ELAC RA Nursing FTLA Presentation

7/31/2019 ELAC RA Nursing FTLA Presentation

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02/18/2011 Effective Reading Techniques forNursing Students

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Effective Reading Techniques for

Nursing Students

Speaker: Brenda Chan, MSN, RN, FNP,

Nursing Faculty, ELAC


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Effective Reading Techniques forNursing Students

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Norm Setting

Active Learning Group participation Respect each others view

points

Cell phones off/vibrate Quiet reading time Question answered Be courteous at all times!


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Questions before we start?

More upcoming workshops inthe coming months, please

check DHS calendar Todays session will end at

3:00pm

You will be required to fill outan survey online, link will beemailed to you. Thank you very

much in advance.


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Goals/Objectives:

*This workshop will explore practicalstrategies to enhance reading fluency and

comprehension in Nursing subject matters.


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Student Learning Outcomes:

By completing the workshop, the student willbe able to

1. Identify and apply three reading strategies toenhance reading comprehension.2. Formulate and create individual study plans

using the strategies.

3. Apply and adapt strategies to answeringNCLEX type questions.


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http://www.mnispi.org/cartoon/2001/pages/Learning%20Styles_gif.htm


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How Learning Takes Place?

Multi-channel Hands on Audio/Video Simulation

But nothing replaces READing! Find out you own learning style

http://www.engr.ncsu.edu/learningstyles/ilsweb.html http://news.nurse.com/article/20100712/

NATIONAL01/107120118/-1/frontpage


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Background

Reading Apprenticeship Strategic Literacy

Initiative

STEM teachersworkshop

Reading in Nursingsubjectshttp://www.ct4me.net/reading.htm


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Clicker Question

1. Do you struggle with reading andcomprehending nursing texts?

A. Always B. Sometimes C. Occasionally D. Not at all


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Clicker Question

2. Do you feel overwhelmed with theamount of reading that is required by the

course? A. Always B. Sometimes C. Occasionally D. Not at all


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Clicker Question

3. Do you need help in developing studystrategies towards nursing studies?

A. Yes B. No C. Unsure


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Personal Reading History

What do you feel comfortable reading? What do you usually read in your spare

time, if anyJ?

What do you enjoy reading? What do you hate to read? What are your absolute fear about reading?


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Activity: Pair & Share

Share some highlights of your readinghistory with a partner. Make sure that each

of you has had an opportunity to tell yourstory uninterrupted before you respond towhat youve heard. Once both people havehad a chance to share, discuss what you

learned about each other:What were some commonalities?What were some surprises? Source: RA, SLI, 2007 WestEd.


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Community College Students

Talk About Reading Video made by Chabot College, similar

student population as compare to ELAC

Title:Reading Between the Lives http://video.google.com/videoplay?

docid=7368391970090929671#

Will watch clipWhen Reading isAssigned.


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Students View Points

Sink or Swim if students do speak up, they get humiliated Teachers expect you to know it If you dont read, its because you are lazy I will not show up to class if I havent read No one teaches you how to read Sometimes I justBS about it .and more


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Reading Sample

Coronary artery disease (CAD oratheroscleroticheart disease) is the end result of theaccumulation ofatheromatous plaques within the

walls of the coronary arteries[1] that supply themyocardium (the muscle of the heart) withoxygen and nutrients. It is sometimes also calledcoronary heart disease (CHD), but although

CAD is the most common cause of CHD, it isnot the only cause. http://en.wikipedia.org/wiki/Coronary_artery_disease


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Capturing our Reading Process

a. What experiences stand out for you? Highpoints? Low points?

b.

Were there times when your readingexperience or the materials you were reading

made you feel like an insider? Like an

outsider?

c. What supported your literacy development inthis subject area? What discouraged it?


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Reading Strategies

Think Aloud Talking to the Text (T4) Think Aloud Pairs Problem Solving

(TAPPS)

Reading Logs FIPQ

http://www.teachersandfamilies.com/open/tr/trtchrlib.cfm


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Reading Strategies cont.

QAR Summarizing Final Word 25-Word Abstract Survival Words Inquiry http://www.bham.lib.al.us/locations/central/youth/old/YouthDept.asp


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Think Aloud

Think Aloud Talking to the Text (T4)

Help students see, hear, and practice themental activities engaged in by good readers

Help student focus on comprehension,Encourage students to notice and say when

they are confused and use each other to

brainstorm meaning


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Talking to the Text (T4)

Make student feel safer and better preparedto discuss texts and their reading process

Have had time to record their thoughts onpaper

Provide opportunity to engage with textindependently before sharing their process


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Think Aloud Pairs Problem

Solving (TAPPS) Simply is Think Aloud for text that

presents a problem to solve

Reading process is tightly coupled withproblem solving process

Usually used for mathematics problem orlaboratory techniques


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Think Aloud Checklists

Im curious Im not sure _____ Im looking . Im predicting. I wonder where this table I wonder if there is words that go with this

picture

Analysis: talk aloud, describing, chunking,


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Reading Logs

Two-column reading log In one column, students record what theysee in the text

In the other column, they record theirthoughts

Patterns they see, questions they have,connections they make to prior knowledge


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Reading Logs with Evolve Key

Points

www.evolve.elsevier.com


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Evolve Key Points

Step 1: Sign in for an Evolve Account Step 2: Add Lewiss Med/Surg Nursing 8th ed.

And other textbooks that you would like to haveaccess to

Step 3: go to resources, choose Lewiss 8th ed.Med/surg link and click start the course from

beginning Step 4: Go to the chapter and open up key points


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Reading Logs with Key Points

Download the key points to your computer Change the margin of the text to half of the

page (two column, one side is key points,one side is blank)

Then print it out Jog down your own notes while reading

the texts with the key points in front ofyou.


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Reading Log with Key Points

Lewis et al: Medical-Surgical Nursing: Assessment andManagement of Clinical Problems, 7th edition

Key Points Chapter 32: Nursing Assessment: Cardiovascular System Structures and Functions The heart is a four-chambered organ that lies in the

mediastinal space in the thorax.

The heart is divided by the septum, forming the right and left

atrium and the right and left ventricle.

Valves separate the chambers of the heart:o Mitral valve separates the left atrium and the left ventricle.o Aortic valve separates the left ventricle and the aorta.o Tricuspid valve separates the right atrium and the right

ventricle.

o Pulmonic valve separates the right ventricle and thepulmonary artery.

Your own notes


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FIPQ

Focus, Image, Predict, Question Inquiry into four reading processesQuestioning = critically think about

what they read and deepens

comprehension


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FIPQ

1. What are you focusing on and why?2. What image and visualizations do you

form and why?3. What prediction you make and what

schema you draw upon?

4. What questions you pose and why?


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Questions-Answers

Relationships Purpose is to further develop students

ability to respond independently to

questions they pose or encounter whilereading.

Modified use: use study questions toenhance effective reading.


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Yellow-Pink-Purple


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Summarizing

Carefully read the passage and highlightthose points that are essential to a

summary Make a summary based on highlighted

areas

Do not repeat ideas

Do not include too much details.


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Final Word

A form of discussion format Allows each person in the group an opportunity

to have his or her ideas, understandings, andprespectives enhanced by hearing from others.

Benefits: Expand on the thinking process Provide a different look at the issue Clarify thinking about issue


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25 Word Abstract

Write a 25 word abstract (summary) afterreading a passage that include key ideas

presented.

Listen to other students abstract and takenotes from others summaries that aredifferent from your own.

Discuss similarities and differences in theabstracts.


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Survival Words Inquiry

Read the passage and circle words,symbols, phrases and sentences that you

need to clarify to understand the passage. Ask:

Why did you select it?What did you do to clarify it?


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Strategies for

NCLEX-RN type Questions Think Aloud Talking to the text FQIP QAR


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NCLEX Clicker Question

1. One of the priority interventionduring emergent phase of burn

management is

a) ensure patent airwayb) begin fluid replacement c) cover burned area with dry, sterile

dressing

d) assess for other injuries


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2. The diagnosis of migraine headache isprimarily based on

a) historyb) CT scan c) MRI d) MRA


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3. A patient is admitted to the ER with epigastricdiscomfort. His diagnosis is possible coronaryocclusion. What is your first priority is his care?

a. elevate the head of his bed and administeroxygen by nasal cannula

b. remove his clothing, change him into a gownand connect cardiac monitoring leads

c. check his vital signs and start an IV d. reduce his anxiety by discussing the plan of

care with him


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4. Mr. M is receiving a drug that blocksbeta-1 adrenergic receptors. What effect

will that have on the heart? a. increase cardiac outputb. increase AV node conductionc. elevate heart rate

d. lower blood pressure


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5. Mrs. K has been admitted with a diagnosis ofCHF. Shes on a low sodium diet and fluidrestriction of 1500cc per day. Which of the

following assessment finding is most indicativeof the progression of her heart failure?

a. vital signs every 8 hours b. daily weights c. I/Os d. chemistry panel


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Develop your own study

strategies

Which technique stands out most for you? Which technique are you already using?


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http://www.visual-learners.com/

What is a visual-spatial learner? Well...


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Develop your own study

strategies

Whats is your learning style?Take the quizhttp://www.engr.ncsu.edu/learningstyles/

ilsweb.html

How much time do you have? What other responsibilities do you have?


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Using Concept Maps to Enhance

Reading and Comprehension


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Medical Condition

Risk Factors Etiology/Pathophysiology

Nursing

Dxs

Assessment Data

Planning

STGs & LTGs

Nursing Interventions

Evaluations

Rx Teachings

Concept Mapping bc 01/06


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Sample Concept Map


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Relationship between Nursing Diagnoses


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Concept Map: Another Look

Edema

Cardiopulmonary Integumentary GI/HepatobiliaryFluids Overload

Heart Failure

Mucous membraneJVD

Lung SoundsPeripheral edema

Lab values

Burn

RednessShiny appearance

BlistersDiscoloration


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Summary


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How do children learn?

Children learn byparticipating inactivities withmorecompetent otherswho will providesupport for the parts ofthe task that thechildren cannot yet doby themselves

Reading strategies can betaught and learned!

http://familyplayandlearn.com/


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Reading is not just a basic skill.

Reading is a complex process.

Reading is problem solving.

Fluent reading is not same as decoding.

Reading is situationally bounded.

Proficient readers share some

key characteristics.

http://read-learnerzone.blogspot.com/2012/01/reading-is-good-for-you-start-now.html


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Good Readers Are..

Mentally engaged Motivated to read and to learn Socially active around reading tasks Strategic in monitoring the interactive

processes that assist comprehension

Setting goals that shape their reading processes Monitoring their emerging understanding of a text,

and Coordinating a variety of comprehension strategies to

control the reading process Source: Schoenbach et al. (1999) Reading for Understanding, p. 20


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Remember

You do not have to comprehend everythingimmediately

Expect ambiguity and confusion Seek clarification Getting the big picture

Skim or scan texts Read through ambiguity and confusion Read ahead to see if confusion clears up Review the big picture to check comprehension


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Tips:

Breaking it down Monitoring comprehension Using Problem-solving strategies to assist

and restore comprehension

Setting reading purposes and adjustingreading processes


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Team Work

View one another as resources for learning Collaborate Group work

http://www.toastmasters.org/MainMenuCategories/FreeResources/QuestionsaboutLeadership/Teamwork.aspx


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Dont be afraid to beSLO-O-OW

http://www.cse.buffalo.edu/~rapaport/howtostudy.html


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Read.Think


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The End

Questions? Comments?

The End


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References:

Schoenbach et al. (1999). Reading forUnderstanding, A Guide to Improving

Reading in Middle and High SchoolClassrooms. Jossey-Bass, San Francisco.

WestEd (2010), Reading ApprenticeshipInstit, Strategic Literacy Initiative.

ELAC RA Nursing FTLA Presentation

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