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Intellectual disability nursing assessment: student reflections

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dc.contributor.author Doody, Owen
dc.contributor.author McInerney, Paula
dc.contributor.author Linnane, Lynda
dc.date.accessioned 2012-03-27T11:29:48Z
dc.date.available 2012-03-27T11:29:48Z
dc.date.issued 2012
dc.identifier.uri http://hdl.handle.net/10344/2131
dc.description peer-reviewed en_US
dc.description.abstract Nursing students, Paula and Lynda, reflect on their first academic assessment of their 4-year intellectual disability nursing course. The reflection is conducted by the second and third authors of this article and is guided by Gibbs’ (1998) cycle, highlighting the positive and negative aspects of their ‘workbook’ assignment during their first academic semester. Overall, the use of the workbook as an assessment method enabled the students to discover the importance of time management, attendance at lectures, database searching, referencing and academic writing. The assignment enabled the students to be more prepared for clinical practice placement and develop a basis for future learning and knowledge of intellectual disability. en_US
dc.language.iso eng en_US
dc.publisher Mark Allen Publishing en_US
dc.relation.ispartofseries British Journal of Nursing;21(6), pp. 345-348
dc.subject reflection en_US
dc.subject academic writing en_US
dc.subject education en_US
dc.subject assignment time en_US
dc.subject management en_US
dc.subject assessment en_US
dc.title Intellectual disability nursing assessment: student reflections en_US
dc.type Article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.type.restriction none en
dc.internal.rssid 1394792
dc.internal.authorcontactother owen.doody@ul.ie


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