Term 2 Module Notes

LESSON 2 SUMMARIZING : Summorizing Identify · 5 Steps - main IDEAS EFFECTIVELY : ideas ↳ read the entirearticle ↳ What is the goo of the article? ↳ What did the outhor's find? How do their findings relate to the topic? Pick out important details · ↳ which ↳ support the moin ideas? details highlight details that are pertinent to your main points - discord any details ? contly change the meaning if I exclude this detail In · 11 your own words ↳ rewrite the moin idea in your words ↳ string together highlighted details I don't follow the original authors' ↳ are there any words that connotbe sentence structure ? changed Objectivity · ↳ do not include own your ↳ you ↳ from the can dholysis report the details - as is summary around the point you Want to make include andly sis Compare summary to diticle · - is ↳ ACCURATE ? or critique separately if neededd. your summary ↳ RELEVENT ? ↳ OBJECTIVE ? ↳ ? CONCISE Conclusions : 1 . Determine purpose of . Start 2 3 . picking out . Edit for . 5 important Don't structure your 4 accuracy Compare find summary , own details your and reading summary inthe some way the article is relevance product on , objectivity with the , concision . original LESSON 3A-SEARCHING FOR RELIABLE See term 3 week 5 EVIDENCE : structured that don't effect main points (will I signifi- LESSON 4-QUOTING EFFECTIVELY Depends on WHY are you WHAT : purpose quoting > - you are quoting quote from experts How > (use quotes to support your ideas/argument > METHOD - quoted words own words/ideas * quotations should be your words colon words ---- your periods colons + + question > 40 + exclomotion misrepresent context/content of suspend quototiquotation. . to use all 3 styles. quotation morks morks placed INSIDE the (unless quotation marks quotationIf they area pg # follows in unless port of port of the parentheses original quotation. quotation. they are port of the enclosing sentence . : words => Minimize their use ↳ No quotation according to your citation style morks ↳ the period goes before the (L ↳ use ... when where may usea are . necessory to colon to introduce block OMISSIONS CHANGES Why 3 should be placed OUTSIDE QUOTATIONS ↳ ident space ↳ don't , SMOOTH : + "Learn commos should be placed INSIDE / LONG + words quoted material words" th should be Outside if BLOCK phosed elegantly effectively). : Semi-colons + one words u1 PUNCTUATION - properly integrated so they moke sense " quoted words commo quotes that material INTEGRATING QUOTATIONS -GRAMATICALLY your use obvious statements -> Do : quoted material your words , authority). need , quoted material your words your words quoted material your your primary texts , you I don't extensively rely on quotations string quotations together ions-disconnecting them from your INTEGRATING QUOTATIONS when , , authorities , use quotes from + + (don'tquote facts figures mundone sentences MATERIAL - youdrequoting your : you omitting ? length quotations -3 : Does it change content , intent tone?= Use the ellipsis ( , ... ) dots if in some Sentence , 4 quoted ports diff Sentences. . CHANGES / INTERPOLATIONS I to odd alter a word or : phrose to make o quote clear/gramatically correct - use [] brockets. if are LESSON JA-ANALYTICAL THESIS Recop-what ↳ on isa What ↳ ↳ : thesis statement? orgument ↳ Ex STATEMENTS "herd ↓ 3 how why supporting our claims - in making our drgument wo how immunity is important"t , address these 9. why REVISED ↓ WHAT How herd immunity is important not all immunocompromised ppI : : in our communities WHY THINGS TO : it protects AVOID , so if immunocompromised people to for our get immunized vulnerable the people who can do , then there's less illness . encounter populations. : ↳ unarguable ↳ Sweeping statements statements (ex health core : (ex : is necessary). nursing is the best profession). ↳ teaser statements CONCLUSIONS : Andlytical thesis statements ↳ make ↳ Stick to ↳ be argument on what specific + you ( can include + should how orgue enough + : why of orgument in the scope of one essay detail that your reader can anticipate the sub-arguments that will follow. LESSON 5B Module 5 Analysis and Argumentation in Nursing Writing and Practice “Writing is thinking and thinking is nursing” Developed by Dr. Stewart MacLennan and Claire Tellier Argumentative Thesis Statement ▧ This is what you did in Term 1 ○ Argumentative Thesis Statement/Writing ○ Claim and Reasons ○ Supported by Evidence ‹#› Analytical Thesis Statement ▧ Analysis and Conclusion ○ Analyze data to come to a conclusion ○ Data (or topic or subject) that nurses analyze in practice can vary Individual patients, populations, communities, etc. ■ Loading… ‹#› Thinking and Writing in Nursing Practice Nursing Process: ▧ ▧ ▧ ▧ ▧ Assessment Diagnosis Planning Implementation Evaluation ADPIE Thinking/Writing in Nursing ▧ ○ ▧ ○ ▧ ○ ‹#› Analytical: Assessment and Diagnosis Argumentative: Planning and Implementation Analytical Evaluation, (re)assessment In your Term 2 Writing Assignment You will work through the first 2 phases of the Nursing Process Nursing Process & Writing/Thinking in Nursing 1. a. Analytical Assessment and Diagnosis 2. a. Argumentative Planning, implementation 3. a. Analytical Evaluation, (re) assessment, (refine) diagnosis Assessment & Diagnosis - Analytical Phase of the Nursing Process Identifying and Defending your Nursing Intervention - Argumentative Phase of the Nursing Process Loading… 4. a. Argumentative (revise) planning, (re) implement 5. Repeat….3 & 4 as needed… In later terms, you will have the opportunity to progress through to the Planning, Implementation, and Evaluation phases of the nursing process The Nursing Process is Cyclical and Continuous Patient has pain ▧ ▧ ▧ ▧ ▧ Assessment: Pain assessment Diagnosis: Acute pain related to surgery Planning: Plan to administer analgesics Implementation: Administration of analgesics Evaluation: efficacy of intervention (administration of analgesics) **See that evaluation is an assessment involving data collection - we go back to the beginning of the process ‹#› LESSON 6 (see other slides : + videos on ecloss) Citations and Style Formats How to Cite Sources in Nursing Course Textbook Your course manual is an edited textbook. Each chapter is written by a different individual(s), and the editors compiled the work into a comprehensive whole. Let’s look at Chapter 10 as an example. In-text Citation Reference List Entry Thomson (2020) describes the nursing process as……. Thomson, H. (2020). The nursing process in the 21st century. In D. Gregory, C. Raymond, L. Patrick, & T. Stephen (Eds).), Fundamentals: Perspectives on the art and science of Canadian nursing (2nd ed., pp. 187-215). Wolters Kluwer. Note the hanging indent Thomson, H. (2020). The nursing process in the 21st century. In D. Gregory, C. Raymond, L. Patrick, & T. Stephen (Eds).), Fundamentals: Perspectives on the art and science of Canadian nursing (2nd ed., pp. 187-215). Wolters Kluwer. Reference Element Example Things to Note Chapter Author Thomson, H. Chapter author is used Last name, (comma) Initial of first name. (period) Year 2020 Found on the inside cover or first couple of pages Chapter title The nursing process in the 21st century. Use Sentence case. Not italicized Editor names In D. Gregory, C. Raymond, L. Patrick, & T. Stephen (Eds).), First name initial before family name, comma between names, (Eds.), after names. Note the “In” before the editor’s names, the capital “E” on Eds, period, bracket, and comma placement. Book title Fundamentals: Perspectives on the art and science of Canadian nursing (2nd ed., pp. 187-215). Publisher Wolters Kluwer. Title of the book is italicized First word of the title, and the first word after the colon are capitalized - Sentence case Chapter page numbers are included No capital “e” for the edition number (2nd ed.,) Note placement of commas, periods, and brackets This is the company that publishes the book Note the period after the name of the publisher Article from a Scientific Journal This is the most common type of reference that you will use throughout your studies. Let’s look at the assigned course reading from Osborne as an example. In-text Citation Osborne (2009) describes how Erickson’s developmental model…… Reference List Entry Osborne, J. W. (2009). Commentary on retirement, identity, and Erikson’s developmental stage model. Canadian Journal on Aging, 28(4), 295-301. https://doi.org/10.1017/S0714980809 990237 Note the hanging indent. References on the Reference list are always double spaced, in alphabetical order, and with a hanging indent Osborne, J. W. (2009). Commentary on retirement, identity, and Erikson’s developmental stage model. Canadian Journal on Aging, 28(4), 295-301. https://doi.org/10.1017/S0714980809990237 Reference Element Author Example Osborne, J. W. Things to Note Last name, (comma) Initial of first name. (period) Note there are different requirements depending on the number of authors. Year 2009 Article title Commentary on retirement, identity, and Erickson’s developmental stage model. Note that Sentence case is used for the title of the article Not italicized Journal Title, edition, volume, and page numbers Canadian Journal on Aging, 28(4), 295301 Note that Title Case is used for the title of the journal, text is italicized, as is the volume number (in this case 28) Issue number and page numbers are NOT italicized (in this case (4), 295-301 DOI Digital Object Identifier https://doi.org/10.1017/S0714980 809990237 This is the year of publication See: https://apastyle.apa.org/style-grammarguidelines/references/dois-urls LESSON 7 PARAPHRASING B : The basics of ↳ ↳ integrating ideas : INTEGRATING IDEAS : finding youracademic voice putting the froming ideas : ↳ addressing the VOICE : FROM OTHERS INTO YOUR WRITING in conversation with other ideas + your own . "so what" doesn't just refer to spoken words - implies sense of communicating presence behind written words. ↳ how do you think through ideas? ↳ how do with ideas outside of you engage ↳ how do you ANALYTICAL , VOICE VOICE . FRAMING ↳ give if ↳ is I include I using several is the Examples , a questions : ? the source for my readers? . info pordphrosed sources , explain how they relate to eachother. " of this source tothe point significance changehow you you are trying to moke? approachthe topic/issue? of how to link source to Why? your poper- o course topic - highlight o nuance your new question initial position a address limitations of EXAMPLES ↳ "There ↳ ↳ specific method . OF FRAMING is consensus "scholars ↳ "X on PATTERNS X "Although ↳ "This ↳ "the in are divided Obt is divided into several EXAMPLES X isa POSITIONING : - the field " Y" categories" common belief in nursing , proctitioners have not implemented... OF "SO WHAT" PATTERNS-IMPLICATIONS study providesddditional insight into results of this ↳ "Instead of study differ from demonstrating X , ↳ "These popers are important CONCLUSIONS - interpretation elucidation, my vace "SO WHAT ? THE ↳ does the source - , .? the content of your topic sentence accurately summarizing your pord What - : yourself "signpost" context obt ↳ - higher-level thinking Summary : ADDRESSING - your essay? : ORGANIZATION : OSK + . How should 2 ↳ in own? synthesis. How should 1 your thinking statements reflect Ondlytical zation demonstrate your Y . ... This this poper : " is significant blc " ... challenges/nuances/introduces to consider in the context of X bic !" " ... : demonstrate youracademic voice provide context before , when introducing porophrosed sources. thenaddress the "so what "after. " orgumentation, organi-