 Marking rubrics  8.7 What to do after you receive feedback  8.8 Conclusion

9. Reflective writing skills

Marjorie Ghisoni  9.1 Introduction  9.2 Models of reflective practice  9.3 Should we follow our gut instinct?  9.4 Keeping a reflective journal  9.5 Developing reflective resilience in our everyday practice  9.6 Reflective writing, self-compassion and student resilience  9.7 Reflective writing and lifelong learning  9.8 Professional requirements for reflective practice and lifelong learning  9.9 Reflective writing for employability  9.10 Conclusion

10. Skills for teamworking

Liz Lefroy  10.1 Introduction  10.2 What is a team?  10.3 Teamwork in time of change  10.4 Team role theory  10.5 The development of groups and teams  10.6 Communication and sustainable teamwork  10.7 Dealing with conflict  10.8 Resilience  10.9 Conclusion

11. Skills for presentations and public speaking

Paul Jeorrett  11.1 Introduction  11.2 The 3 Ps: preparation, planning, practice  11.3 Delivering the presentation  11.4 Conclusion

12. Skills for employability in health and social care

Marjorie Ghisoni  12.1 Introduction  12.2 Developing employability skills using your lifelong learning skills  12.3 Key lifelong learning skills for employability  12.4 Employability skills and professional practice  12.5 Developing resilience skills to improve your employability  12.6 Developing transferable skills for employability  12.7 Conclusion

13. Skills for the developing professional

Marjorie Ghisoni  13.1 Introduction  13.2 Developing resilience as a professional  13.3 Developing employability skills in professional practice  13.4 Developing lifelong learning skills as a professional  13.4 Conclusion

14. Lifelong learning skills: future-proof your learning

Peggy Murphy  14.1 What is lifelong learning?  14.2 Where does resilience fit into LLL?  14.3 Employability and lifelong learning skills  14.4 Future-proofing learning to maintain professional standards  14.5 Future-proofing learning to maintain professional registration  14.6 Combining reflective practice with a growth mindset  14.7 Conclusion

Answers to chapter quizzes; Index

Über Autor(innen)

Ghisoni, Marjorie
Marjorie Ghisoni is a Lecturer and course lead for mental health nursing at Bangor University in North Wales. Marjorie qualified as a nurse in 1996 with Bangor University and worked as a community psychiatric nurse for a few years before becoming a lecturer practitioner part-time, then a full-time lecturer in 2003. After gaining her PhD in 2012, Marjorie believes that compassionate understanding of the needs of people in all walks of life is the main component of healthcare skills, education, development and practice.

Murphy, Peggy
Peggy Murphy is a Senior Lecturer in adult nursing at Liverpool John Moores University. She has nursing experience in acute medicine and cardiothoracic intensive care and has worked as a registered nurse both in the UK and Australia. She became a nurse lecturer in 2003 and developed an interest in working with students as partners to enhance inclusive practice in nurse education. Peggy was awarded a National Teaching Fellowship by the Higher Education Academy in 2014 for her collaborative work on assessment and feedback. Peggy has published and co-presented her work with students nationally and internationally. She currently acts as a co-convenor for the Researching, Advancing and Inspiring Student Engagement (RAISE) Special Interest Group on partnerships.