Learning Skills for Nursing Students
1
Book review Learning Skills for Nursing Students, N. Davis, A.C. Clark, M. O’Brien, C. Plaice, K. Sumpton, S. Waugh. Learning Matters, Exeter (2011). This is a 10 chapter book which aims to introduce readers to the key transferable, intellectual and graduate skills required in prepa- ration to becoming a registered nurse. Each of the chapters begin by identifying specific domains from the Standards for Pre- registration Nursing Education (NMC 2010) and Essential Skills Clusters (NMC 2010) to be addressed in that particular chapter. Chapter 1 is described as a welcoming chapter which aims to briefly introduce the reader to aspects of nursing education. The first chapter goes on to consider what will be expected of under- graduate nursing students during their programme of study, covering topics such as independent learning, motivation and responsibilities. The concept of learning styles is introduced in chapter 1 and on-line self evaluation tools are encouraged, particu- larly the VARK guide to learning styles (Fleming & Mills1992). Unfortunately, perspectives which are critical of learning styles such as Coffield et al (2004), Hargreaves (2004) and Rayner (2006) are not acknowledged. This could be a considered a missed opportunity in introducing and demonstrating a critically evalua- tive approach to evidence. Chapter 1 makes some excellent points regarding potential feelings of isolation and sources of support; the authors are to be commended on the inclusion, albeit brief, of these important aspects of learning for today’s nursing students. Chapter 2 considers study and academic writing skills including, time management, taking notes and essay preparation. I would argue that an additional discussion on how to make the best use of academic supervision may have been well placed in this section. Chapter 3 deals with number skills for nursing practice, chapter 4 considers the interpersonal and communication skills required when working with others and Chapter 5 addresses literacy with a focus on writing skills for nursing practice. Chapters 6 and 7 examine information technology and informa- tion literacy. The former seeks to clarify how to make best use of computer technology and the latter focusses particularly on library skills. These sections may have benefitted from discussing e-submission of academic work and of a more thorough discussion of emerging technologies to include virtual learning environments. The book concludes with chapters exploring evidence based practice, reflection and personal development planning. These are clear and logically placed chapters; however, I felt some aspects were given insufficient consideration. For example, both Driscoll’s and Johns’ models of reflection are given less than 1 page; whilst 5 full pages are devoted to the contributing author’s “new” model. There are learning skills which are not addressed, or are only briefly covered in the book, such as raising concerns in clinical prac- tice, recognising limitations, seeking support and self awareness, however, given the wide range of topics to be covered in what is a relatively small book, this is to some extent inevitable. On the whole Learning Skills for Nursing Students is visually pleasing, clearly and logically structured, and makes pertinent and stimulating use of scenarios and activities throughout. Brief outline answers for the activities are provided at each chapter end, along with further reading and useful websites. The book tries to balance academic and clinical learning skills and on the whole addresses these aspects equally. The book is predominantly aimed at first year nursing students across all fields of practice, however, as stated by the authors, this book may well be of value to second and third year undergrad- uate students, as well as registered nurses who feel they need to revisit their learning skills. Indeed, I will happily recommend this book to some of my post-registration Preparation for Mentor- ship students. Seán Welsh University of Salford, School of Nursing, Midwifery & Social Work, Frederick Road Campus, Manchester M6 6PU, UK E-mail address: [email protected] Contents lists available at SciVerse ScienceDirect Nurse Education in Practice journal homepage: www.elsevier.com/nepr Nurse Education in Practice 12 (2012) e47 doi:10.1016/j.nepr.2012.02.006
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Transcript of Learning Skills for Nursing Students
at SciVerse ScienceDirect
Nurse Education in Practice 12 (2012) e47
Contents lists available
Nurse Education in Practice
journal homepage: www.elsevier .com/nepr
Book review
Learning Skills for Nursing Students, N. Davis, A.C. Clark,M. O’Brien, C. Plaice, K. Sumpton, S. Waugh. Learning Matters,Exeter (2011).
This is a 10 chapter book which aims to introduce readers to thekey transferable, intellectual and graduate skills required in prepa-ration to becoming a registered nurse. Each of the chapters begin byidentifying specific domains from the Standards for Pre-registration Nursing Education (NMC 2010) and Essential SkillsClusters (NMC 2010) to be addressed in that particular chapter.
Chapter 1 is described as a welcoming chapter which aims tobriefly introduce the reader to aspects of nursing education. Thefirst chapter goes on to consider what will be expected of under-graduate nursing students during their programme of study,covering topics such as independent learning, motivation andresponsibilities. The concept of learning styles is introduced inchapter 1 and on-line self evaluation tools are encouraged, particu-larly the VARK guide to learning styles (Fleming & Mills1992).Unfortunately, perspectives which are critical of learning stylessuch as Coffield et al (2004), Hargreaves (2004) and Rayner(2006) are not acknowledged. This could be a considered a missedopportunity in introducing and demonstrating a critically evalua-tive approach to evidence. Chapter 1 makes some excellent pointsregarding potential feelings of isolation and sources of support;the authors are to be commended on the inclusion, albeit brief, ofthese important aspects of learning for today’s nursing students.
Chapter 2 considers study and academic writing skills including,time management, taking notes and essay preparation. I wouldargue that an additional discussion on how to make the best useof academic supervision may have been well placed in this section.Chapter 3 deals with number skills for nursing practice, chapter 4considers the interpersonal and communication skills requiredwhen working with others and Chapter 5 addresses literacy witha focus on writing skills for nursing practice.
Chapters 6 and 7 examine information technology and informa-tion literacy. The former seeks to clarify how to make best use of
doi:10.1016/j.nepr.2012.02.006
computer technology and the latter focusses particularly onlibrary skills. These sections may have benefitted fromdiscussing e-submission of academic work and of a more thoroughdiscussion of emerging technologies to include virtual learningenvironments.
The book concludes with chapters exploring evidence basedpractice, reflection and personal development planning. These areclear and logically placed chapters; however, I felt some aspectswere given insufficient consideration. For example, both Driscoll’sand Johns’ models of reflection are given less than 1 page; whilst5 full pages are devoted to the contributing author’s “new” model.
There are learning skills which are not addressed, or are onlybriefly covered in the book, such as raising concerns in clinical prac-tice, recognising limitations, seeking support and self awareness,however, given the wide range of topics to be covered in what isa relatively small book, this is to some extent inevitable.
On the whole Learning Skills for Nursing Students is visuallypleasing, clearly and logically structured, and makes pertinentand stimulating use of scenarios and activities throughout. Briefoutline answers for the activities are provided at each chapterend, along with further reading and useful websites. The book triesto balance academic and clinical learning skills and on the wholeaddresses these aspects equally.
The book is predominantly aimed at first year nursing studentsacross all fields of practice, however, as stated by the authors, thisbook may well be of value to second and third year undergrad-uate students, as well as registered nurses who feel they needto revisit their learning skills. Indeed, I will happily recommendthis book to some of my post-registration Preparation for Mentor-ship students.
Seán WelshUniversity of Salford, School of Nursing, Midwifery & Social Work,
Frederick Road Campus, Manchester M6 6PU, UKE-mail address: [email protected]
