CMS1008

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CMS1008

• Tutorial 2 Article Review Critique

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Keep looking at this picture and you will see a
giraffe
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Signs of life?
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cancer cells being attacked
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Workshop objectives

• Check article selection
• Make sure I sign your criteria sheet
• Help with assignments due soon NUR1120, NUR2100
  and NUR2200
• Have a look at research articles
• Learn ways of evaluating journal articles/web
  sites
• Make sure everyone is OK with CMS1008 assignment
  1 (due 23 April)
• http//www.sci.usq.edu.au/courses/cms1008/main.htm
  l

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Learning Profile

• http//www.usq.edu.au/users/taylorja/ulp/survey.ht
  m
• You need to complete this by Friday week 4 (March
  30) as your results will be collected and
  analysed.
• Add your reflections about this task to your
  portfolio (criteria 2) as well as your results
  when you receive them.

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Setting out body paragraphs

• Each paragraph equals one main point
• The first sentence explains what the main point
  is and links it back to question/thesis
• Rest of paragraph explains and supports main
  point by including
• a) research evidence/theory supported by
  references and
• b) applying it to case study or by use of
  examples
• Concluding sentence (bringing back to question
  asked/thesis)

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Reference list in relation to sample paragraph

• Braunack-Mayer, AJ Mulligan, EC 2003,
  Sharing patient information between
  professionals confidentiality and ethics,
  Medical Journal of Australia, vol. 178, no.6, pp.
  277-279, viewed 12 February 2007,
  http//www.mja.com.au/public/issues/178_06_170303/
  bra10520_fm.html
• Chiarella, M 2005, in J Crisp and C Taylor
  (eds), Potter Perrys fundamentals of nursing,
  (2nd edn) Elsevier, Sydney
• Rowe, J 2005, Conception to adolescence in
  J Crisp and C Taylor (eds), Potter Perrys
  fundamentals of nursing, (2nd edn) Elsevier,
  Sydney

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Sample paragraph

• Privacy is one of the elements of responsible
  professional practice that need to be
  demonstrated in relation to a nursing teams
  treatment of a 20 year old patient with chronic
  constipation. The team members include an
  enrolled nurse, an unlicensed health care worker
  and a nursing student from the regional
  university. Kerridge et al. (1998, p.128 cited in
  Chiarella 2005, p.405) define privacy as ones
  ownership of ones body or information about
  ones self. Clients would not feel confident in
  telling their most intimate and private details
  if they could not expect that these would be
  treated confidentially (Chiarella 2005). Thus a
  member of the team, for example the nursing
  student, nursing the 20 year old patient would
  need to seek the patients permission before
  revealing any information the patient had
  disclosed to the registered nurse. According to
  Braunack-Mayer and Mulligan (2003), sharing
  information between members of the treating team,
  or between different treating practitioners,
  while a common and necessary practice in the
  delivery of healthcare, but should not be
  conducted without the knowledge of the patient.
  This would apply in the case of a young female
  patient who, according to Rowe (2005), is still
  an adolescent, suffering a potentially
  embarrassing bowel problem. (203 words)
• This is a sample paragraph for NUR1140 assignment
  1
• Find Main point / research evidence /case study
  and/or examples

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NUR1120

• Due date          Week 4 Monday March 26
  2007Weighting        20Word length   
  750-1,000 words for reflective written part of
  the exercise (approx 3-4 pages, double
  spaced)This assessment item requires you to
  develop a concept map in conjunction with a study
  partner (see guidelines presentation
  requirements pg 19), detailing your notions of
  health and illness as informed by your
  preliminary readings in the subject. You will
  need to clearly identify the relationships
  between your conceptual areas identified on your
  map. You can include a range of elements within
  your concept map  see the marking guide for
  some ideas.
• Secondly, in part B we ask that you reflect on
  the detail of your assignment and discuss the
  relationships between your concept areas. You
  will be expected to use the literature to
  reinforce / substantiate / supply evidence for
  the concept map reflection. The marking criteria
  should be followed and will provide further
  guidelines for the structure and content required.

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• Part B Reflection of concept map
• Structure 5 marks
• Succinct, clear introduction outlining the scope
  and limitations of the reflection
• Conclusion presents clear, brief summary of the
  reflection and the conclusions drawn from the
  concept map activity
• Concise, clear written expression
• Logical flow of ideas, content
• Clear links between concepts, discussion
  demonstrated
• Content 10 marks
• Outlines students developing view of health
  illness through exploration of held beliefs,
  values, experiences, practices
• Students indicate what influences their concept
  map, including their experiences and practices
  which have influenced the development of their
  concept map (highlight with personal life
  experiences)
• Clear identification and explanation of key
  concepts

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• Development of Critical Skills evidence of
  sound and logical argument 10 marks
• Logical development of a reasoned argument/point
  of view throughout the reflective essay
  demonstrated,
• Reflective skills and dialogue with study partner
  demonstrated in the essay through discussion of
  key concepts outlined in the concept map
• Evidence of original and creative thought
• Students endeavour to analyse and validate their
  concept map through support from relevant
  literature
• Scholarly conventions
• Use of academic literature with appropriate
  referencing 5 marks
• Evidence in essay of appropriate library research
  and use of relevant literature (at least five
  references)
• All sources of information are acknowledged as
  per university standard
• Harvard style referencing/citations used
  accurately throughout essay
• Comprehensive and accurate reference list at end
  of essay Accurate grammatical presentation
• Accurate spelling
• Non-sexist language used throughout the
  reflection
• Hints
• Include introduction (100 words?) and conclusion
  (100-150 words)
• 750 - 1,000 words 4-5 main points 4-5
  paragraphs 170-200 words per paragraph

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Sample thesis statements for NUR1120

• Use as first sentence of introduction followed by
  concise overview of main points
• Sample A
• Notions of health and illness are developed
  through the exploration of held beliefs, values,
  experiences, and practices.
• Or Sample B
• Held beliefs, values, experiences and practices
  impact on societys and an individuals notions
  of health and illness.
• Or Sample C
• Our view of health and illness illustrated in our
  concept map, reflects our held beliefs, values,
  experiences, and practices.

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Main points for NUR1120

• Introduction
• Our prioritisation of x as a key element in the
  concept map has been developed through an
  exploration of held beliefs.
• Our view of y has been influenced by our
  reflections about our values (highlight with
  personal experiences)
• Our view of health illness with reference to z
  has also been influenced by an exploration of
  health practices (highlight with personal
  experiences)
• Key experiences have emphasized the role of XX in
  our concept map (highlight with personal
  experiences)
• Conclusion
• Hints
• Main points need to address
• one of the bubbles in the concept map (
  prevention/gender/social class/ socio-economic
  status/health targets/etc???
• either beliefs or values or practices or
  experiences
• your experience (s)

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Sample paragraph 1

• Our prioritisation of public health as a key
  element in the concept map has stemmed from our
  exploration of held beliefs. According to Germov
  (2005) held beliefs involve an individuals
  understandings and experiences. One of our shared
  held beliefs relates to social justice, our
  belief that there are interrelationships between
  social determinates that impact on health
  outcomes and that programs need to be put in
  place to reduce, for example, the impact of
  poverty on health and life expectancy. Marmot
  (2005) argues that to reduce inequalities in
  health across the world there is need for a major
  thrust that is complementary to development of
  health systems and relief of poverty to take
  action on the social determinants of health. Our
  combined experiences of travelling in Australia
  and overseas have helped us to see that poverty
  reduces life expectancy in many countries. For
  example, one of us is indigenous. There is a
  20-year gap in life expectancy between Australian
  Aboriginal and Torres Strait Islander
  peopleslife expectancy is 563 years for men and
  628 years for womenand the Australian average
  (Marmot 2005). Our belief in social justice, that
  we all have responsibility for improving the life
  circumstances of everyone, means that we have
  prioritised public health in our concept map,
  particularly in relation to the effects on the
  health and illness of indigenous Australians as
  public health means that quality health care is
  available for everyone.

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Sample paragraph 2

• The prevention of illness and its connection
  with primary health care are highlighted in my
  concept map, especially in relation to health
  care practices. According to Germov (2007),
  primary health care is the first contact with the
  health care system and a philosophy for delivery
  of that care. Once the primary health care system
  has been established, education about health and
  illness needs to be targeted and catered for.
  According the World Health Organisation (2007)
  health promotion, and the associated efforts put
  into education, community development, policy,
  legislation and regulation, are equally valid for
  prevention of communicable diseases, injury and
  violence, and mental problems, as they are for
  prevention of non communicable diseases. One
  strategy for prevention is the information that
  can be delivered to the community. This
  information can be in the form of television
  commercials (Life Be In It, exercise twice a day,
  skin care etc), pamphlets (on all forms of cancer
  early warning systems), health vans (Life
  Education and dental vans), seminars (one is
  touring rural Australia with health checks for
  men in particular), and literature. Once this
  information has been made available to the
  community, it is the up to the individual to
  access this information and use it to prevent
  illness. My experiences are similar that of the
  literature. As a young school student, I had
  access to the Life Education and dental vans that
  travelled around the different schools, educating
  students about issues related to sex education
  and appropriate dental care. As a result I became
  aware and informed about good dental care (I have
  no fillings) and safe sex strategies.

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NUR2100 Tutorial assessment 1Patient Education
in the Surgical Setting

• The objectives for this task are
• to become familiar with evidence for practice in
  the nursing literature.
• to increase skills in analysing and synthesising
  information.
• to increase knowledge about patient teaching in
  the surgical setting.
• to communicate synthesised information in an
  acceptable written form (an academic assignment).
• to demonstrate skills in writing.
• to demonstrate skills in referencing published
  material appropriately.

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• From the articles provided write a 600- 800
  word essay in relation to one of the following
  themes.
• Structured education sessions in the peri
  operative setting have a positive impact on
  outcomes related to patient recovery.
• There is a significant role for nurses to deliver
  structured patient-teaching for the person
  undergoing surgery.
• More nursing research is required to validate the
  significance of structured teaching interventions
  for patients undergoing surgery.
• Hints
• Use the statement as the thesis (ie first
  sentence of the introduction
• 800 words 4 - 5 paragraphs 4 - 5 main points
  reasons why the thesis

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• Thesis Structured education sessions in the peri
  operative setting have a positive impact on
  outcomes related to patient recovery.
• Main points
• The first positive impact of structured education
  sessions on outcomes related to peri operative
  patient recovery stems from
• The second positive impact relates to
• A third positive impact in the peri operative
  setting is..
• Structured education sessions also have a
  positive impact in relation to

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• Thesis There is a significant role for nurses to
  deliver structured patient-teaching for the
  person undergoing surgery.
• Main points
• Nurses have a significant role in delivering
  structured patient teaching as it can aid the
  surgical patients recovery.
• Another positive effect of nurses delivering
  structured patient teaching relates to?
• Structured patient teaching by nurses can also be
  beneficial in that?
• Structured patient teaching enables the surgical
  patient to anticipate?

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NUR2200 The Written Assignment Due 30/04/07

•  NUR2200booklet.doc?(211KB)?
• REQUIREMENTS
• You may use subheadings to identify each section
  being answered.
• A weighting will be identified beside each of the
  sections.
• An introduction or conclusion is not required and
  extra marks will not be allocated if you do
  present them in your work.
• References minimum of 5 books and 5 journal
  articles

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• ERNIE
• Ernie is a 55 year old Caucasian male, who has
  been a salesman in the auto industry for the past
  30 years.
• Over the past few months, Ernies sales have
  declined significantly.
• Recently his co-workers reported to their boss
  that Ernie has been behaving in a peculiar
  fashion. Each morning he would arrive at this
  office, pick up his telephone, look underneath it
  and unscrew the face plate to check for a
  microphone.
• Ernie voiced that he believed that someone was
  tapping his telephone to sabotage his sales.
  Ernies usual attire and appearance had also
  become increasingly untidy and unkempt, evidence
  of weight loss and he no longer ate his lunch
  with his co-workers or socialised with them. He
  would often become angry when co-workers tried to
  talk to him to discuss their concern.
• He complained to his wife and co-workers about
  having difficulty in sleeping, and that his sleep
  deprivation was adding to him feeling angry.
• During the nursing assessment, Ernie stated, my
  co-workers are plotting against me.
• The nurse is also noting that Ernie is very
  cautious and anxious about signing relevant
  paperwork in the A E department.
• During the assessment process, Ernie is found
  sitting on the edge of his chair, answering
  questions evasively and avoids direct eye contact
  with the
• nurse.
• NB Ernie is the case study/sample not the main
  point!

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• Applying the context of the scenario, discuss
  each of the following elements
• A 1. Discuss strategies on how you would
  initiate and attempt to develop a therapeutic
  relationship with Ernie.
• (250 words 10 marks)
• 2. Ernie could have been brought into the
  Emergency department voluntarily, however apart
  from this, identify and describe 2 other ways
  Ernie could have presented for assessment, and
  discuss this under the Mental Health Act
  provisions..
• (100 words 5marks)
• B Address 1 key aspect from each of the
  following issues with Ernie whilst, he is in the
  Emergency department and undertaking a mental
  health assessment.
• Risk Management Strategies
• Confidentiality
• Human Rights pertaining to Ernie
• Obtaining collateral information.
• (250 words 10 marks)
• C. The treating doctor has given a provisional
  diagnosis of paranoid schizophrenia. Identify and
  discuss the main components of a mental state
  examination in which Ernies signs and symptoms
  would be assessed and what may be identified.
• (250 words 10 marks)

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• After being formally assessed by the nurse and
  the psychiatrist, Ernie is in need of admission
  to the Acute Mental Health Ward and is
  transferred later that evening.
• D. To provide holistic care for Ernie, describe 2
  appropriate or relevant mental health specific
  nursing interventions for each of the following
  areas that would need to be considered and or
  addressed in the care for Ernie in the inpatient
  setting. Include 1 rationale for each general
  area.
• Safety issues
• Treatment compliance
• Physical needs
• Subjective symptomatology
• Education of his condition including family
• (750 words 45 marks)
• Ernie has been compliant with his treatment plan
  and is now being considered for discharge.
• E. An identified goal for discharge may
  include- The family will identify more
  adaptive coping strategies for dealing with
  Ernies illness and treatment regime.
• Identify 1 short term goal and 1 long term goal
  with relation to Ernies discharge planning.
  Include 2 mental health related nursing
  interventions for each to identify how these
  goals will be attempted to be achieved.
• (300 words 20 marks)

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• Overall Marks Criteria
• gt85 Demonstrates breadth and depth in knowledge
  of subject matter supported by evidence of
  extensive reading.
• Evidence of original through, critical appraisal
  of subject matter and its application.
• All relevant points /arguments are discussed and
  conclusions reached.
• 75-84 Demonstrates a broad knowledge of subject
  matter supported by evidence of wide reading.
• Relevant material presented in a logical
  sequence.
• Evidence of original thought, some appraisal of
  subject matter and tis application.
• All relevant points/arguments are d9iscussed and
  conclusions reached.
• 65-74 Demonstrates knowledge of subject matter
  but lacks support by evidence of reading.
• Good style and presentation but lacking in
  original thought and critical appraisal.
• Points and arguments are logically pursued but
  could be developed further.
• Logical conclusions are made.
• 50-64 Adequate answer derived from basic texts.
• Little evidence of original thought and critical
  appraisal.
• Some evidence of structure but points and
  arguments poorly developed.
• Some evidence of attempted logical conclusions.

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Main points

• Applying the context of the scenario
• There a number of strategies that can be
  implemented to establish a therapeutic
  relationship with Ernie. 250 words - 10 marks
• Other ways Ernie could have presented for
  assessment are covered by the Mental Health Act
  provisions. 100 words - 5 marks
• B. Undertaking a mental health assessment in the
  Emergency department 250 words total, approx 63
  words each 10 marks)
• There are a number of risk management strategies
  in emergency.
• Confidentiality is also important.
• Human Rights pertaining to Ernie include.....
• Obtaining collateral information is critical.
• With these you can either use main points
  sentences like above OR subheadings (see D over
  page)

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• C. Assessing Ernies signs and symptoms in a
  mental state examination 250 words 10 marks
• The main components of a mental state examination
  in which Ernies signs and symptoms are assessed
  and identified include...
• Addressing two mental health specific nursing
  interventions for Ernie in the inpatient setting
  750 words 45 marks (150 words each 9 marks
  each)
• Safety issues
• Two mental health specific nursing interventions
  in relation to safety issues include
• Treatment compliance
• Two mental health specific nursing interventions
  encompassed in treatment compliance include
• Physical needs
• In relation to physical needs nursing
  interventions include
• Subjective symptomatology
• Nursing interventions in relation to subjective
  symptomatology comprise..
• Education of his condition including family
• Nursing interventions regarding Ernies familys
  education encompass..

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Including references

• Step 1 In the body (in text) you have choices.
  Either
• 1. Use the exact words (direct references or
  quotes)
• A role is a set of norms that describe how
  people in social position ought to behave
  (Alexander 2000, p.189).
• Alexander (2000, p.189) defines role as a set of
  norms that describe how people in social position
  ought to behave.
• OR
• Use the idea (indirect references)
• Alexander (2000) argues that roles are similar to
  rules about how a social group of people ought to
  act.
• Roles are similar to rules describing how people
  in a social grouping ought to behave (Alexander
  2000).

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• Dont use said/says, vary words
• according to.. Jones (1999) found that. argues,
  maintains, suggests, investigates, asserts,
  argues, claims, demonstrates, explores, presents
  the following case, reveals the importance of,
  testifies to, verifies, observes, discloses,
  examines, endorses, contends that, implies,
  indicates, justifies, regards, expands this
  concept further, comments on, shows that,
  affirms, reinforces, supports
• If references dont agree
• challenges, questions the belief thatdetracts
  from
• Synthesising references
• Whereas Jones (2006) reports that Smith (2007)
  suggests that
• If a number of references say the same thing
• Put them together (Apple 2005 Jones 1999 Smith
  2004)

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Hints for referencing

• Indirect references are MUCH BETTER than direct
  quotes but they still need to be (referenced
  in-text). Full stop follows ( ).
• Citing someone some one else has references in
  their work (Smith 2000 cited in Jones 2004,
  p.22) where Jones, the article you are reading,
  has referenced the work of Smith. Only Jones goes
  in the Reference List Smith and Jones (2000)
  argue but (Smith Jones 2000) use and outside (
  ) but ()
• Where there are 3 or more authors use all names
  the first time but et al. there after. (Smith,
  Jones Bacon 2006) the first time then (Smith et
  al. 2006) after that
• Long quotes need to be indented, single spaced
  and in smaller type
• Organisers were expecting 200,000 walkers,
  many of them sporting bright green commemorative
  baseball caps, to cross the bridge's
  500-metre-span during the day, serenaded by
  loudspeakers playing archive recordings of events
  that have impacted Australia throughout the
  bridge's history, from World War 2 to the Bali
  bombings of 2002 (Smith 2007, p.1).
• Direct quotes use only one NOT two and must
  have a page number bbbbbbbbb (Jones 2006,
  p.6)
• List of authors in A-Z order and separated by
  semi-colons (Apple 2005 Jones 1999 Smith 2004)

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Bibliographic details

• Write out your articles full reference
• Add online details
• Referencing Guides

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• Journal article on the WWW
• Author Year, 'Article title', Journal Title,
  volume, issue, viewed Day Month Year, ltURLgt.
• Griffith, AI 1995, 'Coordinating family and
  schoolmothering for schooling', Education Policy
  Analysis Archives, vol. 3, no. 1, viewed 12
  February 1997, lthttp//olam.ed.asu.edu/epaa/gt.
• Full-text journal article in electronic database
• Author Year, 'Article title', Journal Title,
  volume, issue, paging if given or indication of
  length, viewed Day Month Year, Name of database
  service Name of database, item number (if given).
• Rasid, ZM Parish, TS 1998, 'The effects of two
  types of relaxation training on students' levels
  of anxiety', Adolescence, vol. 33, no. 129, p.
  99, viewed 23 September 1998, EBSCOhost
  database Academic Search Premier, item AN589758.

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• Journal article
• Jones, BE Jones, SR 1987, 'Powerful questions',
  Journal of Power Engineering, vol. 1, no. 3,
  pp.10-8.
• Journal article, 4 authors
• Gibberd, R, Snow, PT, Rice, PG Patel, NB 1991,
  'Nuclear power at what price?', The Bulletin,
  vol. 113, June 4, pp. 51-5.
• Journal article, no author
• ATSIC News 2002, 'Aboriginal identity and the
  loss of certainty', vol. 12, no. 3, pp. 50-2. 

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Summary (of content) (10 marks)

• What is it about?
• Its thesis ( purpose/stance of article)
• Main points
• Findings/conclusions
• Implications/future research directions
• Hints look at
• Title
• Abstract
• Introduction
• Headings and subheadings
• First sentence of each section and/or paragraph
• Conclusion

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Structure (how it is set out?) (10 marks)

• What kinds of information are included?
• Abstract/rationale/introduction/body/discussion
• /findings/recommendations/Reference list/etc?
• Tables, graphs, appendices?
• How is the information set out?
• Is it scientific (quantitative) or humanities
  (qualitative)?
• Introduction /main points/conclusion (humanities)
• Hypothesis/methodology/results/discussion/
  findings/recommendations/ future research
  directions (scientific)
• Headings/sub-headings/long or short paragraphs

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Is it PDF or html?What is the difference?Are
there links, and are they useful? To
abstract/author/journal/publication details/
headings/subheadings/references/reference
list?The 'deficit-discourse' shift university
teachers and their role in helping first year
students persevere and succeed in the new
university culture. Above all?Is the
information easy to access, read understand?If
not, ask yourself do I really need to read
this?Can I find the information in a simpler
source?
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Critique (30 marks)

• Working out the quality of an article/web page
  and its value to you your study?

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Does the article have authority?

• What can you find out about the author?
• What are the author's qualifications
  experience?
• Is he/she recognized in their field?
• Have they written anything else?
• Are there any linked biographical statements,
  resumes, or other background about the author
• Is the author associated with a society,
  institution, professional organisation?

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2. What can you find out about the
journal/publisher?

• What is the journal?
• Who is the publisher?
• Peer reviewed?
• Credible?
• Is it an official site or private/business site?
• What is the purpose to sell/persuade/inform?

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Is the article accurate?

• Is the information reliable free from error?
• How can you tell?
• Can you verify the information?
• Is there in-text referencing?
• Supported by a bibliography or list of
  references?
• Are there links to verify the information?
• Has the information been through an editorial,
  refereeing process or quality assurance process?

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Is the article current?

• When was the material written?
• What is the date of publication?
• Are the references current/up-to-date?
• When was the site last updated or revised ?

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Is the article relevant?

• Why was it written?
• For information/ to influence public opinion/ for
  business/commercial purposes/ for entertainment
  or for personal reasons?
• For whom was it written?
• School students
• University students
• Scientific community
• The general public

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• What level of detail is there?
• What topics are included?
• To what depths have the topics been explored?
• Is the material presented in an organised and
  logical way?
• How well is the subject covered?
• From which country does the information
  originate?
• Which countries does it cover?

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Is the article objective?

• What is the source of the information?
• A research study
• A literature review
• A personal story
• Is the information fact or opinion?
• For controversial topics, is the presentation
  biased (one-sided) or balanced (with both pro and
  con viewpoints)?
• Is there any evidence of bias?
• Are claims and arguments supported (with
  documentation) or unsubstantiated? Look for
• References to alternative points of view.
• Strongly worded assertions, which should be
  supported by evidence and documentation
• Again ask who is the targeted audience?

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Is the article stable?

• How stable is the resource (the average lifespan
  of a web page is just 36 hours)?
• Can you (and the marker) return to the document
  again?

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Analysis of graph(10 marks)

• Use MAT1008 graph information here

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Presentation (15 marks)

• Expression/grammar/spelling/ punctuation (10)
• Short sentences
• Active voice
• Academic word choice (5)
• See sample assignments
• CMs1008

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Peer review (10 marks)
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So now you know how to?

• Make a start on your assignments?
• Find an article on the databases?
• Do a quick summary?
• Evaluate an articles structure?
• Critique an article, its
• Authority
• Accuracy
• Currency
• Relevance
• Objectivity
• Stability?
• Get great marks for assignment 1?

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Next time

• Explore assignment writing at university
• Understand what academic literacy means
• Workshop NUR1120 NUR1140 assignments as well as
  other assignments
• Start assignment 2
• Remember Easter
• Week 5 April 2-6
• Weeks 6-7 Easter break
• Week 8 23-27 April