Study Skills Resource

Royal College of Nursing

STUDY SKILLS RESOURCE INSTITUTE OF NURSING EXCELLENCE

RCN Legal Disclaimer This publication contains information, advice and guidance to help members of the RCN. It is intended for use within the UK but readers are advised that practices may vary in each country and outside the UK. The information in this booklet has been compiled from professional sources, but its accuracy is not guaranteed. Whilst every effort has been made to ensure the RCN provides accurate and expert information and guidance, it is impossible to predict all the circumstances inwhich it may be used. Accordingly, the RCN shall not be liable to any person or entity with respect to any loss or damage caused or alleged to be caused directly or indirectly by what is contained in or left out of this website information and guidance.

Published by the Royal College of Nursing, 20 Cavendish Square, London, W1G 0RN ©2024 Royal College of Nursing. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, ortransmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise, without prior permission of the Publishers. This publication may not be lent, resold, hired out or otherwise disposed of by ways of trade in any form of binding or cover other than that in which it is published, without the prior consent of the Publishers.

Contents Introduction

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Section one – A good starting point

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Section two – Managing your time

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Section three – Getting the most out of your lectures and resources

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Section four – Developing your writing skills

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Section five – Completing the work

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Introduction This resource will provide you with strategies for studying.

It will assist you to develop strategies for • managing your time • planning your study • accessing resources for your written work • becoming an independent learner.

It is suggested that you follow the process below when planning your work, though you may also wish to dip in and out at other times. Be specific: What is your goal for learning about PSI models and assessments?

MODEL TO HELP YOU TO PLAN

Completing your work

Writing

Your lectures and resources

Managing your time Getting started

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Section 1 A GOOD STARTING POINT: Starting a new learning adventure can be a daunting task, especially after time away from learning. This section of the guide invites you to consider the following issues: 1. What does this course involve?

Try to construct and remember answers to the following questions.

• What interests me in this area?

• What is the content and how can I access it?

• How will the course support me in my learning journey?

• What are the time expectations whilst I am studying?

• What benefit will this be to me, my patients and my employer?

• Do I have the right base knowledge to complete the course? Where do I go for help when I need support?

2. How do I feel about studying?

People access education in different ways and at different times throughout their life. Before you start the course, ask yourself the following questions and consider the answers. It can be useful to save your answers and return to them at the end of the course to identify your achievements during the learning journey.

Write a SWOT Analysis: S: strengths, W: weaknesses, O: opportunities and T: threats. At the end of the course, undertake another SWOT and compare the results to evaluate your learning.

• What are your strengths?

– How can they help you with the course?

• What are your weaknesses: in what areas do you feel you need help or the need to refresh yourself?

– Seek support from your teacher, coach, clinical colleagues and peers.

• Opportunities: what is the most exciting thing about commencing study?

– Write down the reasons for wanting to study and consider which of these make you feel excited about the prospect.

• Threats: what worries do you have about the course or about studying in general?

– Identify the threats to your studies. Think about an action plan to overcome these problems, considering who you need to help with them.

3. What kind of learner am I? Take some time to ask yourself the following questions to help you decide what kind of a ‘learner’ you are: • Do you learn by listening to others or resources? Auditory – Do you learn better by having conversations?

– Do you learn better by listening to resources, books, podcasts?

– Do you learn better by following verbal instructions?

– Consider the use of recordings of conversations with peers or of your own thoughts.

– Create memory rhymes or tunes.

– Read to yourself or others out loud.

– Debate and discuss with others your research and ideas.

– Some like to play music in the background, while others like silence.

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• Do you learn by actively doing things? Tactile/Kinaesthetic – Do you prefer to actively participate in tasks and new experiences?

– Do you learn better by having a go at something yourself?

– Consider the use of learning whilst undertaking activities or practice.

– Take regular breaks to move around.

– Some people exercise whilst reading or undertaking on line learning.

– Mentally review the thoughts when exercising.

– Move around as you learn and revise.

• Do you learn visually? Visual – Do you prefer to watch a film or movie about a topic you are learning about?

– Do you like to see the resources and practices that are being discussed in the course?

– Do you remember a face or experience you have seen rather than a name or article?

Study tips: • Write things down with charts pictures or maps to help you visualise the topic.

• Take notes on handouts or flip books and use a highlighter.

• Use the computer, mobile and/or multimedia resources.

• Use mind maps or brainstorming diagrams, consider pictures or video to return to.

Take a look at these resources and determine your learning styles. Whilst undertaking different ways of learning can assist you to broaden your experiences and knowledge, it is suggested that you identify your preferred style prior to engaging with the course so that you can get the most out of your learning journey. Now you have an idea about some of the ways you can learn, try looking at this course content and see which of the resources and study areas suit you best. Write or film (on your phone) or record a short reflection on this, and upload this to your portfolio as evidence. You can store this in a private area for your own access only.

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SWOT DIAGRAM

Strengths

Weaknesses

Threats

Opportunities

ACTION PLAN

Recognised SWOT

Action

Date evaluated

(T) Clinical time

Meet with my manager to discuss the time needed. Apply for study time etc. …

21.12.2018

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Section 2 MANAGING YOUR TIME: Often actually starting to study can be a daunting task. For the part-time student the management of time is vital to be able to get the most out of your learning experiences. You need to strike the right balance between home, work and studying to allow yourself to undertake the course. The best way to stay on track is to allow yourself time to consider the following questions; then you can think about how to manage your time effectively.

Remember to rest and allow yourself time to absorb your learning and think about what you have been working on.

So ask yourself a few simple questions: 1. What do I have to do? a. Take time initially to familiarise yourself with the resources. b. Read the directions and plan what YOU have to do and how long this will take you. c. Make sure you have seen the deadlines and recorded them where you can see they are approaching. d. Familiarise yourself with the teachers and coaches to ensure you have a point of contact.

Most people leave the important tasks to last.

It is good to recognise that this can affect the quality of your work.

2. How many hours am I able to attempt to study each day? a. Plan how many hours you can give and will need to complete the learning. b. Use a timetable or planner to assist you. c. Use your phone, calendar or computer to plan your deadlines. d. Make sure that you allow time for family, work, friends and sleep. You will need all of these to help you achieve your goals. e. Tasks will always take a little longer than expected, so add this into your planning. f. Allow time for planning in order to avoid repetition, using notes to remind yourself of what is required and what yo u have achieved.

Be realistic when planning your learning activities and creative on how you will achieve your goals.

3. Where and when do I feel able to concentrate best? a. Planning to study at a busy time can cause stress and procrastination. b. Avoid procrastination by studying where you are most focused and when you are most focused. c. Identify those areas where you are most distracted e.g. work, home, busy areas with loud surroundings or with your friends when you are also socialising.

Remember, what works for one person might not necessarily work for you.

4. How often do I need to take breaks to maintain my concentration? a. Consider using a timer to assist your concentration for a fixed period. b. Record how long you have been studying and reflect on your most productive periods. c. Don’t be afraid to alter schedules as required, dependent on your commitments and concentration. d. Ensure you eat and drink regularly and allow yourself breaks for movement and exercise. e. Do not sit at the computer screen for longer than 20 minutes without a break.

Sleep and exercise help you reflect and absorb your learning.

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5. Which time is best for me, weekdays or weekend? a. Make a plan around your other commitments. b. Set your goals realistically: Setting short term goals: • Assemble the materials (notes and learning aids) • Plan the tasks you want to achieve but vary these between sessions.

• Review where you were at the end of your last session before you start.

• At the end of the session, review your achievements and plan your aims for the next session.

Setting medium term goals: • Make a weekly plan and plan this a week ahead.

• When timetabling your study, add in breaks and meals • Set your priorities but be flexible and allow for adjustments to the plan.

• Review your achievement and restructure if you are not achieving the outcomes you aim for.

Setting long term goals: • Set yourself some achievements for the year end.

• Look at the hand-in dates and schedule as a guide to your planning.

• Consider any other life events that may need to be planned around.

Always remember to reflect on the learning, reviewing and reassuring yourself that you can achieve the output in the time. Ensure that this is flexible but manageable within the timeframes. Some students find planning tools such as GANTT charts and timelines useful tools.

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A DAILY PLAN EXAMPLE: Date …………………………….................... Plan No: .............................................................................

9.30 10.30 11.30 12.30 13.30 14.30 15.30 16.30 17.30 18.30

Task for the day

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WEEKLY PLANNER EXAMPLE Week commencing: Action: MUST DO

WOULD LIKE TO DO

Task for the week

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Section 3 GETTING THE MOST OUT OF YOUR LECTURES AND RESOURCES: The course that you are about to undertake will have a lot of reading and online resources. These have been recommended or designed to assist you in your learning and initially can appear overwhelming. Here are some areas to consider when planning your reading, using online resources and preparing to take lecture notes: 1. Reading tips: Be selective. You cannot read everything and will not be expected to: • Find an environment that supports your learning style. Settle before you undertake your reading, and add time for this into your plans.

• Look at the reading lists that are provided for each lecture and online resource.

• Ensure that you read the essential text that has been presented to you fully.

• It is advised that you also read and takenotes on the additional recommended text. ( Additional reading has been highlighted as extra resources for the course. Access to this will enrich evidencebased knowledge. This is not essential reading but is an added value resource.)

• Discuss further resources either online or reading with your tutor and peers and share resources and notes to widen the breadth of underpinning knowledge.

• Explore the library and online material to develop your arguments and enable you to debate around them.

2. A recommended formula for active reading and online resource access: This will increase your productivity and should be considered as a supportive method.

Survey your evidence to increase absorption of the information.

• To begin, skim the whole book, chapter, article or online resource to gather a sense of its content.

• Return to verbal or visual signposts such as bold text or specific wording.

• Question the evidence or resource. Don’t be over-impressed by the sheer amount of evidence.

• Is this relevant to your topic or assignment/area?

• If it is not relevant, save the resource in a file or computer file for access at a later date if you feel this may be of interest.

• Make notes and links to the work you are doing using highlighters or note stickers (online or physical) Read the resource or literature evidence. Some resources may slot neatly into planned timeframes, whereas others may take longer. Allow for this uncertainty in your daily and weekly plan by following some of the following recommendations.

• Divide the text or resource into sections and vary your reading time for each section dependant on relevance.

• Highlight or make notes of the important sections.

• Look for the main argument in each paragraph and highlight it.

• Evaluate the resource or text by noting your own ideas and arguments near to the relevant point.

• Distinguish between a fact and an author opinion, and make a note of which category a statement belongs to.

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Recall-noting important sections and points within the paper or resource or in notes can assist you to return to this in your writing and debate.

• Stop regularly and make notes.

• Highlight any important points or areas and link them to the specific area of text.

Review whether this is a relevant and useful piece of evidence or resource: • Check you have highlighted the important sections or details.

• Evaluate and reflect on the notes, resource and/or literature and determine the relevance to your topic.

• None of the evidence is to be thrown out.

Some of it may not be robust or relevant in the critical analysis phase but may support the wider discussion later.

So file it somewhere else to return to at a later date.

• Keep your notes in a format which is easily accessible to you.

3. Note taking to support reading, resources and lectures: There are some general tips for taking notes during your studying, no matter which resource you are using.

They will help you distinguish the detail from the overall argument. They can assist you to structure your ideas more clearly and keep a written record for later use when developing the assignment, researching or preparing for an exam.

Note taking on books/journals and online resources

Note taking in lectures

Use the computer, phone or laptop to take and save notes.

Use the computer, phone or laptop to take and save notes.

To access printed resources, you will need to print these prior to a lecture and annotate them with notes, highlighting areas and discussions as required.

Access PowerPoint presentations, print them where appropriate before the lecture and them to the resources.

Bring any notes to the lecture to assist debate, group work and development of arguments.

Before the lecture get an idea of the content by background reading and accessing online resources, making notes for further discussion and questions in the class.

Use heading and subheadings, do not try to write discussions or lectures word for word.

After reading or attending a lecture summarise the notes in your e-discussion, reflection or notes system.

Store your notes in a place which is easy to remember and access. Return to these to develop your assessment and reflections.

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Section 4 DEVELOPING YOUR WRITING SKILLS: There are many different ways of developing assignments. They all need some basic principles to be followed.

Read the assessment guidelines to see what kind of writing you will be producing for the individual modules.

These could be any of, or a combination of, the following.

• Essays require structured arguments which are evidence-based and based on literature and other resources • Reports: a structured piece of work presenting a specific topic.

• A critique developing arguments around the comparing and contrasting of material following a critical appraisal.

• Reflection: thinking critically about nursing practice or learning.

• A portfolio: a collection of evidence presented critically to demonstrate learning and/or competence • Competencies: evidence of the development of knowledge and skills.

• Exam: an examination of knowledge.

To undertake essay writing you need to demonstrate your ability to: 1. Understand the instructions given within the module.

2. Identify an appropriate question and search the underpinning literature and resources/ evidence.

3. Critically appraise and synthesise the evidence formatting an informed discussion.

4. Construct effective evidence-based arguments to support the conclusion.

5. Format evidence-based recommendations for practice.

1. Identifying a subject title: Start your work by understanding what the assessment requires. This will be clearly indicated. Take your time to read this information and perhaps highlight the important words which will help you plan your essay. Once this is highlighted you need to plan how you are going to achieve each point. Plan how you are going to lay out the assessment, and start by identifying the title. Return to this regularly so that you can stay focused on the point.

2. Start with a brainstorm: To start the process place your thoughts on the assessment content on a couple of A4 sheets of paper or a Word document. This can then be organised to a greater extent after you have a clearer idea of your understanding of the assessment and topic.

Ask yourself questions like: • What is the structure that is being introduced?

• What main points have been emphasised or jump out at you?

• What reading and resources do I need?

• Where is the best evidence going to be found?

The next step is to break down your ideas, reflect upon the plan and build it up to one that is more structured.

Consider the notes you have made and plan what reading and resourcing is required. In this plan, start to form a more coherent argument. The only fixed feature of this section is the essay title and you should return to this regularly to remain focused.

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3. Start your efficient reading: This section takes the most time and it’s important to plan well and use the above stages.

• Stay focused on the plan you made and don’t waste your time reading material which is irrelevant or isn’t linked to the topic.

• Read with a purpose, linking this to the title and plan.

• Use systematic note taking to record the references, quotes and page numbers. You may use all of the details later, so think about where to keep this information; • Write as you read (notes or sections), clarifying your ideas as you develop the arguments. You can revisit these drafts later.

However, remaining focused does not mean that you should not be flexible to new ideas generated from your reading.

4. How to establish the structure when you are ready to write The underpinning structure is important in helping you to bring the arguments you are making to the forefront.

The decision will be yours and may be influenced by clinical area, the title or your own preference.

Some areas may be: • thematic: producing themes that have emerged from your reading and remain relevant to your title • by context: to demonstrate that the area of practice you have decided to focus on has a sound literature base • comparative: addressing more than one area of research or practice that can be developed into a contrasting debate to draw conclusions • a fluid structure developing an idea: emerging from the evidence and evolving as you further appraise the evidence.

These can be developed into more complicated structures: • an overall chronological structure that compares sections • an overall thematic structure broken into sub themes • an overall comparative structure, broken down by context.

To answer the question, the process can potentially follow the following structure, which may be applied to many differing assessments: • analyse the title • brainstorm relevant ideas • gather information • read around the title, making relevant notes • structure first draft, introduction; structure the argument • form a conclusion and recommendations • prepare a first draft • analyse the title again • critically appraise and review the draft, adding in any further reading as necessary to support the argument • prepare the final draft • critically edit and submit the finished essay.

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5. The Introduction Structuring the assignment introduction can be done in draft as you commence the development. It may need to be altered later as the assessment develops. Used correctly the introduction provides a powerful, invaluable way of engaging the reader in the topic and the work to come. The length can range from one paragraph to a couple of pages.

The following structure may be used: • state the assessment aim • commence the development of the main point • give an overview of the assessment structure • give a rationale including clinical practice, your experiences and local/regional or national policy/protocol/ guidance which supports the topic you are covering • introduce confidentiality.

6. Structuring the main body (the argument) The structure must be the one that fulfils the expectations of the introduction. The main content should address ideas and provide relevant referencing and examples of the evidence. You need to convince the reader that your point of view is worth considering.

You should address: • linking to the introduction at the start • addressing aims and objectives • coaching your introduction in an academic style and remaining focused on this throughout.

• potentially discuss the methodology of your literature search • engage your reader by critically appraising, synthesising and evaluating your evidence, resources and literature throughout • form arguments underpinned with literature and evidence (these should include your own views and experiences) • clarify thoughts and expressions, • do not use slang or colloquial dialect or abbreviations • order your work to ensure the flow develops arguments and analysis throughout • link to the next section.

7. Developing a critical writing style To develop your writing, focus on developing your critical writing skills. This will help you develop your argument by critically considering the argument, your own practices, the evidence and the practice of others. “Criticial” is not a negative term, but allows you to explore further the ideas and practices nurses deliver.

The main characteristics to consider are: • confidence on challenging the conclusions drawn by other writers and researchers • evaluating the findings of your critical analysis • a balanced presentation of your view points and conclusions • a recognition of the limitations in your own evidence, argument, and conclusion.

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8. What is descriptive writing?

This form of writing is acceptable as diploma-style writing but degree-level writing needs to go further.

Descriptive writing is writing where the author gives: • a general description of a piece of literature, resource or evidence • a list of measurements of the resource or, research or literature and describes these without considering meaning or effect • only a brief summary of the evidence, practice or data.

In critical writing the arguments are underpinned and robust. These can be presented in one idea per paragraph or an explanation of the quote or argument. You could use the paragraph to practise critical writing.

Critiquing a paper You should research the paper and read it several times, breaking the paper up in your notes to sections.

However, don’t worry if you need to reread to understand it, take your time and apply these questions: Title

Is this concise and relevant to the research question?

Author

Does the author(s) have the correct qualifications, academic courses or professional experience?

Abstract

Has the abstract succinctly identified the research topic and structure of the work?

Introduction

Is there a specific focus?

Literature review

Are there enough sources of relevant data supporting the paper? Is this up to date including relevant works? Are seminal papers used? Is there a transparent search process? Is there a balanced literature evaluation? Is the need established and linked to practice?

The hypothesis

Is this clear and realistic?

Method

Can you see the methodology used and is this discussed?

Population/sample

If statistics form a part of the study, is the population right for the topic you wish to look at? Is the sampling generalised or specific? Are the figures explained?

Data management

Can you identify the data collection method and results clearly? Does this validate the hypothesis?

Date analysis

Is the approach appropriate and clearly discussed? Does the data validate the hypothesis?

Ethical matters

Is there informed consent used? Has anonymity/GDPR been discussed? Is the data securely stored?

Results

Are these clear and present? Do the results clearly relate to the data?

Discussion

Is this fair and transparent? Is there more data included?

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Conclusion

Is the conclusion seen to be supported by the findings?

Recommendations

Are there recommendations underpinning the need for further research?

Limitations

Have these been highlighted and discussed?

Conclusions and recommendations: The conclusion is important to demonstrate how your arguments have been drawn together and will underpin the recommendations of practice. You should not be including new material at this point, but evaluating how your learning will underpin practice, personal and any professional developments you have recommended.

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Section 5 COMPLETING THE WORK Editing your work: The examiner will be able to tell how much attention you have paid to the editing process. He or she will not appreciate reading material that has clearly not been thoroughly edited. If the reader’s main response is irritation at a poorly edited thesis, this will make it less likely that he or she will develop a positive impression of the content of your writing.

It is better that you spot and make the improvements necessary, than that the examiner is the first to spot them.

Typical aspects of writing that you can critique within the editing process include: • the overall logical structure and balance of the thesis • adherence to your stated title/research question/plans • signposting and linking of content • appropriate content under appropriate headings • the coherence of the line of argument • use of active/passive voice, and of past/present tense • clarity of explanation • length of sentences and economy of word use.

Plagiarism and academic offenses This means copying others’ work or ideas. The seriousness of this is that a nursing student will also be passing off others’ work as their own and ‘effectively lying’ about their knowledge and competency. This has implications for the fitness to practice and the NMC may be informed of this breach. Sometimes this is done through misunderstanding of how to write an assessment. If misunderstanding can be proven, a student may be supported to resubmit and correct the error.

Study skills reading list You can access a range of study skills resources with our online reading list. It covers study skills, writing skills, literature searching, reflective practice, referencing and avoiding plagiarism, dyslexia and accessibility resources.

It is available at: https://rcn.libguides.com/studyskills

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August 2024 The RCN represents nurses and nursing, promotes excellence in practice and shapes health policies rcn.org.uk Published by the Royal College of Nursing 20 Cavendish Square London W1G 0RN 020 7409 3333 Publication code 011 739