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Comprehensive Exam Orientation

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Title: MS Comprehensive Exam Orientation Author: Roxanne Garbez Mark Hawk Last modified by: David Kell Created Date: 1/20/2003 10:12:23 PM Document presentation format – PowerPoint PPT presentation

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Title: Comprehensive Exam Orientation


1
Comprehensive Exam Orientation
  • Spring 2014
  • Roxanne Garbez, RN, PhD, ACNP-BC, CNS
  • Mark Hawk, RN, MSN, AG ACNP-BC

2
Starting Spring 2015 Comprehensive exam
submissions will use the new format.Comprehensiv
e exams submitted prior to Spring 2015 will use
old format.
3
Outline of Comp Process
  • Description of the project
  • The Comprehensive Exam Handbook
  • Qualifying for the examination
  • Important dates
  • Technical requirements
  • Resources

4
Graduate Division Language
  • The comprehensive examination should demonstrate
    the students mastery of the major field and
    ability to think critically.

5
The Assignment
  • The purpose of this paper is to evaluate your
    ability to
  • Critique research as it applies to your area of
    specialization
  • Apply advanced clinical and theoretical knowledge
    to practice
  • Utilize writing skills to disseminate nursing
    information using a scholarly paper
  • Demonstrate you can be a consumer of research

6
Critical Points
  • Twenty (20) page paper not including title page,
    references, grid and appendices
  • Four exam options
  • Research Proposal
  • Critical Literature Review
  • Problem-solving
  • White Paper (still in process)

7
The Handbook
  • You can download a copy of the Comprehensive
    Examination Handbook from the UCSF School of
    Nursing website
  • Handbook will be available starting September
    2014.

8
How to Qualify for the Examination
  • You are eligible in the last quarter you are
    enrolled in course and clinical work.
  • If you have completed ALL course work with the
    exception of the comp exam you may submit the
    exam while on filing fee status for a reduced
    fee.

9
Filing Fee Status
  • Talk with your advisor
  • You may not take courses of any type or utilize
    faculty as a resource for writing your paper if
    you are on Filing Fee status
  • Apply and pay filing fee to OAR
  • Most frequently used for second time comp exam
    submission
  • Filing fee status can be used only once. If you
    pay filing fee then do not submit your comp you
    must pay full tuition for the subsequent quarter
    you submit your comp

10
Advance to Candidacy
  • Before you can be issued your individualized Comp
    Number, YOU MUST ADVANCE TO CANDIDACY.
  • Advance to Candidacy forms are available from the
    Office of Admissions and Registrar. Forms can
    also be downloaded online.
  • After you submit your form Graduate Division
    notifies Office of Student Affairs. OSA will
    then generate your Comp Number.

11
The Last Quarter of Course and Clinical Work
  • Advance to Candidacy the quarter before you plan
    to submit your comp
  • Your last chance to Advance to Candidacy is the
    first week of the quarter in which you plan to
    turn in the comp
  • One incomplete on academic record allowed
  • Payment of fees required for number

12
Know the Important Dates- Spring 2014
  • Number pick up date
  • Between April 8 and April 21
  • Submit comp by Noon
  • April 22
  • Notification of results
  • May 22

13
Formatting Expectations
  • APA 6th Edition format
  • Margins 1 inch on all 4 sides of page
  • Can separate syllables at the end of a line
  • 20 pages of text, not counting title page,
    reference list and appendices
  • Title should reflect content
  • No abstract
  • Double-spaced, 12 point uncompressed font
    (Acceptable font examples Times New Roman, Arial)

14
Submission Requirements
  • Completed face sheet
  • Separate paper with students name, address, home
    and work number, and other pertinent information
    that facilitates the student being contacted if
    necessary
  • It is the students responsibility to ensure that
    the comprehensive exam is submitted by 12 noon on
    the due date
  • One single-sided original of the comprehensive
    examination in PDF format

15
Face Sheet
  • In order to pick up your number you must complete
    the face sheet and return it
  • List your specialty
  • Topic
  • Suggested readers
  • ID number is given to you to be placed on your
    comp

16
(No Transcript)
17
Reading and Scoring
  • Student may select up to five preferred readers
    (not required)
  • Student is not guaranteed a preferred reader
  • Readers use a standard scoring system
  • Student will be given the faculty comment sheets
    at the end but not the scoring sheets

18
(No Transcript)
19
Plagiarism
  • Evidence of plagiarism results in a failure of
    the comprehensive exam.
  • Plagiarism can become grounds for dismissal from
    the School of Nursing.

20
A Comp Does Not Pass
  • One pass and one fail from two readers goes to a
    third reader for decision
  • Exam fails if two readers fail it
  • May re-submit exam once within 5 quarters of
    first submission

21
Vital Resources
  • Vital resourceDepartment Administrative
    Assistants
  • CHS
  • PN
  • FHCN
  • SBS
  • Comprehensive Exam Coordinators
  • CHS Beth Phoenix Dana Drew-Nord
  • PN Roxanne Garbez
  • FHCN Karen Duderstadt Mary Lynch
  • SBS Susan Chapman

22
Additional Resources
  • Advisors- topic and format
  • Specialty faculty
  • Sample comps on reserve
  • Office of Student Affairs for tutors and editors,
    contact Judy Martin-Holland
  • Consider other arrangements
  • Typist
  • Paid tutors and editors
  • Peers as editors and proofreaders
  • Create a timeline
  • See sample provided

23
Comprehensive Exam2014-2015
SEP
OCT
NOV
DEC
JAN
FEB
MAR
APR
MAY
JUN
JUL
AUG
Identifying the phenomenon of interest
  • Advance to Candidacy Before end of Winter
    Quarter
  • Pick up Comp from Departments From 4/08/14 to
    4/21/15
  • Submit Comp to Departments 4/22/14

Topic generation
Faculty input re topic
Literature review
Refine topic outline
Advance to Candidacy
Faculty input re topic outline
Draft 1
Pick up Comp
Colleagues read paper for clarity and organization
Draft 2
Submit Comp
Edit
24
WORK HARD, DO WELL!
  • Extensions, examination by mail, summer comps,
    oral exam are available only by special
    arrangement. Read the corresponding section of
    the comp handbook.

25
Sample Examinations
  • On reserve in each of the departments
  • Ask your advisor and/or your department's
    comprehensive examination coordinator

26
Comprehensive Exam overview
27
Choosing a Theory
  • Applicable to critical literature review,
    research proposal and problem solving comp
  • A theory should further clarify, support and
    explain your topic
  • Nursing theory not required
  • Explain your theory in the textdont depend on
    diagrams in the appendix

28
Theory or Conceptual Framework
  • Theory is the format that enables you to explain
    a phenomenon. There is no right or wrong
    theory--it is all in how you want to frame the
    argument you want to make.

29
Concept or Phenomenon
  • Possible Mechanisms Underlying the Increased Risk
    of Type 2 Diabetes in People on Atypical
    Psychotrophics

30
Potential Theoretical Frameworks
Physiological HPA axis and sympathetic nervous system hyperactivity resulting in overproduction of cortisol.
Genetics Diabetes only occurs in those with a genetic predisposition.
Co-moridity The diabetes is really due to alcoholism or binge eating.
Socio-cultural Due to socioeconomic, disability, marital status, access to health care
Health care Providers fail to adequately monitor overall health.
Behavioral Inactivity, diet, smoking due to the psychiatric illness
Medication Side effects, appetite stimulation and subsequent weight gain
31
Research Literature Summary Critique Table
  • Organize your literature into a table to compare
    and contrast different components of the critique
  • Briefly describe each study in the paper

32
Author(s), Year Purpose Sample Data Source, Design/Methods Main Ind. Variable/Dep. Variables Main Findings
Smith, 2011 Identify states with comparable enrollment for Medicaid-eligible children between immigrant and non-immigrant families DRAFT DO NOT USE AS FINAL COPY Total 842,196 Medicaid-eligible children (aged 0-17) children of immigrants (321,043) children of non-immigrants (521,153) 2009 US Census Bureau, Cross-sectional survey   Main IVs immigration status, state of residence   Main DV uninsured families (percent)     Many states had significant enrollment disparities between immigrant vs. non-immigrant families CA HI had highest rate of uninsured immigrant families/children
         
33
Research Proposal
  • To evaluate a students ability to identify a
    significant research question relevant to nursing
    practice, and to design a methodology for
    addressing the question.
  • Study does not have to be implemented
  • Must have access to UCSF faculty with research
    experience to mentor you

34
Research Proposal
  • Good choice if you plan to build on this topic
    for future research or doctoral work
  • Could be taken back to your workplace for
    implementation if approval given by institution

35
Quality of Writing Area I
  • Content Focus
  • Logic Flow
  • Structure organization
  • Sentence structure
  • APA format
  • Correct grammar, punctuation, word usage, and
    spelling
  • Each category 5 points 30 points
  • Score of 15 points or less is a technical fail

36
Scoring Areas II - IV
  • II Study its Context -70 points
  • III Conceptual Framework Literature Review
    -125 points
  • IV Methodology -105 points

37
The Comprehensive Exam is Pass/Fail
  • Total points available 330
  • Points needed to pass - 231

38
Proposed White Paper
39
Area Content Criteria Possible Score (330)
I Quality of Writing Content focus, logic flow, structure organization, sentence structure, APA, grammar 30 must score minimum 15
II Introduction Background Clarity of policy issue, significance of issue/policy, importance to health care/nursing, quality of evidence 80
III Literature Review, Theoretical Framework, Summary of Research Quality of theoretical discussion,. Quality of references, addresses elements of critique, quality of critique interpretation 115
IV Policy Solutions Recommendations Implementation of solutions, feasibility cost analysis, evaluation framework, summary conclusion 105 DRAFT COPY
40
Critical Literature ReviewChoosing a Topic
  • Pose a question
  • Do initial searching
  • There is enough research, but no clear synthesis
    of findings or clear direction
  • You want to argue a point that has some evidence,
    but is not established practice

41
Critical Literature ReviewTopic or Issue
  • Clarity of topic or purpose
  • State in 1 sentence!
  • The purpose of this paper is to examine the
    literature related to the efficacy of using BNP
    to diagnose patients with heart failure

42
Topic or Issue
  • Significance of topic
  • 4.8 million in US have HF, 50 are rehospitalized
    in 6 mos., there is no lab test for diagnosing
    HF, BNP might provide better method for effective
    evaluation of SOB than symptoms

43
Some evidence exists, but practice is not well
delineated
  • Should diabetics use ACE inhibitors to prevent
    renal impairment ?
  • This is well-established by scientific study and
    standard of practice in most settings.
  • Is it safe to give people with stage 4 kidney
    disease ACE inhibitors to prevent progression?
  • Practitioners have been hesitant to give people
    with stage 4 CKD ACE inhibitors for fear of
    increasing creatinine or potassium to dangerous
    levels.

44
Literature Review
  • Theoretical Discussion
  • Must address the foundation of your question or
    problem
  • Example Sepsis and EGDT
  • Use Physiologic theory to explain why EGDT is
    appropriate for septic patients
  • Use Change Theory if you want to implement EGDT
    in a new setting that manages septic patients

45
Literature Review
  • Quality of References
  • References significant to the problem area
    classic current while noting gaps in research
    literature if any
  • Avoid multiple articles from the same overall
    study (different purposes but same sample,
    methodology, statistics, etc.)

46
Literature Review
  • Organization of review
  • Rationale for selected articles, describe how you
    organized your paper
  • The journal articles were chosen because they
    include.and the oldest is reviewed first.
  • How many articles should you critique?
  • Use well written AND perhaps not so well written
    research articles the heart of the critique
    process is identifying why they may have similar
    study questions and yet end up with different
    results

47
Literature Review Critique
  • Synthesis and interpretation
  • YOUR ASSESSMENT OF THE STUDIES
  • Too small of a sample size to have power to find
    a difference between those with and without HF
  • Authors were biased b/c they knew the BNP level
    and may have changed treatment
  • Only generalizable to men

48
Identifies gaps in literature, implications for
practice, need for further research
  • STICK your neck out there! Make your opinion
    known, however you must base it on the critique
    of the literature you presented rather than your
    opinion.

49
Scoring Areas I - IV
  • I Quality of Writing 30 points
  • II Topic or Issue 50 points
  • III Literature Review - 150 points
  • IV Discussion Application
  • 100 points

50
Problem-Solving Comp
  • Purpose To evaluate the students ability to
    effectively communicate the resolution of a
    problem in an area of specialization.
  • Describes an identified need stemming from a
    discrepancy between what is or what could/should
    be.

51
Choosing a Problem-Solving Topic
  • Can be a problem on an individual or a systems
    level.
  • Must be appropriate to the clinical situation
  • Think of a situation that is challenging to you
  • Must be feasible!
  • Must be measurable!

52
Problem-Solving Cautions
  • Instituting a delirium treatment program in acute
    care setting
  • Is delirium identified? Multiple etiologieswhat
    will the intervention be? How will you measure
    this?
  • Improving parenting skills by identifying
    temperament in toddlers in preschools
  • What is meant by parenting skills? How will you
    get access to preschools? Is there literature
    that indicates that identifying temperament will
    change parenting behavior?

53
The Problem and its Environmental Context
  • Clarity of the Problem
  • Who is solving the problem
  • APN
  • Where the problem occurs
  • ICU
  • What is to be accomplished
  • Improve Nurses Knowledge
  • Target population
  • ICU Nurses

54
The Problem and its Environmental Context
  • Significance of the Problem
  • Importance of the problem to patients or
    profession
  • Accurate Hemodynamic Monitoring is essential for
    ICU patients

55
The Problem and its Environmental Context
  • Clarity of the Setting
  • Home, hospital, nursing home
  • Intensive Care Unit

56
The Problem and its Environmental Context
  • Clarity of Roles Inter-relationships
  • Describes functions of individuals sig to
    problem, their roles and influence on the setting
  • ICU nurses, Clinical Nurse Specialist, Head Nurse

57
Literature Review
  • Quality of theoretical discussion
  • Quality of references
  • Addresses elements of critique
  • Quality of critique and interpretation

58
Intervention, Implementation Evaluation
  • Expected Outcomes
  • Clarity Appropriateness of Intervention
    Implementation
  • Clarity Appropriateness of Evaluation Procedure
  • Defensibility
  • Realism

59
Intervention, Implementation Evaluation
  • Clarity of Expected Outcomes
  • Improvement of Nurses Knowledge evidenced by
    improvement on post-test scores

60
Intervention, Implementation Evaluation
  • Clarity Appropriateness of Implementation
  • Outline procedures for implementing the
    intervention and ensuring they are appropriate
  • Educational intervention was three-fold
  • Self-study, then 4 hour mandatory class, bedside
    guides developed

61
Intervention, Implementation Evaluation
  • Clarity Appropriateness of Evaluation
  • Delineates specific measurable and appropriate
    evaluation criteria
  • Pretest and post-test measure of ICU nurses
    knowledge is measured
  • Number of incident reports are analyzed regarding
    monitoring

62
Intervention, Implementation Evaluation
  • Defensibility
  • Demonstrates intervention has potential for
    substantial improvement in the problem
  • Realism
  • Feasibility of intervention
  • Will an educational intervention be possible?

63
Caveats
  • Do not wait until the end to decide on method of
    evaluation
  • When writing, do not always start with the
    beginning of the paper and progress to the end or
    your evaluation will suffer.

64
Scoring Areas I - IV
  • I Quality of Writing 30 points
  • II Problem environmental Context 75 points
  • III Literature Review Research, Narrative,
    Theory 100 points
  • IV Intervention, Implementation, and Evaluation
    125 points

65
Most common reasons why comps fail
  • Started too late to put in necessary time and
    effort
  • Did not meet with your advisor to obtain feedback
    and make sure you are on track
  • Did not follow the advice of your advisor
  • Changed your comp topic at the last minute
  • Primary editor was someone whose English
    composition skills were not adequate to give you
    appropriate feedback on your writing

66
I PASSED!
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