1. An Organized Approach to Reading a Healthcare Textbook Make your textbook your tool!

2. Do you grab a highlighter and begin?

3. Do you know what is import ant?

4. The example you just looked at encourages passive reading. The student is not organizing information, and recognizing major details and central points

5. This will result in a text that has been marked to show key ideas & major details notes to study from and prepare for a test. TIP: It is not how much time you put in to studying, but what you put into the time you spend studying.

6. Let’s apply the 3 stages of the reading process to reading a chapter from a healthcare textbook. An organized approach would use SQ3R Use the chapter handed out at the first class meeting.: “Vital Signs”

7. Many facts Difficulty of reading requires rereading Terminology is subject specific Diagrams are numerous Need to move to application level – know how to apply (use the information) in the medical setting. Preview before lecture is important Read carefully and methodically after lecture Review your notes and the reading periodically.

8. Survey Question Read Recite Review

9. Before you start, look the chapter over Read all of the subheadings, look at the diagrams, charts and graphs Think: What do you already know the topic?

10. Examine the title Read the first and last paragraphs Look at the headings and subheadings Read the first sentence under each heading Look at any graphics WHY? This helps you organize your mind and build a structure for the information to come.

11. Examine the title Read the first and last paragraphs/ Introduction/summary/conclusion Look at any graphics

12. Look at the headings and subheadings Read the first sentence under each heading Pictures Captions When you finish reading a section – annotate!

13. Turn the boldface headings into a question or questions Write the questions – in the margin on a concept card on Cornell Notes paper on post-it notes in a notebook WHY? When you are searching for answers, your mind is more engaged in learning.

14. What are vital signs? Are there different types? How does one gather vital signs? Do I know the chapter’s key terms?

15. Read each section – one at a time - with your questions in mind. While reading (after a unit of thought) you may choose to highlight or annotate, take Cornell Notes, make a map or summarize on post it notes.

16. Annotate as you find your answers

17. Recite the answers to your questions out loud in your own words. Read annotated material and notes aloud. This will also lock the information into your memory. Review by looking over the reading one more time. Reread difficult sections, clarify details, fill in the gaps of understanding.

18. Annotation: key words in margin Terms defined Details numbered summarized notes Ready to create hand notes for review

21. Don’t just open the book and start reading. Find an appropriate environment. Set your purpose. Get an overview. Read with a pen in your hand and post-it notes handy. Do a quick review – oral or written. Test yourself. Reward yourself!

22. "A goal without plan is just a wish." -- Antoine D’Exupery "The brick walls are there for a reason. The brick walls are there not to keep us out. The brick walls are there to show us how badly we want something. The brick walls are there to stop the people who don't want it badly enough.“ (Randy Pausch, The Last Lecture)

23. Refer back to the chapter passed out in class on “Vital Signs.” With your group – follow the steps to SQ3R. How much did you learn?

24. Follow these strategies for reading a college textbook Remember Active Readers get the most out of the time they spend studying and reading. Passive readers have little to show but a bright yellow page for the time spent reading