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What do I need to know?. What do I need to know?. “What do I need to study?”. This is one of the more popular questions as you all settle in and start to look around. So, let’s see if this slide show will help. . Make Friends.
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“What do I need to study?” • This is one of the more popular questions as you all settle in and start to look around. • So, let’s see if this slide show will help.
Make Friends • First of all, we recommend study groups. Several heads are better than one, and practicing, rehearsing, and reviewing the materials is easier in a group. • Snacks don’t hurt either, as long as they’re healthy.
“Where can I find helpful information?” • Course pages in evolve • http://www2.sunysuffolk.edu/winstah • http://www2.sunysuffolk.edu/mccabes/faculty%20course%20page%202007.htm • Course documents, paperwork, hints and announcements. • All those packets that you got at the bookstore.
Wondering • You are staring at all the resources in front of you and wondering… • “What is MOST Important? Where do I start?” • Right?
First • Your first best resource is that lab manual that you were invited to download at the beginning of the semester. It has the reading lists for lecture and lab. • The reading lists give you the topics for each week, along with links to help you prepare for the lessons, AND textbook chapter readings. • There are also links to videos that illustrate topics and skills for all you visual learners. • Yes, the course exams include the material from lab and clinical, too.
Iggy • The textbook: This is your second resource. • Reading the assignments before lecture will absolutely help. • Use the content maps to help you outline the topics – keep reading this ppt. for more information about this. • Use the study guide to help you reinforce the information and start to apply it. Plus, it has practice questions with the answers. • Bring your textbook to lecture, lab, and clinical. Gee, bring it everywhere.
Packets from the Bookstore • Lecture Notes: This has copies of some of the handouts/files that are posted in Evolve. Yes, there is a lot of duplication, but we have to provide the materials in the bookstore. Look here for some powerpoints and handy algorithms. • Addendum: This has a copy of almost every piece of paper that you will need for lab and clinical. • LAB NOTES: By now you are getting used to using the lab notes to guide your lab experience. If any of you would like to review with us, individually or in small groups, please make an appointment or come visit during our office hours.
One more lab info slide • The labs are new and different. We are expecting you to prepare BEFORE you come to lab so that you can participate and practice. • Think through the scenario, look up the terms that you don’t know, watch the videos of the skills you will need to learn, work on the calculations in Pickar, etc. • Notice all of the action verbs above – this is called active learning and we are prodding you to participate. • You will use all of your resources in lab.
Here fishy, fishy • This is not about feeding you fish, this is about teaching you to fish so that you can feed yourselves. • In academic terms, we are teaching you how to find and evaluate your resources, use them to your benefit, and become lifelong learners. • No worms. • These are essential nursing skills.
More equipment: • References that should be readily available when reading the college text: • Dictionary • Drug guide • Nursing diagnosis book • These could all be in a PDA or iPhone
Why? • Nursing and medicine are new languages and these resources will help you translate until you become more fluent. • If you don’t look up the words that you don’t know, what are the odds that those are the ones that will be on the test? • Or, the diagnosis of the patient that you need to care for?
EVOLVE Website • This course site provides us with a place to put announcements and course materials that shelter them from the WWW. However, we still need to post some things on the web, so that is why there are materials in both places. • Within the next few semesters, more of your courses will have web components, so this is your chance to get used to it. • Using the web and a course management system, like EVOLVE, are important skills for nurses.
Why? • An example: a sweet relative of mine will be having a CABG (yes, look it up) this week. He is over 75, and his surgeon gave him a website to view that describes his surgery in detail, offers him suggestions on how he can prepare for it and manage post-operatively, and gives him a link to a support group. If he didn’t know how to maneuver around, I’d be the one to show him – because I’m the nurse!
ATI • The ATI package offers study materials and learning reinforcements (my term). Early in the semester, we recommend looking up the key disorder topics as another way of reviewing the material. • Use the DVD’s to view the lab skills. See one, do one, teach one. • We will be giving you codes for practice assessments later in the semester – an opportunity to do more questions. • The ATI assessment (test) that you will take in the lab later in the semester is worth 5% of your grade.
DOWNLOADS • Iggy and Jarvis both have audio (mp3) files that can be downloaded to your computer, mp3 player, or iPod/iPhone. • These include heart & lung sounds, assessments and chapter summaries. • There are some animations, too.
READING STRATEGIES Knowledge and comprehension Preparation before class • Study timeline • Schedule daily study periods onto reading list • Know how you learn best • Learner style and limitations • meet with faculty to discuss strategies • Rewriting the text as written is not effective use of time
Approach to reading • scan headings and subheadings before the start of reading session • a heading when turned into a question is answered by the list of subheadings • starting the reading session • turn the heading into a question • read the passage to answer the question • highlight only information that answers the question • repeat for each heading and subheading • review your reading • reread the highlighted information • reading aloud • reading into a tape recorder • allows for review at a later time
Content map for med/surg topicsUse these to help you outline • definition • pathophysiology • incidence and etiology • clinical manifestations • lab/diagnostics used to confirm the disease/disorder • collaborative care • procedures/surgical interventions • lifestyle modifications • diet, activity etc • medications • Nursing diagnoses/collaborative problems • nursing interventions • evaluation of outcomes
Managing information that is not understood • use of faculty resources • appointment during office hours • use of other resources • patient resources • learn topics from a patient perspective • written in simpler language • education sheets and online information from HON sites • nursing references • learn topics from other professional sources • current med/surg nursing texts • nursing journal articles
participation in class • review handouts prior to class • seek clarification of information not understood • submit a question in writing to professor • debriefment after class • review of lecture material • compare lecture material to written references • approach it slide by slide • find reference in text book that correlates to lecture information • helps to make connections • develops use of multiple references
PREPARING FOR EXAMS Confirm your comprehension of material through content maps for med/surg topics, procedures or skills, and medications. Make up your own questions or use the practice questions in your resources.
Content Map for procedures/skills • Focus on the client education for the procedure, before, during and after -- definition • indications • preparation • procedural steps • complications • evaluation of client response • Use content map as a tool to measure recall of information that you can explain in your own words. • practice explaining it to a patient • practice explaining it to a health care professional
Content map for Medications • What are the indications? • What is the therapeutic effect? • What are the side effects? • What are the contraindications? • What are the patient teaching points/nursing considerations?
THINK… • What does the nurse need to know to safely and competently give a medication? • What does the nursing student need to say to the client about the medication that makes the client feel comfortable taking the medication?
Medications: • Study them by drug classification: Review the charts in Iggy & Study Guide, Lilley, too. Be familiar with the medications used in the case studies.
Know your test-taking skills • Test taking strategy software in lab, in the study tips folder in evolve, & ATI resources. • NCLEX – style questions in Iggy resources. • Test taking tips chapter in NCLEX review books.
Evaluation of preparation • Answering practice questions • Practice question sources • Website for text • Self assessment quizzes organized according to chapter • NCLEX review books organized according topic • NCLEX software in computer lab • ATI practice questions • take care of yourself • rest, diet, exercise, relaxation techniques
In 75 minutes • ~ 50 multiple-choice questions • Some are information-based questions… • Many are scenario-based questions… [Asking you to apply the information you’ve learned.] There are usually some calculation questions, too.
TIME“This seems like it will take a lot of time.” • This is TRUE. Studying Nursing takes a lot of time, effort, energy, commitment, and practice. You are investing in your future and the lives of your patients. Please give yourself the time that you need to become a good nursing student who can then become a great registered nurse.
The Faculty • Your lecturers, lab instructors, and clinical instructors are all here to help. • Make appointments, ask questions, email, or come during our office hours. • Wednesday afternoons, Prof W. is usually around & willing to come down to the lab. • Thursday afternoons, we can be available with prior notice because of faculty meetings. • Once the snow thaws, if there is interest, we can open the lab for a few Saturday mornings for skills practice.
