1. Study Tips
Berni Addyman

2. Learning outcomes:
1. Knowledge & Understanding

3. Learning outcomes:
1. Knowledge & Understanding
2. Subject-Specific Skills

4. Learning outcomes:
1. Knowledge & Understanding
2. Subject-Specific Skills
3. Personal Transferable Skills

5. Learning outcomes:
1. Knowledge & Understanding
On successful completion of this module you will be able to...
1.1 Evaluate learning, teaching and mentorship theories,
principles of assessment, concepts of reliability, validity and
factors that influence judgement relevant to learner needs
1.2 Critically reflect upon the responsibilities and boundaries
of your role in supporting learning, teaching and assessment
working within a legal, ethical and professional framework
cognisant of your professional accountability.

6. Learning outcomes:
1. Knowledge & Understanding
On successful completion of this module you will be able to...
1.1 Evaluate learning, teaching and mentorship theories,
principles of assessment, concepts of reliability, validity and
factors that influence judgement relevant to learner needs
1.2 Critically reflect upon the responsibilities and boundaries
of your role in supporting learning, teaching and assessment
working within a legal, ethical and professional framework
cognisant of your professional accountability.

7. Learning outcomes:
2. Subject-Specific Skills
On successful completion of this module you will be able to...
2.1 Critically analyse the practice setting as a learning
environment and develop effective evidence based learning
opportunities
2.2 Evaluate your contribution to on-going audit and quality
enhancement of the practice learning environment
2.3 Negotiate learning needs and use appropriate assessment
strategies to offer guidance, provide feedback, facilitate and
support learning and assessment, and reflect upon the
effectiveness of your role in those processes.

8. Learning outcomes:
2. Subject-Specific Skills
On successful completion of this module you will be able to...
2.1 Critically analyse the practice setting as a learning
environment and develop effective evidence based learning
opportunities
2.2 Evaluate your contribution to on-going audit and quality
enhancement of the practice learning environment
2.3 Negotiate learning needs and use appropriate assessment
strategies to offer guidance, provide feedback, facilitate and
support learning and assessment, and reflect upon the
effectiveness of your role in those processes.

9. Learning outcomes:
2. Subject-Specific Skills
On successful completion of this module you will be able to...
2.1 Critically analyse the practice setting as a learning
environment and develop effective evidence based learning
opportunities
2.2 Evaluate your contribution to on-going audit and quality
enhancement of the practice learning environment
2.3 Negotiate learning needs and use appropriate assessment
strategies to offer guidance, provide feedback, facilitate and
support learning and assessment, and reflect upon the
effectiveness of your role in those processes.

10. Learning outcomes:
3. Personal Transferable Skills
On successful completion of this module you will be able to...
3.1 Advance and reflect upon existing interpersonal skills to
enhance effective learning and teaching and comprehensive
assessment.
3.2 Contribute to and integrate the involvement of others
through effective team working in the practice learning
environment.
3.3 Utilise information technology congruent with the
developing skills of a 21st century health practitioner.

11. Getting Started
Overall aims of the Module
Module Handbook – Learning Outcomes
Practice
Level 5 or Level 6?
Time Management/Planning
Academic Supervision
Mind Maps

12. Getting Started
Overall aims of the Module
Module Handbook – Learning Outcomes
Practice
Level 5 or Level 6?
Time Management/Planning
Academic Supervision
Mind Maps

13. Getting Started
Overall aims of the Module
Module Handbook – Learning Outcomes
Practice
Level 5 or Level 6?
Time Management/Planning
Academic Supervision
Mind Maps

14. Getting Started
Overall aims of the Module
Module Handbook – Learning Outcomes
Practice
Level 5 or Level 6?
Time Management/Planning
Academic Supervision
Mind Maps

15. Example of mind mapping
Assessing
Teaching
Styles
Mentorship
Learning
theories
SLIP

16. Example of mind mapping
Assessing
Teaching
Styles
Mentorship
Learning
theories
SLIP

17. Example of mind mapping
Assessing
Teaching
Styles
Mentorship
Learning
theories
Assessing
SLIP

18. Example of mind mapping
Assessing
Teaching
Styles
Mentorship
Norm
referencing
Learning
theories
Assessing
SLIP

19. Example of mind mapping
Criterion
referencing
Assessing
Teaching
Styles
Mentorship
Norm
referencing
Learning
theories
Assessing
SLIP

20. Example of mind mapping
Criterion
referencing
Assessing
Teaching
Styles
Mentorship
Norm
referencing
Learning
theories
Feedback
Assessing
SLIP

21. Example of mind mapping
Criterion
referencing
Assessing
Teaching
Styles
Mentorship
Norm
referencing
Learning
theories
Feedback
Assessing
SLIP
Validity

22. Example of mind mapping
Criterion
referencing
Assessing
Teaching
Styles
Mentorship
Norm
referencing
Learning
theories
Feedback
Assessing
SLIP
Validity
Reliability

23. Essay
The essay should have one central focus, broken
down into a sequence of inter-linking points.

24. Essay
The essay should have one central focus, broken
down into a sequence of inter-linking points.

25. Essay
The essay should have one central focus, broken
down into a sequence of inter-linking points.

26. Essay
The essay should have one central focus, broken
down into a sequence of inter-linking points.

27. Essay
The essay should have one central focus, broken
down into a sequence of inter-linking points.

28. The Essay
Introduction

29. The Essay
Introduction
Main Body

30. The Essay
Introduction
Main Body
Conclusion

31. The Introduction
Informs the reader how you will answer the question
Comprising of
Introductory remarks
Sets the agenda for the essay
Is 5-7% of the total essay length

32. The Conclusion
Restates the main argument in a way that shows
that you have answered the question
No new information is included
May include recommendations (this depends on the
criteria)
Is still supported by literature/references
Is 13-15% of the total essay length

33. The Conclusion
Restates the main argument in a way that shows
that you have answered the question
No new information is included
May include recommendations (this depends on the
criteria)
Is still supported by literature/references
Is 13-15% of the total essay length

34. The Conclusion
Restates the main argument in a way that shows
that you have answered the question
No new information is included
May include recommendations (this depends on the
criteria)
Is still supported by literature/references
Is 13-15% of the total essay length

35. The Conclusion
Restates the main argument in a way that shows
that you have answered the question
No new information is included
May include recommendations (this depends on the
criteria)
Is still supported by literature/references
Is 13-15% of the total essay length

36. The Main Body
Comprises of a chain of interlinking paragraphs which
build and present a case

37. The Main Body
Comprises of a chain of interlinking paragraphs which
build and present a case
Each paragraph
Should be a complete section of the argument posed

38. The Main Body
Comprises of a chain of interlinking paragraphs which
build and present a case
Each paragraph
Should be a complete section of the argument posed
Should be carefully positioned – why is your first
point your first point? Your second, your second
point … etc?

39. The Main Body
Comprises of a chain of interlinking paragraphs which
build and present a case
Each paragraph
Should be a complete section of the argument posed
Should be carefully positioned – why is your first
point your first point? Your second, your second
point … etc?
Should contain a 'topic sentence‘

40. The Main Body
Comprises of a chain of interlinking paragraphs which
build and present a case
Each paragraph
Should be a complete section of the argument posed
Should be carefully positioned – why is your first
point your first point? Your second, your second
point … etc?
Should contain a 'topic sentence‘
Should have a logical flow from the previous and
connect

41. The Main Body
Comprises of a chain of interlinking paragraphs which
build and present a case
Each paragraph
Should be a complete section of the argument posed
Should be carefully positioned – why is your first
point your first point? Your second, your second
point … etc?
Should contain a 'topic sentence‘
Should have a logical flow from the previous and
connect
Is 80% of the total essay length

42. Ensure Flow

43. Ensure Flow
Use simple and appropriate words
Avoid jargon/slang

44. Ensure Flow
Use simple and appropriate words
Avoid jargon/slang
Avoid over-quoting

45. Ensure Flow
Use simple and appropriate words
Avoid jargon/slang
Avoid over-quoting
Avoid 'overly-common used' phrases

46. Ensure Flow
Use simple and appropriate words
Avoid jargon/slang
Avoid over-quoting
Avoid 'overly-common used' phrases
Avoid verbosity

47. Ensure Flow
Use simple and appropriate words
Avoid jargon/slang
Avoid over-quoting
Avoid 'overly-common used' phrases
Avoid verbosity
Remember the rules of grammar
Stick to first or third person

48. Ensure Flow
Use simple and appropriate words
Avoid jargon/slang
Avoid over-quoting
Avoid 'overly-common used' phrases
Avoid verbosity
Remember the rules of grammar
Stick to first or third person
Avoid mixing tenses

49. Ensure Flow
Use simple and appropriate words
Avoid jargon/slang
Avoid over-quoting
Avoid 'overly-common used' phrases
Avoid verbosity
Remember the rules of grammar
Stick to first or third person
Avoid mixing tenses
Don't waffle
Proof read

50. Evidence/Supporting literature
Evidence supports an argument, it does not form an
argument in its own right

51. Evidence/Supporting literature
Evidence supports an argument, it does not form an
argument in its own right
You should present evidence supporting both sides
of an argument

52. Evidence/Supporting literature
Evidence supports an argument, it does not form an
argument in its own right
You should present evidence supporting both sides
of an argument
Level 5/6 work demands that you look in detail at a
particular area. There is no substitute for reading
around your subject area to develop your
arguments.

53. Supporting Literature
The literature can be from a variety of sources,
however if using journals you need to explore those
that are peer reviewed (says in journal or check with
librarian).

54. Supporting Literature
The literature can be from a variety of sources,
however if using journals you need to explore those
that are peer reviewed (says in journal or check with
librarian).
Avoid using the internet for sources of information as
the quality is variable and may not be accurate. Use
recognised sites for example DH, NMC, RCN etc.

55. Supporting Literature
The literature can be from a variety of sources,
however if using journals you need to explore those
that are peer reviewed (says in journal or check with
librarian).
Avoid using the internet for sources of information as
the quality is variable and may not be accurate. Use
recognised sites for example DH, NMC, RCN etc.
You need to explore research that has been
undertaken around the area you are investigating.
Remember though that all research has its
limitations.

56. Supporting Literature cont…
Avoid relying on limited reference sources for your
work.

57. Supporting Literature cont…
Avoid relying on limited reference sources for your
work.
Ensure that you have referenced correctly. Avoid
making direct quotes if possible.

58. Using literature in a variety of ways
1) It has long been established that "within the hospital
setting, the wearing of uniforms by nurses is
essential" (Smith 2003 p92).
2) Smith (2003) suggests that it has been long
established that "within the hospital setting, the
wearing of uniforms by nurses is essential" (p92)
3) Smith (2003) suggests that it has long been
established that nurses should wear uniforms in
hospital ward settings.
4) It has long been established that nurses should wear
uniforms in hospital ward settings (Smith 2003).