Comprehensive Exam Orientation

1. Comprehensive Exam Orientation Department of Physiological NursingUCSF School of Nursing Fall 2012 Theresa Koetters, RN, MS, CNS Roxanne Garbez, RN, PhD, ACNP

2. Outline of Comp Process • Description of the project • The Comprehensive Exam Handbook • Qualifying for the examination • Important dates • Technical requirements • Resources

3. The Assignment • The purpose of this paper is to evaluate your ability to: • Critique research as it applies to your area of specialization. • Apply advanced knowledge to clinical practice. • Apply writing skills to the dissemination of nursing information; scholarly paper • Consumer of research

4. Critical Points • Thirty (30) page paper (maximum) • Three exam options • Critical Literature Review (CLR) • Problem-solving (PS) • Research proposal

5. The Handbook • You can download a copy of the Comprehensive Examination Handbook from the UCSF School of Nursing website http://nursing.ucsf.edu/student-resources

6. How to Qualify for the Examination • You are eligible in the last quarter you are enrolled in course and clinical work. • If you have completed ALL course work with the exception of the comp exam you may submit the exam while on filing fee status for a reduced fee.

7. Filing Fee Status • Talk with your advisor. • You qualify if you have completed ALL course and clinical work. You may not take courses of any type if you are on Filing Fee status. • Apply and pay filing fee to OAR • Can be used for second attempt • Filing fee status can be used only once. If you pay filing fee then do not submit your comp you must pay full tuition for a subsequent quarter.

8. Advance to Candidacy • Before you can be issued your individualized Comp Number, YOU MUST ADVANCE TO CANDIDACY. • Advance to Candidacy forms are available from the Office of Admissions and Registrar. Forms can also be downloaded online. • After you submit your form Graduate Division notifies Office of Student Affairs. OSA will then generate your Comp Number.

9. The Last Quarter of Course and Clinical Work • Advance to Candidacy any time before the first week of the quarter in which you plan to turn in the comp. • No incompletes on record. • Current in payment of fees.

10. Know the Important Dates- Spring 2013 • Number pick up date: • Between April 9 and April 22 • Submit comp by Noon • April 23 • Notification of results • May 23

11. Technical and Procedural Points • Format • Submission • Scoring

12. Formatting Expectations APA 6th Edition format Margins 1 inch on all 4 sides of page Can separate syllables at the end of a line 30 pages of text, not counting title page, reference list and appendices Title should reflect content No abstract Double-spaced, 12 point uncompressed font (Acceptable font examples: Times New Roman, Arial)

13. Submission Requirements • One single-sided original of the comprehensive examination • Three double sided copies • Completed face sheet attached to each copy of the exam • Separate paper with student’s name, address, home and work number, and other pertinent information that facilitates the student being contacted if necessary • It is the student’s responsibility to ensure that the comprehensive exam is submitted by 12 noon on the due date

14. Face Sheet In order to pick up your number you must complete the face sheet and return it List your specialty Topic Suggested readers ID number is given to you to be placed on your comp

15. Reading and Scoring • Student may select up to five preferred readers (not required) • Student is not guaranteed a preferred reader • Readers use a standard scoring system • Student will be given the faculty comment sheets at the end but not the scoring sheets

16. Plagiarism • Evidence of plagiarism results in a failure of the comprehensive exam. • Plagiarism can become grounds for dismissal from the School of Nursing.

17. In Case of Failure • Pass/fail discrepancy goes to a third reader. • Exam fails if two readers fail it. • May retake exam only once. • Must submit second exam within 5 quarters.

18. Vital Resources • Vital resource—Department Administrative Assistants • CHS Kathryn Young • PN James Negri • FHCN Maria-Elena Sotelo • SBS BrandeeWoleslagle • Comprehensive Exam Coordinators • CHS Beth Phoenix & Dana Drew-Nord • PN Theresa Koetters & Roxanne Garbez • FHCN Karen Duderstadt & Barbara Hollinger • SBS Susan Chapman

19. Advisors- topic and format Specialty faculty Sample comps on reserve Office of Student Affairs for tutors and editors, contact Judy Martin-Holland Consider other arrangements Typist Paid tutors and editors Peers as editors and proofreaders Create a timeline See sample provided Additional Resources

20. Comprehensive Exam2012-2013 SEP OCT NOV DEC JAN FEB MAR APR MAY JUN JUL AUG Identifying the phenomenon of interest • Advance to Candidacy: Before end of Winter Quarter • Pick up Comp # from Departments: From 4/09/13 to 4/22/13 • Submit Comp to Departments: 4/23/13 Topic generation Faculty input re: topic Literature review Refine topic outline Faculty input re: topic outline Advance to Candidacy Draft #1 Pick up Comp # Colleagues read paper for clarity and organization Draft #2 Submit Comp Edit

21. WORK HARD, DO WELL! • Extensions, examination by mail, summer comps, oral exam are available only by special arrangement. Read the corresponding section of the comp handbook.

22. Part 2

23. Sample Examinations • On reserve in each of the departments • Ask your advisor and/or your department's comprehensive examination coordinator

24. Other Resources • UCSF SON website

25. Choosing a Theory • A theory should further clarify or explain your topic • Nursing theory not required • Explain your theory in the text—don’t depend on diagrams in the appendix

26. Theory or Conceptual Framework • A theory is a structure that enables you to explain a phenomenon. There is no right or wrong theory--it is all in how you want the argument you want to make.

27. Possible Mechanisms Underlying the Increased Risk of Type 2 Diabetes in People on Atypical Psychotrophics

28. Possible Titles • The Relationship Between Atypical Psychotropic Use and Diabetes Mellitus: The role of Genetics • Sociocultural Factors in the Development of Diabetes Mellitus in Patients with Severe Mental Illness

29. Types of Examinations • Research Proposal (check with your advisor as early as possible) • Problem-solving • Critical Literature Review

30. Research Proposal • To evaluate a student’s ability to identify a significant research question relevant to nursing practice, and to design a methodology for addressing the question. • Study does not have to be carried out • Must have access to UCSF faculty with research experience to mentor you

31. Research Proposal • Good choice if you plan to build on this topic for future research or doctoral work • Could be taken back to your workplace for implementation if approval given by institution

32. Research Proposal Scoring • Total Points – 330 • Area 1 – Study and Context – 63 • Conceptual Framework and Literature Review - 126 • Methodology – 126 • Technical (grammar, organization, use of APA format) – 15

33. The Comprehensive Exam is Pass/Fail • Points needed to pass - 231

34. Problem-solving Examination • Purpose: To evaluate the student’s ability to effectively communicate the resolution of a problem in an area of specialization. • Describes an identified need stemming from a discrepancy between what is or what could/should be.

35. Choosing a Problem-solving Topic • Can be a problem on an individual or a systems level. • Must be appropriate to the clinical situation • Think of a situation that is challenging to you • Must be feasible! • Must be measurable!

36. Examples of Problem-Solving Topics • Initiating an Oral Care Program in a Nursing Home • Post-Partum Depression: Transition to Motherhood • ICU Nurses’ Knowledge Deficit Regarding Hemodynamic Monitoring • Loss of Venous Access and Dialysis Delay in End Stage Renal Disease Patients

37. Problem-solving Cautions • Instituting a delirium treatment program in acute care setting • Is delirium identified? Multiple etiologies…what will the intervention be? How will you measure this? • Improving parenting skills by identifying temperament in toddlers in preschools • What is meant by “parenting skills?” How will you get access to preschools? Is there literature that indicates that identifying temperament will change parenting behavior?

38. The Problem and its Environmental Context • Clarity of the Problem • Significance of the Problem • Clarity of Setting • Clarity of Roles and inter-relationships

39. The Problem and its Environmental Context • Clarity of the Problem • Who is solving the problem • APN • Where the problem occurs • ICU • What is to be accomplished • Improve Nurses’ Knowledge • Target population • ICU Nurses

40. The Problem and its Environmental Context • Significance of the Problem • Importance of the problem to patients or profession • Accurate Hemodynamic Monitoring is essential for ICU patients

41. The Problem and its Environmental Context • Clarity of the Setting • Home, hospital, nursing home • Intensive Care Unit

42. The Problem and its Environmental Context • Clarity of Roles & Inter-relationships • Describes functions of individuals sig to problem, their roles and influence on the setting • ICU nurses, Clinical Nurse Specialist, Head Nurse

43. Literature Review • Quality of references • Addresses elements of critique • Quality of critique and interpretation • Quality of theoretical discussion

44. Intervention, Implementation & Evaluation Expected Outcomes Defensibility Realism Clarity & Appropriateness of Intervention Implementation Clarity & Appropriateness of Evaluation Procedure

45. Intervention, Implementation & Evaluation Clarity of Expected Outcomes Improvement of Nurses Knowledge evidenced by improvement on post-test scores

46. Intervention, Implementation & Evaluation Clarity & Appropriateness of Implementation Outline procedures for implementing the intervention and ensuring they are appropriate Educational intervention was three-fold Self-study, then 4 hour mandatory class, bedside guides developed

47. Intervention, Implementation & Evaluation Clarity & Appropriateness of Evaluation Procedure Delineates specific measurable and appropriate evaluation criteria Pretest and post-test measure of ICU nurses’ knowledge is measured Number of incident reports are analyzed regarding monitoring

48. Intervention, Implementation & Evaluation Defensibility Demonstrates intervention has potential for substantial improvement in the problem Realism Feasibility of intervention Will an educational intervention be possible?

49. Technical Criteria Grammar and spelling Organization of paper APA format

50. Caveats • Must have a feasible, effective and defensible evaluation method • Do not wait until the end to decide on method of evaluation • When writing, do not always start with the beginning of the paper and progress to the end or your evaluation will suffer.