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Comprehensive Exam Orientation Fall 2014 Fall 2014 Barbara Hollinger, Barbara Hollinger, RN, MSN, FNP-BC Mary Lynch, RN, MS, MPH, FAAN, PPCPNP-BC.

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Presentation on theme: "Comprehensive Exam Orientation Fall 2014 Fall 2014 Barbara Hollinger, Barbara Hollinger, RN, MSN, FNP-BC Mary Lynch, RN, MS, MPH, FAAN, PPCPNP-BC."— Presentation transcript:

1 Comprehensive Exam Orientation Fall 2014 Fall 2014 Barbara Hollinger, Barbara Hollinger, RN, MSN, FNP-BC Mary Lynch, RN, MS, MPH, FAAN, PPCPNP-BC

2 Starting Spring 2015 Comprehensive exam submissions will use the new format. Comprehensive exams submitted prior to Spring 2015 will use old format.

3 Outline of Comp Process Description of the Comp assignment Description of the Comp assignment The Comprehensive Exam Handbook The Comprehensive Exam Handbook Qualifying for the examination Qualifying for the examination Important dates Important dates Technical requirements Technical requirements Resources Resources Comprehensive Exam options Comprehensive Exam options

4 Graduate Division Language “The comprehensive examination should demonstrate the student’s mastery of the major field and ability to think critically.” “The comprehensive examination should demonstrate the student’s mastery of the major field and ability to think critically.”

5 The Assignment The purpose of this paper is to evaluate your ability to: 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 Twenty (20) page paper not including title page, references, grid and appendices Four exam options Four exam options –Research Proposal –Critical Literature Review –Problem-solving –White Paper

7 The Handbook You can download a copy of the Comprehensive Examination Handbook from the UCSF School of Nursing website You can download a copy of the Comprehensive Examination Handbook from the UCSF School of Nursing website

8 How to Qualify Advance to Candidacy Before you can be issued your individualized Comp Number, YOU MUST 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. 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. After you submit your form Graduate Division notifies Office of Student Affairs. OSA will then generate your Comp Number.

9 The Last Quarter of Course and Clinical Work Advance to Candidacy the quarter before you plan to submit your comp 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 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 grade on your academic record allowed to Advance to Candidacy One incomplete grade on your academic record allowed to Advance to Candidacy Payment of fees required for comp exam number Payment of fees required for comp exam number

10 How to Qualify for the Examination How to Qualify for the Examination You are eligible in the last quarter you are enrolled in course and clinical work. 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. 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.

11 Filing Fee Status Talk with your advisor to determine if you are eligible for filing fee Talk with your advisor to determine if you are eligible for filing fee 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 except for resubmission of a failed comp 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 except for resubmission of a failed comp Apply and pay filing fee to OAR Apply and pay filing fee to OAR Most frequently used for second time comp exam submission Most frequently used for second time comp exam submission

12 Know the Important Dates

13 Formatting Expectations APA Sixth Edition format Margins 1 inch on all four 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 What Should be Submitted? The following items are to be submitted electronically by the student – –A completed face sheet. – –One copy of the Comprehensive Examination submitted as a PDF or MS Word document. – –A Student Contact Page of paper that provides the student’s name, mailing address, home and cellphone numbers, and any other pertinent information that allows the student to be reached during the reading period. – –A Turnitin TM originality report. – –An additional copy of the exam should be retained by the student.

15 15 Securing Your Comp Number In order to pick up your number you must complete the face sheet and return it 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 ID number is given to you to be placed on your comp

16 The student’s name should not appear on any part of the Comprehensive Examination. The paper is identified only by the assigned ID number, entered on the face sheet and every page of the examination at the top right margin to the left of the page number NAME

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18 Reading & Scoring Student may select up to five preferred readers (not required) Student may select up to five preferred readers (not required) Students may elect to exclude one faculty reader if desired Students may elect to exclude one faculty reader if desired Student is not guaranteed a preferred reader Student is not guaranteed a preferred reader Readers use a standard scoring system Readers use a standard scoring system Student will be given the faculty comment sheets at the end but not the scoring sheets Student will be given the faculty comment sheets at the end but not the scoring sheets

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20 Plagiarism Evidence of plagiarism results in a failure of the comprehensive exam. Evidence of plagiarism results in a failure of the comprehensive exam. Plagiarism can become grounds for dismissal from the School of Nursing. Plagiarism can become grounds for dismissal from the School of Nursing.

21 Plagiarism Defined “to steal or pass off as one’s own (the ideas or words of another); use (a created production) without crediting the source; to commit literary theft; to present as new and original an idea or product derived from an existing source.” “to steal or pass off as one’s own (the ideas or words of another); use (a created production) without crediting the source; to commit literary theft; to present as new and original an idea or product derived from an existing source.” Webster’s Third New International Dictionary of the English Language

22 A Comp Does Not Pass One pass and one fail from two readers goes to a third reader for decision One pass and one fail from two readers goes to a third reader for decision Exam fails if two readers fail it Exam fails if two readers fail it May re-submit exam once within five quarters of advance to candidacy May re-submit exam once within five quarters of advance to candidacy

23 Vital Resources Vital resource— Dept. Administrative Assistants Vital resource— Dept. Administrative Assistants –CHS: Judy Alonzo and Sharon Solorio –PN: Mary Margaret –FHCN: Maggie Pena –SBS: Brandee Woleslagle Comprehensive Exam Coordinators Comprehensive Exam Coordinators –CHS: Beth Phoenix and Dana Drew-Nord –PN: Roxanne Garbez –FHCN: Barbara Hollinger and Mary Lynch –SBS: Susan Chapman

24 Additional Resources Advisors- topic and format Advisors- topic and format Specialty faculty Specialty faculty Sample comps on reserve Sample comps on reserve Scientific Writing Program Coordinator Scientific Writing Program Coordinator Consider other arrangements Consider other arrangements –Typist –Paid tutors and editors –Peers as editors and proofreaders Create a timeline Create a timeline –See sample provided

25 Comprehensive Exam Spring 2015 SEPOCTNOVDECJANFEBMARAPRMAYJUNJULAUG Identifying the phenomenon of interest Refine topic outline Advance to Candidacy Topic generation Faculty input re: topic Literature review Faculty input re: topic outline Draft #1 Colleagues read paper for clarity and organization Draft #2 Pick up Comp # Edit Submit Comp Advance to Candidacy: Before end of Winter Quarter 2015 Pick up Comp # from Departments 04/08/2015 Submit Comp to Departments: 4/22/15

26 WORK HARD, DO WELL! Extensions, summer comps, oral exam are available only by special arrangement. Extensions, summer comps, oral exam are available only by special arrangement. Read the corresponding section of the comp handbook. Read the corresponding section of the comp handbook.

27 27 Sample Examinations On reserve in each of the departments On reserve in each of the departments Ask your advisor and/or your department's comprehensive examination coordinator Ask your advisor and/or your department's comprehensive examination coordinator

28 Comprehensive Exam Overview

29 29 Choosing a Theory Applicable to research proposal, critical literature review, and problem solving comp Applicable to research proposal, critical literature review, and problem solving comp A theory should further clarify, support, and explain your topic A theory should further clarify, support, and explain your topic Nursing theory not required Nursing theory not required Explain your theory in the text—don’t depend on diagrams in the appendix Explain your theory in the text—don’t depend on diagrams in the appendix

30 30 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. 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.

31 Concept or Phenomenon Possible Mechanisms Underlying the Increased Risk of Type 2 Diabetes in People on Atypical Psychotrophic Medications Possible Mechanisms Underlying the Increased Risk of Type 2 Diabetes in People on Atypical Psychotrophic Medications

32 32 Potential Theoretical Frameworks

33 33 Research Literature Summary Critique Table Organize your literature into a table to compare and contrast different components of the critique Organize your literature into a table to compare and contrast different components of the critique Briefly describe each study in the paper Briefly describe each study in the paper Should be 1 page/article Should be 1 page/article Detailed information in table should not be repeated in body of Comprehensive Exam Detailed information in table should not be repeated in body of Comprehensive Exam

34 Appendix I: Quantitative Research Literature Review Table CitationConceptual Frame work /Theory AimsDesign & Methodology Sample & Setting VariablesMeasuremen t & Analysis Findings Author/s name, title of article Year of publication, journal The theoretical basis of the study What was purpose of the study? What were the hypotheses/ null hypotheses or states research Indicate the design and briefly describe the procedures used to collect data. n = ? Sample demographi cs Recruitment procedures? Inclusion/Ex clusions criteria Setting selection? What were variables & definitions? Give function of variables What scales used to measure variables What statistical tests were used to answer the research Question? Key findings from result table c sig values 34

35 Appendix II: Qualitative Research Literature Review Table CitationTheoretical Framework Design & Methodology AimsSample & SamplingAnalysisFindings Author/s name, title of article Year of publication, journal The theoretical basis of the study Study design. Data sources and data- collection strategies What was purpose of the study? How many participants were there? What were the sample demographics What was the sampling approach? Inclusion/Exclusions criteria How was the setting selection? How were data analyzed? What software was Used (if any) What were the major themes and findings? 35

36 Recommended Number of Articles for Each Comprehensive Exam Research Proposal4 – 5 articles Research Proposal4 – 5 articles Critical Literature Review 5 – 7 articles Critical Literature Review 5 – 7 articles Problem-Solving Proposal Problem-Solving Proposal 4 – 5 articles White Paper4 – 5 articles White Paper4 – 5 articles 36

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

38 Quality of Writing Area I applies to All Comps Content & Focus Content & Focus Logic & Flow Logic & Flow Structure & organization Structure & organization Sentence structure Sentence structure APA format APA format Correct grammar, punctuation, word usage, and spelling Correct grammar, punctuation, word usage, and spelling Each category 5 points = 30 points Score of 15 points or less is a technical fail 38

39 39 Research Proposal To evaluate a student’s ability to identify a significant research question relevant to nursing practice, and to design a methodology for addressing the question. To evaluate a student’s 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 Study does not have to be implemented Must have access to UCSF faculty with research experience to mentor you Must have access to UCSF faculty with research experience to mentor you

40 Research Proposal Good choice if you plan to build on this topic for future research or doctoral work 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 Could be taken back to your workplace for implementation if approval given by institution 40

41 Scoring Areas II - IV II: Study & its Context -70 pointsII: Study & its Context -70 points III: Conceptual Framework & Literature Review -125 pointsIII: Conceptual Framework & Literature Review -125 points IV: Methodology -105 pointsIV: Methodology -105 points 41

42 42 Critical Literature Review Choosing a Topic Pose a question Pose a question Do initial searching Do initial searching There is enough research, but no clear synthesis of findings or clear direction 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 You want to argue a point that has some evidence, but is not established practice

43 43 Critical Literature Review Topic or Issue Clarity of topic or purpose 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 The purpose of this paper is to examine the literature related to the efficacy of using BNP to diagnose patients with heart failure

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

45 45 Critical Literature Review Quality of References 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 Critical Literature Review –Meta-analyses and literature review articles are discussed as appropriate for background and significance purposes. –Articles critiqued in the Literature Review section should be primary sources. 46

47 47 Critical Literature Review Organization of review Organization of review Rationale for selected articles, describe how you organized your paper Rationale for selected articles, describe how you organized your paper –The journal articles were chosen because they include…….and the oldest is reviewed first…. 5 – 7 articles recommended should be critiqued 5 – 7 articles recommended should be critiqued 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 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

48 48 Literature Review Critique Synthesis and interpretation 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

49 49 Critical Literature Review 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. 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.

50 50 Lit Review Scoring Areas II - IV II: Topic or Issue – 50 pointsII: Topic or Issue – 50 points III: Literature Review pointsIII: Literature Review points IV: Discussion & Application –IV: Discussion & Application – 100 points 100 points

51 51 Problem-Solving Comp Purpose: To evaluate the student’s ability to effectively communicate the resolution of a problem in an area of specialization. Purpose: To evaluate the student’s 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. Describes an identified need stemming from a discrepancy between what is or what could/should be.

52 52 Choosing a Problem-Solving Topic Can be a problem on an individual or a systems level. Can be a problem on an individual or a systems level. Must be appropriate to the clinical situation Must be appropriate to the clinical situation –Think of a situation that is challenging to you Must be feasible! Must be feasible! Must be measurable! Must be measurable!

53 53 Problem-Solving Cautions Instituting a delirium treatment program in acute care setting Instituting a delirium treatment program in acute care setting –Is delirium identified? Multiple etiologies... what will the intervention be? How will you measure this? Im proving parenting skills by identifying temperament in toddlers in preschools Im proving 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?

54 54 The Problem and its Environmental Context Clarity of the Problem Clarity of the Problem –Who is solving the problem APN APN –Where the problem occurs ICU or community clinic ICU or community clinic –What is to be accomplished Improve Nurses’ Knowledge Improve Nurses’ Knowledge –Target population ICU Nurses or all PCPs at “X” clinic ICU Nurses or all PCPs at “X” clinic

55 55 The Problem and its Environmental Context Significance of the Problem Significance of the Problem –Importance of the problem to patients or profession Accurate Hemodynamic Monitoring is essential for ICU patients Accurate Hemodynamic Monitoring is essential for ICU patients Increase in Type II DM in obese children must be addressed Increase in Type II DM in obese children must be addressed

56 56 The Problem and its Environmental Context Clarity of the Setting Clarity of the Setting –Home, hospital, nursing home –Community Health Clinic –School Based Health Center –Intensive Care Unit

57 57 The Problem and its Environmental Context Clarity of Roles & Inter-relationships 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, APN, Community Outreach Workers

58 The Problem-Solving Proposal Lit Review Quality of theoretical discussion Quality of theoretical discussion Quality of references Quality of references Addresses elements of critique Addresses elements of critique Quality of critique and interpretation Quality of critique and interpretation 58

59 The Problem-Solving Proposal Lit Review Quality of References: Quality of References: –Reviews literature significant to the area, including classic and current works, and identifies gaps in the literature. Meta- analyses and literature review articles are discussed as appropriate for background and significance purposes. Articles critiqued in the Literature Review section should be primary sources. 59

60 60 Expected Outcomes Expected Outcomes Clarity and Appropriateness of Intervention Implementation Clarity and Appropriateness of Intervention Implementation Clarity and Appropriateness of Evaluation Procedure Clarity and Appropriateness of Evaluation Procedure Defensibility Defensibility Realism Realism The Problem-Solving Proposal Intervention, Implementation, and Evaluation

61 61 Clarity of Expected Outcomes Clarity of Expected Outcomes –Improvement of Nurses Knowledge evidenced by improvement on post-test scores The Problem-Solving Proposal Intervention, Implementation, and Evaluation

62 62 The Problem-Solving Proposal Intervention, Implementation, and Evaluation Clarity and Appropriateness of Implementation Clarity and Appropriateness of Implementation –Outline procedures for implementing the intervention and ensuring they are appropriate Educational intervention was three-fold Educational intervention was three-fold –Self-study, then 4 hour mandatory class, bedside guides developed

63 63 The Problem-Solving Proposal Intervention, Implementation, and Evaluation Clarity and Appropriateness of Evaluation Clarity and Appropriateness of Evaluation –Delineates specific measurable and appropriate evaluation criteria Pretest and post-test measure of ICU nurses’ knowledge is measured Pretest and post-test measure of ICU nurses’ knowledge is measured Number of incident reports are analyzed regarding monitoring Number of incident reports are analyzed regarding monitoring

64 64 Defensibility Defensibility –Demonstrates intervention has potential for substantial improvement in the problem Realism Realism –Feasibility of intervention –Will an educational intervention be possible? The Problem-Solving Proposal Intervention, Implementation, and Evaluation

65 65 Do not wait until the end to decide on method of evaluation 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. When writing, do not always start with the beginning of the paper and progress to the end or your evaluation will suffer. The Problem-Solving Proposal Caveats

66 66 The Problem-Solving Proposal Scoring Areas II - IV  II: Problem and Environmental Context – 75 points II: Problem and Environmental Context – 75 points  III: Literature Review: Research, Narrative, & Theory – 100 points III: Literature Review: Research, Narrative, & Theory – 100 points  IV: Intervention, Implementation, and Evaluation – 125 points IV: Intervention, Implementation, and Evaluation – 125 points

67 White Paper 67

68 AreaContent 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 White Paper 68

69 Most common reasons why comps fail Started too late to put in necessary time and effort 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 meet with your advisor to obtain feedback and make sure you are on track Did not follow the advice of your advisor Did not follow the advice of your advisor Changed your comp topic at the last minute 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 Primary editor was someone whose English composition skills were not adequate to give you appropriate feedback on your writing 69

70 70 I PASSED!


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