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Effective Reading Techniques for
Nursing Students
Speaker: Brenda Chan, MSN, RN, FNP,
Nursing Faculty, ELAC
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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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NCLEX Clicker Question
2. The diagnosis of migraine headache isprimarily based on
a) historyb) CT scan c) MRI d) MRA
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NCLEX Clicker Question
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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NCLEX Clicker Question
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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NCLEX Clicker Question
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.