DO YOU AGREE OR NOT? Ch 4. The author recommends developing one's writing to cultivate a professional identity. This is
Posted: Tue Mar 15, 2022 2:43 pm
DO YOU AGREE OR NOT?
Ch 4. The author recommends developing one's writing to
cultivate a professional identity. This is meant to facilitate
students' ability to find their fit within the discipline and helps
them identify their passion for areas of nursing practice. The
author goes on to say that writing as a practice contributes to the
students’ sense of agency as a writer and theoretically leads to
better learning outcomes. In other words, the more students write
to learn, the more confident they become not only in their area of
expertise but also as writers. Students improve their writing best
through engagement (learning how to receive and give feedback)
rather than through praise or through punitive measures (like a
poor score). This chapter was written in a way that was so
inscrutable and difficult to read that it literally gave me a
migraine and I had to have a lie down after answering this
question. Ch. 5 As newcomers to the discipline, nursing students
struggle to identify which conditions are most relevant.
Information should be triaged just as in a hospital, with the most
important information front and center. The author gives a poignant
example: a student named Kira looks at a patient’s EHR, which
states that their main issue is backache, but upon closer
investigation notices a note from a physical therapist indicating
that the patient had recently had reconstructive surgery for
cerebral palsy. Of course the patient had a backache! I found this
anecdote especially relatable to my own line of work. Many of the
doctors we work with have the attention spans of goldfish and the
reading comprehension skills to match, so I sometimes get
frustrated when I get incomplete or nonsensical answers when I
reach out with questions or concerns about cases. Going forward,
I’m going to make an effort to lead with the most pressing concerns
and just assume no one reads past the first 2 sentences. The
chapter also talks about jargon and communicating complex ideas
effectively in a consistent way that everyone understands. Since I
communicate directly with doctors, I need to be very well versed in
medical jargon related to the dental field, more so than many other
dental lab technicians. This was initially very challenging. Now
though I have a good understanding of how to describe the issues I
come across with the correct verbiage as well as being able to
translate certain doctors’ scripts who seem to take it as a
challenge to be as confusing as possible. Ch. 6 & 7 The primary
goal of undergraduate writing assignments is to teach students to
search for, interpret, and understand data. These papers require a
student to explore topics and present gathered information. In
contrast, graduate students are viewed as part of a scholarly
field. As such, they should employ the rules of graduate writing
and synthesize knowledge, provide insights, and contribute to the
existing research. Unlike undergraduate level papers, graduate
level writing is not based on prompts, but instead developed
research questions using specific language and terms since most
papers are shared with other scholars knowledgeable in the field.
The formatting of the paper also differs from a simple essay
structure in that research-based papers include a methodology,
literature review and discussion. The work done by graduate
students is considered a part of academic research, thus requiring
more attention to editing, as well as a more thorough understanding
of the topic than undergraduate papers.
Ch 4. The author recommends developing one's writing to
cultivate a professional identity. This is meant to facilitate
students' ability to find their fit within the discipline and helps
them identify their passion for areas of nursing practice. The
author goes on to say that writing as a practice contributes to the
students’ sense of agency as a writer and theoretically leads to
better learning outcomes. In other words, the more students write
to learn, the more confident they become not only in their area of
expertise but also as writers. Students improve their writing best
through engagement (learning how to receive and give feedback)
rather than through praise or through punitive measures (like a
poor score). This chapter was written in a way that was so
inscrutable and difficult to read that it literally gave me a
migraine and I had to have a lie down after answering this
question. Ch. 5 As newcomers to the discipline, nursing students
struggle to identify which conditions are most relevant.
Information should be triaged just as in a hospital, with the most
important information front and center. The author gives a poignant
example: a student named Kira looks at a patient’s EHR, which
states that their main issue is backache, but upon closer
investigation notices a note from a physical therapist indicating
that the patient had recently had reconstructive surgery for
cerebral palsy. Of course the patient had a backache! I found this
anecdote especially relatable to my own line of work. Many of the
doctors we work with have the attention spans of goldfish and the
reading comprehension skills to match, so I sometimes get
frustrated when I get incomplete or nonsensical answers when I
reach out with questions or concerns about cases. Going forward,
I’m going to make an effort to lead with the most pressing concerns
and just assume no one reads past the first 2 sentences. The
chapter also talks about jargon and communicating complex ideas
effectively in a consistent way that everyone understands. Since I
communicate directly with doctors, I need to be very well versed in
medical jargon related to the dental field, more so than many other
dental lab technicians. This was initially very challenging. Now
though I have a good understanding of how to describe the issues I
come across with the correct verbiage as well as being able to
translate certain doctors’ scripts who seem to take it as a
challenge to be as confusing as possible. Ch. 6 & 7 The primary
goal of undergraduate writing assignments is to teach students to
search for, interpret, and understand data. These papers require a
student to explore topics and present gathered information. In
contrast, graduate students are viewed as part of a scholarly
field. As such, they should employ the rules of graduate writing
and synthesize knowledge, provide insights, and contribute to the
existing research. Unlike undergraduate level papers, graduate
level writing is not based on prompts, but instead developed
research questions using specific language and terms since most
papers are shared with other scholars knowledgeable in the field.
The formatting of the paper also differs from a simple essay
structure in that research-based papers include a methodology,
literature review and discussion. The work done by graduate
students is considered a part of academic research, thus requiring
more attention to editing, as well as a more thorough understanding
of the topic than undergraduate papers.