Slide 3: Rationale for writing & information skills
Slide 4-10: Developing academic literacy
Slide 12-20: Rules of academic writing
Slide 21-23: Nursing Literature
Slide 24-33: Referencing
Slide 34-36: Plagiarism
Slide 37-54: Structuring an academic essay
Slide 45: Title page
Slide 46: Introduction
Slide 49: Main text
Slide 51: Conclusion
Slide 52: References List.
Slide 55-57 Criteria for assessment
Slide 58-65 Writing at 3rd level
Slide 66-71 Theoretical marking grid
Why academic writing & library skills?
FJ Sept. 2008
In today’s environment of rapidly changing health care and information technology, nurses require the key skills of information literacy & writing skills, to use and communicate information in an appropriate and effective manner.
Writing & information skills are an immensely important & powerful tool in the academic world.
Developing academic literacy
FJ Sept. 2008
As a professional-crucial to write well.
Developing an awareness of the epistemology (theory of knowledge of subject).
Does not require unique talent/ outstanding ability.
Everyone has basic skills necessary to write well
A pyramid of skills-Bloom’s Taxonomy(1956)
FJ Sept. 2008
The writing process
FJ Sept. 2008
5 Ws & H to be considered:
Who? Who is this writing intended for?
What? What is the intent of the document?
When? How soon does it need to be submitted?
Why? For what reason is it being written?
Where? Where is the document going?
How? How will the document be distributed?
There are 5 steps in the writing process:
Prewriting
Drafting
Revising
Editing
Presenting
Writing styles
FJ Sept. 2008
Writing clearly & persuasively
is a valuable skill
Descriptive: Portrayal of the
main features: “Describe…………..”
Analytical: Stating a point, providing evidence, contrasting this with other evidence, drawing logical conclusions. “Analyse and discuss…………”
E.g. ‘When we done the obs and lots of walking with him, he was well chuffed’.
The use of English must be professional:
e.g.after performing routine observations for blood pressure and pulse, (to check the patient was not tachycardic or hypotensive), we were able to help the patient to mobilise. He was able to walk for a significant distance and was extremely pleased with his achievement.
Coherence
FJ Sept. 2008
Must be logical - make sense.
You will be judged on coherence - if it is intelligible & ‘holds together’.
Put information down logically, so that the sentences connect together in a way that makes sense.
You should spend time rearranging the main points until they are in logical order.
Writing a paper is not only a matter of gathering and presenting information, it is an exercise in comprehension and critical analysis.
FJ Sept. 2008
Rules of academic writing
FJ Sept. 2008
An academic text not a narrative-it is an argument.
Formal, logical, cautious & unemotional language.
No slang, jargon, personal anecdotes, colloquisms, exclamation marks & contractions (‘e.g. can’t’).
Clear, succinct writing.
Make your claims tentative rather than definite - it’s unlikely that you’ve reached the only possible conclusion!
Words which signal tentativeness include: may; might; possibly; in some instances; often; in many cases
A % of the overall mark will be awarded for clear, accurate writing & referencing & the converse also true.
Rules of academic writing
FJ Sept. 2008
Not 1st person (I and my).
3rd person only–
‘this writer’ believes that’…
‘this student’s experience has been’…
It is believed…
Many researchers have noted…
Some writers have stated..
The research suggests…
The evidence indicates...
It will be argued that …
This essay will critically examine the process leading to….
Primary & Secondary Sources
FJ Sept. 2008
Where possible, use original/primary sources – e.g. Benner (1984)
When this is not possible & you are using a secondary source, you should use the term ‘cited by’ in text followed by the reference in which it is quoted e.g.
Fraser (1990), cited by Walsh (1998), suggests that there is no empirical evidence to support the ‘activities of living ‘model of nursing.
Rules of academic writing
FJ Sept. 2008
‘Times New Roman’ script, size 12 font.
Double-spaced between lines.
One side of page only & number pages.
3 cm. margins at top, bottom, right & left of page.
Word Count: all words from beginning of introduction to end of conclusion.
Title Page, References List & Appendices not included in word count.
Penalties for under/exceeding word limit.
FJ Sept. 2008
Assignments must be submitted on/ before stated date, unless a valid, written explanation is given to relevant Module Leader.
A late submission form must be completed by the student.
If a student is ill, a medical certificate must be provided.
Work submitted more than one week late without a negotiated reason, will not receive a mark greater than 50% & may not be processed for the next Examination Board.
FJ Sept. 2008
If you omit any words from a quotation, use three spaced dots ... to indicate the omission.
If you wish to point out an error in a quotation, follow the error with (sic).
Watch your apostrophes!
-e.g. The nurse’s role, nurses’ responsibilities.
Similar sounding but different meaning:
discreet/discrete
there/their
than/then
Rules of academic writing
FJ Sept. 2008
Critiquing:
Usually, your critique follows your summary
of the original. The reader can then appreciate your
views about the validity of other writers' ideas.
Being critical
As an academic writer, you are expected to be critical of the sources that you use.
This essentially means questioning what you read and not necessarily agreeing with it, just because it has been published.
Can require you to identify problems with a writer's arguments/methods, or perhaps to refer to other people's criticisms.
Constructive criticism suggests ways in which a piece of research/writing could be improved.
Rules of academic writing
FJ Sept. 2008
Use a dictionary/computer grammar & ‘spellcheck’.
Be cautious with your ‘spellchecker’!
I have a spelling checker,
it came with my PC,
it plainly marks four my revue,
mistakes I cannot sea,
I've run this poem threw it,
I'm sure your pleased to no,
its letter perfect in it's weigh,
my checker tolled me so!
FJ Sept. 2008
Proof reading is essential before submitting your assignment.
A fresh eye is good – friend/relative.
Give yourself enough time to write your assignments. Start as early as you can.
. If you are aware that you have difficulties in academic writing, because of dyslexia/any other problem, please approach our support services asap.
some aimed at local/national market, others aimed at international market.
Other sources of literature:
Abstracts
Books
Case reports
Theses/dissertations – MSc. MA, PhD.
Nursing Literature
FJ Sept. 2008
Journal articles that undergo peer review/ ‘referee’ process, in which experts examine them for quality & validity - a peer-reviewed journal.
Peer reviewed = academic rigour.
Examples of scholarly/peer reviewed:
Journal of Advanced Nursing
Journal of Nursing Scholarship
Journal of Continuing Higher Education
Examples of non-peer reviewed sources:
Nursing Times
Nursing Standard
World of Irish Nursing
Many websites
Literature-showing knowledge & understanding
FJ Sept. 2008
Using database & literature searching skills to identify appropriate literature.
Able to identify & use a wide range of sources of information.
Demonstrate that you have read widely & can provide a good variety of references to support points that you are trying to make.
Able to show that you have a sound understanding of the available literature on the subject, by using references to support every piece of theory that you present.
Use of literature & referencing
FJ Sept. 2008
Provide examples from the literature first
& reference these before making your own
comments/describing your own reflections.
e.g. – poor:
‘Communication in nursing is the most important
thing of all. When this student approaches the
patients on the ward, she is careful to make
sure that she establishes eye contact first and
holds their hand to show that she cares about
them. Non-verbal communication is just as
important as verbal communication’.
Use of literature & referencing (cont.)
FJ Sept. 2008
better:
‘Many authors, such as Burnard (2003) and Kemp & Smith
(2004), agree that communication is the most important
therapeutic skill in nursing. However, Brown (2005),
emphasizes that nurses must appreciate that non-verbal
communication, through eye contact and touch particularly, is
an essential pre-requisite to establishing a rapport and
trusting relationship with patients, before verbal
communication commences. In this student’s own
experience on her recent placement on a surgical ward, she
found that patients responded positively to her (when she
wanted to give them information about their operations), if
she established eye contact first and also reached out to
touch their arm or hold their hand’.
Referencing
FJ Sept. 2008
Harvard System of Referencing:
Alphabetical order – by author’s surname
Names & dates cited in the text & then listed at the end.
Year of publication in brackets after the author’s name.
Titles of books/journal names in italics.
Referencing within the Text
FJ Sept. 2008
Give the surname of the author, followed by the year of publication e.g. - One researcher, (Ensign 2006), found that………….
Two writers – Holloway & Jones (2005) believe that….
Three or more writers - give the surname of the first author followed by et al. e.g. Campbell et al. (2001). All the authors’ names must be given in the reference list.
Referencing a journal article in the References List
FJ Sept. 2008
Must include:
Author(s) surname, followed by initials.
Year of publication, in brackets.
Title of the article.
Title of the journal, in capitals and in italics.
Volume or series number. Edition number - only if each issue is numbered separately.
The number of the first and last pages of the article.
Ensign J. (2006) Perspectives and experiences of homeless young people. Journal of Advanced Nursing, 54, (6)647-652
Referencing a book in the References List
FJ Sept. 2008
Include the following:
Author(s)’ surname, followed by initials. Year of publication in brackets.
Full title of the book, capitalised, in italics.
Edition of work, if more than one edition. Volume number, if more than one volume.
Name of publisher.
Town/city of publication.
e.g.: Burns T. & Sinfield S. (2008) Essential Study Skills: The Complete Guide to Success at University. Sage: London
FJ Sept. 2008
Quoting in text
Froman (2008) believes that nursing is a theory- driven, scientifically based profession, that is actualised through clinical practice (paraphrasing)
Page number & double quotation marks when
directly quoting e.g. Wynd (2003:251) stated that “today’s profession of nursing is evolving as a
valuable public service” (verbatim).
Quotations of 2/more lines must be indented &
single-spaced:
The more skilled the nurse becomes in perceiving and
empathising with the lives of others, the more knowledge or
understanding will be gained of alternative modes of
perceived reality. (Carper 1992: 219).
Use of literature-showing knowledge & understanding
FJ Sept. 2008
Direct quotes should be used sparingly, as they involve little mental processing.
e.g.
According to Johnson (1990), nursing is:
…an external regulatory force that acts to
preserve the organisation and integration of the
patient’s behaviour at the highest possible level under
those conditions in which the behaviour constitutes a
threat to physical or social health or in which illness is
found. (Johnson 1990:29)
Use of literature-showing knowledge & understanding (cont.)
FJ Sept. 2008
A better approach – paraphrasing -involves more interpretation.
Choose a linking word between the author
you are citing & a summary of what was said:
e.g. ‘Jones (2004) defines/explains/
believes/suggests/indicates/argues/states…’
Simply a statement –’states’, a
suggestion- ‘suggests’, personal belief-
’believes’, an argument- ‘maintains’ or ‘argues’.
References List
FJ Sept. 2008
Burns T. & Sinfield S. (2008) Essential Study Skills: The Complete
Guide to Success at University. Sage: London.
Bysshe J. (2006) Guidelines on Academic Writing for Thames
Valley University, TVU Press.
Campbell T., Draper S., Reid J. & Robinson L. (2001) The
management of constipation in people with advanced cancer.
International Journal of Palliative Nursing79, (3), 110-119.
Ensign J. (2006) Perspectives and experiences of homeless
young people. Journal of Advanced Nursing, 54, (6)647-
652
Holloway S. & Jones V. (2005) The importance of skin care
and assessment. British Journal of Nursing14, (22) 1172
1176
Johnson A. (2003). Essence of caring for a person dying.
Nursing and Health Sciences, 5, 133-138
Plagiarism
FJ Sept. 2008
‘Literary theft’ & unacceptable.
Plagiarism is the use of
ideas,
quotations,
pieces of text,
pictures, tables, graphs/other work,
without referring to original writer.
Contravenes UCD’s examination regulations & regarded as very serious offence.
Every piece of course work submitted requires a signed form to confirm that the work is your own.
Plagiarism
FJ Sept. 2008
Academic Integrity & Intellectual Property
Academic integrity is respect for the intellectual community in which you are participating as a student & the standards governing it.
This means that you are accountable for the honesty and the quality of the work that you submit.
The rights of intellectual property must be respected by properly acknowledging the original author’s ownership of any words, phrases & ideas that are used in academic writing.
Plagiarism in writing is the incorrect use of source material. Whether intentional or not, failing to give credit for words, ideas or concepts that you get from any source, including your own previously submitted work, is plagiarism.
Plagiarism
FJ Sept. 2008
As a student, it is your responsibility to know and
understand the University’s policies on academic fraud.
The rules apply whether the offence is intentional/not.
Plagiarism comes in many forms:
Using an author’s words/ideas without proper reference
Failing to put quotation marks around words taken from a source.
Falsifying/inventing information or data
“Cutting and pasting” from the Internet
Avoiding plagiarism requires 2 skills:
using source material correctly,
referencing that material.
Any information that you take from another source must be properly referenced, whether it is from a book, a journal or from class notes or lectures.
Discuss = Investigate/examine by argument; sift & debate; give reasons for & against.
Analyse = distinguish/examine closely the elements of this issue.
Criticise = Give your judgement about the merit of theories/opinions & back up your judgement by a discussion of the evidence/reasoning involved.
Critically evaluate = A thoughtful, thorough and balanced appraisal, assessing both strengths & limitations.
Assess = Estimate the value & importance of this issue.
Define = Set down the precise meaning of this issue.
Identify = Establish clearly the nature of; list, with examples.
Explain = Make plain, interpret, account for, give reasons for.
Words used in assignment titles
FJ Sept. 2008
'Examine ...' Need to unravel the events that led to a particular set of circumstances or the validity of the reasoning that underlies a particular point of view. Stress the relative importance of the different arguments & relevance to issue under consideration.
'Outline ...' Only a brief description is required. Usually there are follow up parts to this question.
'To what extent ...' This implies there is no definite answer to the question posed. Present both sides of the argument and exercise judgement by stressing the strength of some arguments over others.
'Describe ...' Usually more than a mere description is expected, instead, a critical review of some particular set of circumstances or events is usually expected.
'Distinguish ...' Need to show that they understand the differences between two concepts. Similarities & differences need to be discussed.
How to write an essay
FJ Sept. 2008
Identify what the essay question/ title is asking you to write about; check with your module leader that you really understand the question.
Divide the task into sub-tasks e.g. library search, planning, making notes, and draw up a timescale for completing these tasks.
Brainstorm ideas & make an initial plan for your essay.
Search for & select appropriate information; read & make notes.
Make first draft of essay. Remember to include an introduction, a well sequenced middle and a conclusion. Remember your tutor has to be able to follow your argument, so put it in a logical order.
Read your essay; alter parts you are not happy with; check spelling and grammar; check References List.
Write final version, proof read. Submit on time.
FJ Sept. 2008
Sentences should be short, one idea per sentence.
One main theme per paragraph.
Section headings are a good idea.
Linking carries the meaning forward from one paragraph to another:
However………On the other hand………
Nevertheless………….Conversely………
Have a copy of the Student Guidelines for reference
The paragraph consists of sentences that develop/explain the main idea.
FJ Sept. 2008
Through the centuries,
rats have survived
all mankind’s efforts to
destroy them. People have
poisoned them and trapped
them. They have fumigated,
flooded, and burned them.
They have tried germ warfare.
Some rats even survived
atomic bomb tests
conducted in the Pacific
after World War II.
In spite of all these efforts,
these enemies of mankind
continue to prove that they
are the most indestructible of
pests.
main
idea
concluding
sentence
Assessment Submission Forms (Undergraduate) & Grade Descriptors
Example of these forms (on doc. camera)
FJ Sept. 2008
FJ Sept. 2008
Assignments
An Assignment Form must be completed & signed (from School Office, 1st Floor).
Students must keep a copy of all their work.
Must have a title page & be stapled.
Top right corner: Student’ name, Course title.
Top left corner: Name of Module Leader
Centre: Title of assignment,date due, date submitted.
Bottom left-hand corner: Word limit for assignment, Actual word count
FJ Sept. 2008
Module Leader: Ms. F. Johnson Student: Molly Lynch
Module: Nursing 111 Student no. 1234567
BSc. Stage I11 (General)
Assignment Title:
Date for submission:
Date submitted:
Word limit: 2,000
Actual word count: 2,0023
FJ Sept. 2008
Structure of an essay:
Introduction
Main text/body.
Conclusion
References
Bibliography (optional)
Appendix/Appendices(optional)
Introduction
FJ Sept. 2008
Explain topic of interest.
Set out clearly what question (s) you aim to answer.
Explain structure of paper – answering the questions.
e.g. To function effectively in today’s society, people must
communicate with one another. Yet, for some individuals,
communication experiences are so unrewarding that they either
consciously, or unconsciously, avoid situations where communication
is required. The term ‘communication apprehension’ (CA) was
defined as “an individual’s level of fear or anxiety associated with
either real or anticipated communication with another person or
persons” (McCroskey 1984: 68). In the last two decades,
communication apprehension and related constructs, such as
reticence and unwillingness to communicate, have received
extensive research and theoretical attention by scholars in
communication and psychology. Overwhelmingly, the underlying
theme has been the negative effects that these constructs can
have on academic and social success. The focus of this paper is on
communication apprehension as a construct and on how it affects
the behaviour and lifestyle of an individual.
Introduction
FJ Sept. 2008
Your aim should be stated in the first sentence & you should clearly identify what you are trying to achieve in your essay:
e.g. The overall aim of this essay is to discuss the implications of using Orem’s Model to deliver nursing care for a patient suffering from a stroke.
You then need to clearly state how you intend to achieve this aim, by stating your objectives:
e.g. This will be achieved by using the Orem Model as a framework to identify the biopsychosocial needs of an 89 year old patient recovering from a left sided hemiplegia).
You should then identify the key issues that you intend to address within your essay: e.g.
The key issues that will be explored/investigated/ /discussed/analysed are…
Organisation & coherence
FJ Sept. 2008
Identify the key issues that you will be discussing in the essay
Provide definitions for the key terms that you introduce, (e.g. the nursing process, accountability etc.)
Focus immediately on the exact requirements of the essay. No waffle!
There is key knowledge, understanding & insight which are essential in ensuring safe & best practice. Nursing assignments have to be focused on these key issues, because, ultimately, patients’ lives may be at risk if you lack this fundamental knowledge.
FJ Sept. 2008
Main body
Divided into paragraphs, looking at specific aspects of problem (issue).
The reader should be able to understand the relevance of each paragraph & how they relate to each other.
End a paragraph with a mini conclusion and a link to the next paragraph.
Avoid paragraphs that are too short/ong – min. of 4 sentences per paragraph.
Content
FJ Sept. 2008
Must follow assessment guidelines - certain key characteristics, e.g. if the essay requires you to write on professional, legal & ethical issues and you choose only to concentrate on professional & ethical, then you miss key content and & lose marks.
Also an essential requirement is to apply theory to practice - integration
You need to demonstrate that, not only do you understand the theory, but you understand the extra implications /difficulties of implementing this in practice. (e.g., knowing about the dangers of smoking is a different issue to actually empowering a patient to give up smoking for the good of their health).
FJ Sept. 2008
Conclusion
This should:
Be a summary of your main results - what you believe are the most important points.
Do not simply write what you have done.
Explain the significance of your conclusions & provide suggestions for future research.
Leave the reader with a sense that the purpose of
the paper as set out in the introduction has been achieved.
e.g. ‘In conclusion, this essay examined the needs of a patient with congestive cardiac failure and discussed the Activities of Daily Living Model. The patient had many needs and the model identified, concisely, what these needs were. This study, therefore, has highlighted the importance of using an appropriate nursing model to ensure that the holistic needs of patients are addressed, resulting in optimum nursing care and a good experience for both the patient and the nurse’.
Conclusion
FJ Sept. 2008
‘The conclusion that can be drawn from the research
an ongoing process that involves constant changes within
the people involved and their environment. When
communicating with others, individuals are influenced
and affected by many variables and CA may be the
result of any number of different causes. The degree
of CA that an individual experiences can vary depending
on their personality and the context of situation.
Nonetheless, the notion that high levels of CA
negatively affects an individual’s success both
academically and socially appears to be supported by the
research’.
Assessment criteria
FJ Sept. 2008
Relevance of material to question set.
Evidence of understanding.
Structure and organisation.
Evidence & relevance of background reading.
Adequately and correctly referenced .
Presentation – spelling & grammar
Assessment Criteria
FJ Sept. 2008
Certain minimal requirements for a pass.
1. Have a good standard of written English -correct spelling, grammar & punctuation.
11. Demonstrate evidence of structure (i.e. introduction, main text and conclusion).
111. Be relevant to the theme.
1V. Show evidence that appropriate material was read.
V. Be written in student’s own words, with quotations acknowledged.
V1. Correct use of Harvard Referencing System.
Assessment Criteria–5 Points
FJ Sept. 2008
Analysis: Engagement with question. Focus on relevant points. Use of evidence. Identification of strengths & weaknesses, different viewpoints & research findings. Threads drawn together in conclusion.
Content: Enough facts to support analysis. Use of relevant material. Awareness of different schools-of-thought. Use of relevant & up-to-date literature. Avoidance of broad, sweeping statements.
Planning: Clear structure. Introduction which shows why topic is important & the key points to be discussed. Sections introduced. Logical sequencing of points. Relevant links made between points. Use of signposts. Drawing threads together in conclusion.
Referencing: Suitable material to substantiate ideas & evidence provided. Clear indication of sources. Comprehensive reference list.
Literary Style: Objective & accurate writing style. Written in own words (except when directly quoting). Grammatical construction of sentences, consistency of tenses, correct spelling, punctuation, use of paragraphs etc. Avoidance of clichés, abbreviations, slang & jargon.
To recap: Key components of 3rd level writing
FJ Sept. 2008
Organisation & coherence.
Content.
Level of analysis & synthesis.
Use of literature & quality of referencing.
Clarity of expression.
FJ Sept. 2008
Writing at 3rd Level
The rules are clear & support is available.
Meet the learning outcomes:
- in terms of knowledge, insight & understanding, by the module’ end.
The content of essays/assignments must meet these outcomes.
Make sure you understand the
theoretical marking grid
Analysis & Synthesis
FJ Sept. 2008
Synthesis - able to develop your ideas from the information you have found (just like photosynthesis is the development of energy from light).
Sometimes, you may be asked in your assignment to use reflection in this process. - you can use personal experiences to help to demonstrate how the theory is applied in reality. (e.g. describing how an individual patient reacted when you first approached him about the need to stop smoking).
Writing at graduate level (cont.)
FJ Sept. 2008
Individual issues are explored in depth. (It is essential, therefore, to focus on a few key issues, so that they can be explored in sufficient depth within the word allowance).
The student should constantly be trying to find answers in the literature, particularly finding different definitions and interpretations of key issues.
Once the literature is presented, the student puts is/her own ‘spin’ (interpretation) on it.
Personal thoughts and reflections are always followed up by attempts to find supporting evidence (substantiation) in the literature
The complexity of the issue is recognised. Things are not presented, simplistically, as ‘black and white’. Instead, shades of grey are acknowledged.
The student’s ‘voice’ is heard throughout, trying to make sense of what he/she has read and comparing it with what he/she has experienced.
Writing at graduate level (cont.)
FJ Sept. 2008
‘Jones (2005) recently traced the theory practice gap in nursing.
He argues that authors such as Brown (2001) and Raymond (1998),
had identified the difficulty between the understanding of nursing
theory and its actual implementation in clinical areas, as being a
divide which had existed from the time of Nightingale’s early
interventions in the 1800’s.
It seems, therefore, that this is a true dichotomy, a
division between what is intended in theory and what actually
this dichotomy may be nursing lecturers who retreat into academic
environments and lose contact with the real world of the clinical
environment. Hamilton (2001: 200) accused these lecturers of
being “quixotic”, meaning that they were tilting uselessly at
windmills, like the confused hero of the story ‘Don Quixote’. This
seems to suggest that these lecturers are actually confusing an
already difficult situation by being unrealistic in their expectations
and the focus of their attacks on the health system. Indeed,
Worthing (2005) argues that a lecturer who does not also actively
practice the nursing profession, can make no useful contribution to
the reduction of the theory practice gap’.
Writing at graduate level (cont.)
FJ Sept. 2008
Now, that is graduate level writing!
It has all the essential elements:
Careful explanation, showing understanding of the complex terminology used.
Extensive use of literature to support the ideas being presented.
A linking, ‘conversational’ style, which shows the student’s own interpretation of what she/he has read and how it informs the argument being presented.
Analysis & Synthesis-grad. level
FJ Sept. 2008
Bringing together theory & practice - integration.
Commenting on the relevance of the theory. Making links with other literature you have read, looking for confirmation in other references, or perhaps finding out where different authors disagree with one another.
In this process of integration, you are choosing where you believe the pieces of your academic jigsaw puzzle fit together. In doing so, you are growing your own version of the facts – synthesis - the picture/argument you are making with your interpretation of the facts.
The next stage is to evaluate what you have found and make a decision as to what is important.
This evaluation is an important part of the conclusion, where you summarise your interpretation of the facts, in your own words and then decide the best way forward, by highlighting key implications for practice or making recommendations..
Analysis & Synthesis
FJ Sept. 2008
Analysis - ability to recognize strengths & weaknesses in the information - e.g.
‘diuretics are useful drugs in the treatment of cardiac failure, because they reduce the circulating blood volume and, therefore, strain on the heart, enabling it to operate at a lower pressure.This is the great strength of these drugs in treating heart disease. Their weakness, however, is that they cause the ‘flushing out’ of the body of vital electrolytes, such as potassium which are needed for the efficient contraction of the heart muscle. In nursing, it is possible to find strengths and weaknesses in all our nursing care and in the related psychology, sociology and physiology that supports it’.
Theoretical Marking Grid
FJ Sept. 2008
Grade
Mark
Knowledge, understanding,,application
Analysis,synthesis,evaluation
A+
A
A-
74.44-100
72.22- 74.43
70 - 72.21
Excellent:
A comprehensive, highly structured, focused and concise
response to the assessment task,
consistently demonstrating
An extensive and detailed knowledge of the subject matter.
A highly developed ability to apply this knowledge to the task set.
