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https://kpu.pressbooks.pub/doingresearch/chapter/part-4-summing-up/
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31 Summing up Part 4
ACTIVITY: Summing up Module 4
Your research question is: What are the potential harms and benefits of e-cigarettes?
Decide which of the two sources is better. Use the arrow on the right to move to the next question.
Key Takeaway
Evaluating a source of information involves asking critical questions about its suitability within the context of the research need.
Well done! You have completed the text and activity portion of Part 4 Evaluate your Sources. You are welcome to review any part of this module at any time.
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pressbooks
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2025-03-22T05:09:25.521714
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12-22-2022
|
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"book_url": "https://kpu.pressbooks.pub/doingresearch/front-matter/introduction-2/",
"title": "Doing Research",
"author": "Celia Brinkerhoff",
"institution": "",
"subject": "Information retrieval and access"
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https://kpu.pressbooks.pub/doingresearch/chapter/completion/
|
32 Completion
Congratulations! This marks the end of KPU Library’s tutorial, Doing Research: A Student’s Guide to Finding and Using the Best Sources.
Throughout these modules we have tried to demonstrate one way for you to approach your research, starting with developing a searchable question and ending with critically examining the sources you will use in your writing. Along the way, we have emphasized that research is not a linear, straightforward process but one that involves both exploration and reflection and requires you to continually ask questions.
If you have questions about your specific research needs, or what library resources can best help you, don’t hesitate to ask a KPU Librarian.
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pressbooks
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2025-03-22T05:09:25.530530
|
12-22-2022
|
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"title": "Doing Research",
"author": "Celia Brinkerhoff",
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|
https://ecampusontario.pressbooks.pub/dylanjourney/chapter/chapter-1/
|
Beliefs and Values
Beliefs are assumptions about the world, without any real backing, stemming from upbringing, culture and religion. Values are ideas, behaviours and actions we personally decide have worth, often derived from such beliefs.
Personal Nursing Belief
As a developing nurse, I believe that understanding the value of holistic care and the connection between mind and body in relation to health is invaluable when providing comprehensive care for patients is vital to getting the the root of their issues, rather than treating them solely for their symptoms. Additionally, offering holistic aspects of care will enhance patient mental health and increase their trust in the healthcare process.
Additionally, being advocative for patients is every nurse’s responsibility. Providing compassionate and genuine care whilst ensuring patients’ needs are heard will mean their care is always up to standard and the patients feel comfortable and in control. Incorporating more minor aspects of holistic care into my practice will doubly enhance this comfort in patients and promote a more productive relationship between myself and them.
Core Values
Service to Others
An obvious value of mine as a nursing student is service to others. Offering help to anyone in need in my daily life tends to be the most rewarding part of my day. Volunteering, offering advice to friends or simply picking up a dropped item for a stranger and making their day just a little better makes a day feel valuable. Not only do nurses provide care through medical intervention, they also offer emotional support and comfort to patients who are suffering. This dedication to patients builds a sense of trust in the healthcare system and a community for patients in times of strife.
Accountability
Accountability is important to me because I believe it is vital to maintain any functioning workplace or community. Acknowledging mistakes will not only protect the integrity of my practice, but also keep me humble and promote personal growth from errors. Being accountable and dependable will improve my care with patients, as well as improve my professional reputation as a nurse, which can ease the minds of patients. Overall, workplace performance, trust, and collaboration can all be improved by being an accountable professional.
Curiosity
Curiosity has been a natural value of mine since the second I could start asking questions. Learning at least one new thing daily keeps me driven and fulfilled. Curiosity is vital to personal growth as a practitioner, as nurses should keep up with the newest studies and practices that are applicable to practices. By being curious, I must critically analyze new information, a skill valuable in nursing as I need to deal with constantly changing and complex situations in patient care. By being curious, I am ensuring that I will be a learned and effective nurse in practice.
Advocacy
Advocacy is important to me because I believe in justice for all. When people are vulnerable or unable to speak for themselves, it is the responsibility of others to ensure that they receive their due respect and dignity. In my daily life, I commit myself to standing up for friends and peers to make sure everyone is treated justly. In practice, nurses often deal with patients that are vulnerable in any number of ways, be it mentally ill, or even unable to speak the same language as their healthcare providers. As a nurse, it will continue to be my job to speak up about inequality in treatment and provide patients with the most ethical interventions with their best interests in mind.
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pressbooks
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2025-03-22T05:09:25.540016
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11-20-2024
|
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"institution": "Trent University",
"subject": "Education"
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|
https://ecampusontario.pressbooks.pub/dylanjourney/chapter/add-more-assignments/
|
SMART Goals
SMART stands for specific,measurable,attainable,relevant and time-bound. They are constructed in a way that offers a comprehensive road map for the goal maker to follow, whilst serving as a rubric at the same time to observe whether the goal is completed.
Goal 1: Short Term
Within 4 weeks of my clinical placement, I will demonstrate effective communication ability with patients and improve my skills in effective assessment and documentations of my patients. Through the teaching, observation and feedback of my supervising nurse, I will achieve this goal up to their standards, and continue with these standards going forward.
Goal 2: Long Term
I will aim to achieve an overall average grade of 80% in my 2025 winter term classes by the end of the term in april. I will achieve this by being proactive in my studies and putting my best effort into my work to ensure assignments are completed on time and examinations are done to the best of my ability, along with my clinical care.
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pressbooks
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2025-03-22T05:09:25.548193
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11-20-2024
|
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"subject": "Education"
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|
https://ecampusontario.pressbooks.pub/dylanjourney/chapter/course-reflection/
|
Artifacts
Artifact 1: Acceptance Letter into Trent Nursing
This letter was the culmination of all the work I put into highschool. All the course planning, homework and tests resulted into my acceptance into trent university as a nursing student, inspired by my mother who attended two decades prior. This letter locked in my career choice and future plans, and reminded me that I am growing up and my decisions from now own are more important than ever before. Whenever I feel disappointed in myself, I remind myself that I was accepted into a university I was stressing over for months after I sent out applications.
Artifact 2: CPR certificate (one of many!)
Getting my CPR certificate this semester was one of the earliest completed NARs for me. I have gotten CPR trained many times now, starting at the age of 12. This, however, was the first time my certification was important to my development as a nurse. I believe that if my 12-year-old self knew that his first certificate would eventually lead to this, he’d be very happy.
Artifact 3: High School Diploma
In high school, I strove for my best possible work to ensure I got into a nursing program of my choice, and I aimed to receive additional scholarships. I wound up graduating with honours, meaning I achieved the forspoken goals. This diploma I worked so hard for was the final triumph of my highschool days, and the stepstool for my journey into my time as a nursing student
Artifact 4: Virtual Hope Kit Assignment
This assignment was the first major assignment that I feel is directly valuable to my practice next semester. While the theory paper wrote earlier was useful for understanding nursing theories and their applicability to care, the hope kit offers genuine and relevant tools to reduce stress and burnout in practice. This assignment is yet another stepping stool for my entry into nursing practice next semester, where I can utilize it to maintain proper health when things get difficult.
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pressbooks
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2025-03-22T05:09:25.556553
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11-20-2024
|
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https://ecampusontario.pressbooks.pub/dylanjourney/chapter/reflection/
|
Reflection
As a child, the sciences had always deeply interested me, coming from my two parents in their respective stem fields. As I grew, discovering my values and further interests, this began to lead towards a career in the medical sciences, following my nurse mother. Concepts of compassion and caregiving were ingrained into me in my childhood, and I strove to in the future be the encouraging and caring figure for others that my teachers and parents were for me. Even in elementary school, I was the friend who helped clean up and bandage playground scrapes, and offered my ear to help others vent frustration. Ultimately, my interest in human biology and love for care blossomed into my goal of becoming a healthcare professional, and now, a nurse.
From that point forward, I applied myself. In grade 8, I was selected for the Trent Enrichment Program, and I used that to familiarise myself with Trent and the university pathway. I then planned all my high school courses forward in the academic level, and had them lined up in a way that they met all the Trent University entrance requirements. I worked towards a high average and wound up graduating with honours, giving myself a good shot at any course I set my mind on
In the end, I was torn between the medical professional and nursing streams, but decided to go for nursing, as it better fit my nature and goals for a career I would find fulfilling. I understood that nursing is a demanding and stressful career, as nurses are the frontline workers of the healthcare system. Despite this, registered nurses also report high levels of job satisfaction in their careers, with up to 80% reporting either moderate or high job satisfaction in their work (HRSA, 2024). I understand that nursing isn’t just a job- it’s a commitment to being a compassionate, caring and responsible person who others depend on every day. I believe that feeling accomplished and seeing the recovery of others within my care will be incredibly rewarding, no matter the difficulty of work it took to get them there.
So far, I believe I made the right choice. While the nursing program is difficult, it is deeply interesting, and I find each lesson connects with my personal values and beliefs. I never respected before just how much information nurses have to remember and apply daily, and I only find it more inspirational now. I have also learned more of their struggles, such as how common burnout is in the field. This pushes me to discover my own stress management techniques that I can use going forward to ensure I do not feel overwhelmed in the field.
One thing I’ve had to work through since getting into the program is self governance. Being used to the rigid times and schedules set out by high school, I have been adapting to feeling sometimes lost or unsupported in the very carefree environment, as much as I also enjoy the independence. Applying these new skills next semester will ideally cement them in my mind going forward in school and my future career. Additionally, I find myself afraid of the thought of moving into my career as a student. In a career such as nursing, I struggle with the fear of making a mistake as the caretaker for injured and disadvantaged people. During long term care clinicals next semester, I aim to prove my own competency to not only my instructors, but to myself as well.
Impostor syndrome is another issue, especially in nursing. In a compilation of studies, it was noted that students of nursing and other medical professions struggle with high rates of impostor syndrome, with negative mental effects along with it (Peng et al., 2022). While I feel unconfident in myself as a nursing student at times, I am worried that it will progress further as I transition into clinicals and actively practise aspects of nursing. Proving my competence next semester will hopefully eliminate any impostor syndrome I struggle with, making me finally feel like a functioning part of the nursing stream here at Trent University.
Going forward with my transition into the role of a practising nurse, I will work to upload the CNO values of nursing- being “competent, ethical and compassionate” in my provision of care (CNO,2019). In my clinical work next term and beyond, I will continue to work to become the supportive and compassionate caregiver I’ve aimed to be since I was still a child, using past and future challenges and possible failures to continue growth and learning each day.
|
pressbooks
|
2025-03-22T05:09:25.565103
|
11-20-2024
|
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https://ecampusontario.pressbooks.pub/dylanjourney/chapter/references/
|
References
College of Nurses of Ontario. (2019). Entry-to-Practice Competencies for Registered Nurses. CNO.https://cno.org/Assets/CNO/Documents/Become-a-Nurse/41037-entry-to-practice-competencies-2020.pdf
HRSA. (2024, March). Job Satisfaction Among Registered Nurses-Data from the 2022 NSSRN. HRSA. https://bhw.hrsa.gov/sites/default/files/bureau-health-workforce/data-research/nssrn-job-satisfaction-report.pdf
Peng, Y., Xiao, S.-W., Tu, H., Xiong, X.-Y., Ma, Z.-J., Xu, W.-J., & Cheng, T. (2022). The impostor phenomenon among nursing students and nurses: A scoping review. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.809031
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pressbooks
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2025-03-22T05:09:25.572376
|
11-20-2024
|
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https://kpu.pressbooks.pub/effectiveediting/chapter/chapter-1/
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1
Learning Objectives
By the time you complete this section, you will be able to:
- Distinguish between proofreading and editing
Editing and Proofreading
What do you know about proofreading and editing? Take this quiz to identify what type of editor you currently are. Then, continue on to learn more about editing and proofreading.
When you think of editing, what is the first thing that comes to mind? Many people view the main task of editing as finding and fixing grammar or spelling mistakes. However, editing is much more. Editing is a process that involves revising the content, organization, grammar, and presentation of a piece of writing. The purpose of editing is to ensure that your ideas are presented to your reader as clearly as possible. Proofreading focuses on checking for accuracy in smaller details of your work. It is a part of the overall editing process, and is best done as the final stage of editing. In the next section of the workshop, you will discover how to implement an editing process that moves from big picture concerns through to the final step of proofreading.
Reflection Questions
- What do you do now to edit your writing?
- What do you do now to proofread your writing?
|
pressbooks
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2025-03-22T05:09:25.582632
|
12-22-2022
|
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"url": "https://kpu.pressbooks.pub/effectiveediting/chapter/chapter-1/",
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"author": "Christina Page, Kwantlen Polytechnic University Learning Centres",
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"subject": "Language learning: writing skills, Study and learning skills: general"
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|
https://kpu.pressbooks.pub/effectiveediting/chapter/editing-in-five-steps/
|
2 Self-Editing in Five Steps
Learning Objectives
By the time you complete this section, you will be able to
- Explain the most important things to consider when editing.
- Follow a five step process to edit your work
Why Learn to Self-Edit?
While it is true that other people are valuable resources in the editing process, self-editing skills are a valuable part of your writing skill set. Why?
- Self-editing helps you develop your language skills. If you rely only on others (friends, tutors, instructors) to correct your mistakes, you are less likely to develop your writing skills to the highest possible level. By developing your self-editing skills and focusing on continually improving your writing skills, you are setting yourself up for continued growth and improvement.
- Self-editing helps you succeed in settings where you cannot rely on others for immediate help.
Self-Editing Overview
The next video will give you an overview of the process of self-editing your work. If you prefer reading to watching videos, scroll below the video to read about editing your work in five steps.
Self Editing in Five Steps
Many writers are concerned about their sentence structure, grammar, and punctuation. While these concerns are important, they are usually not the best place to start the editing process. Why? The main purpose of editing is to ensure that your ideas are presented as clearly as possible. To begin the process, you will want to focus on the overall clarity and organization of the piece of writing you are creating. Can you reader logically follow the flow of your ideas? Are you presenting the ideas in the most logical way possible? It is more important to the overall success of your writing to have a strong argument, including a strong thesis statement and a well-organized presentation of your ideas. Once you have completed this “big picture” editing, which is most important to the success of your paper or report, you can then focus on the details to polish your work. Sometimes, these bigger details are referred to as “higher order concerns”, while smaller details are referred to as “lower order concerns”.
The five steps of self-editing assist you in moving from higher order concerns through to lower order concerns in a systematic way.
Step 1: Check the assignment instructions.
- Compare the instructions to your draft. Use the instructions like a checklist.
- Make a note of any elements missing from your paper, and focus your revisions on those areas.
- If you have a grading rubric, “grade” your draft according to the rubric. Note any adjustment that you want to make before submitting the paper.
Step 2: Check the thesis.
- Is it the right type of thesis for the kind of paper you are writing?
- Can it be more specific?
- Does it match the conclusions you draw in the body of the paper?
- Does it explain the significance of your argument?
Step 3: Check the body paragraphs.
- Is the topic sentence easy to identify?
- Is there evidence to support your claims?
- Is it clear how the evidence supports the claims?
- Have you explained/discussed the evidence thoroughly?
- Does the conclusion tie the paragraph’s ideas back to the topic sentence and the thesis?
- Is there a smooth transition to the next paragraph?
Step 4: Check the introduction and conclusion.
- Does the intro introduce the topic and engage the reader?
- Does the conclusion do more than repeat what you already said?
- Does the conclusion elaborate on the significance of the thesis?
Step 5: Proofread the paper.
In the next sections, you will learn key strategies to use in the proofreading process.
Remember that self-editing is a key part of the writing process. It’s also a skill that takes time to develop. The best thing about practicing self-editing is that the process of finding and revising weak areas of our writing gives us a better understanding of our strengths and weaknesses. It also reminds us what a well-developed paper looks like. All of this helps us write stronger papers in the future.
|
pressbooks
|
2025-03-22T05:09:25.595795
|
12-22-2022
|
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https://kpu.pressbooks.pub/effectiveediting/chapter/taking-control-of-problem-errors/
|
3 Taking Control of Problem Errors
Have you ever received a marked assignment with many circled errors? This experience often feels quite discouraging. However, there is some good news to consider. Many writers find that they make the same errors consistently throughout their writing. Therefore, rather than having 20 different errors in a paper, in reality, they are making the same 2-3 errors multiple times. When you are able to identify the error patterns that are most common for you, you are able to target them specifically, focus on finding them in your writing, and learn strategies for overcoming them. Rather than editing with the vague goal of “I need to improve my grammar”, you will be able to develop specific and achievable goals such as: “eliminate run-on sentences in my writing”, or “eliminate subject-verb agreement errors”.
How can you identify your typical error patterns? A good strategy is to use an error log. To learn how to use an error log, watch the video below, or read the description of how to create an error log and find error patterns. After the video, complete the quiz to review what you have learned. You may want to download an error log template to review as you watch the video.
Use an Error Log
What is an error log? An error log is a personalized document that lists your mistakes and how to correct them. When you receive feedback about a mistake in your writing, you create an entry in your error log that includes the error and how to correct it.
How can an error log help me? Most people tend to repeat the same errors. As you add entries to your log, you will likely see a pattern emerge. You will be able to identify 2-3 errors that you most commonly make. Then, as you edit your work, you can focus especially on checking and correcting these errors. By concentrating on a smaller number of repeated errors, you will reduce the overall number of mistakes in your writing as you master the areas that are most challenging to you.
How do I make and use an error log?
- Create a chart or find a notebook to keep with you each time you write.
- When you discover you have made an error, add it to your chart, along with the correct way to write the sentence.
- When your error log has several entries, look for patterns. Choose 2-3 errors that you make most frequently. These will become your focus areas.
- Find resources that will help you correct these frequent errors. Possible resources include English grammars, dictionaries, writing guides, and handouts. You will refer to these materials when you edit.[1]
Example Error Log
| Sentence with error | What kind of error is this? | Corrected sentence | Notes and Resources |
| The government has passed two new pieces of legislation, which is related to public safety. | Subject-verb agreement error | The government has passed two new pieces of legislation, which are related to public safety. | The quantity (two pieces) is specified, so the subject is plural
*See class handout on subject-verb agreement |
| It is important for schools to effectively provide to the needs of their students. | Preposition error – provided takes the preposition “for” | It is important for schools to effectively provide for the needs of their students. | *See Advanced Learner’s Grammar, p. 30 |
Try it!
Use an error log to identify your common errors. To begin, find 1-2 previously marked assignments, where an instructor has indicated or corrected errors. If you do not have an assignment available to you, ask a tutor or friend to help you identify errors in your writing.
| Sentence with error | What kind of error is this? | Corrected sentence | Notes and resources |
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- Cogie, J., Strain, K., & Lorinskas, S. (1999). Avoiding the proofreading trap: The value of the error correction process. Writing Center Journal, 19(2), 7-32 ↵
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pressbooks
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2025-03-22T05:09:25.612041
|
12-22-2022
|
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https://kpu.pressbooks.pub/effectiveediting/chapter/finding-the-right-word/
|
4 Finding the Right Word
What are word choice errors?
Have you ever received an assignment back, and been told that you:
| Yes | No | |
| Used the wrong preposition? | ||
| Made a mistake in your”word choice”? | ||
| Used the wrong tone? |
This kind of feedback often indicates that you have made a word choice error. These errors happen for the following reasons:
- Selecting a word with a slightly different range of meaning than your text requires. This often happens when writers select a synonym using a thesaurus or the synonym function in word processing software. Though synonyms have close or related meanings, there are usually some slight differences in the range of meanings that different words have, and the ways they can be used.
- Relying heavily on Google translate or bilingual dictionaries to choose words. Again, these errors result from the fact that when we translate between languages, words may be similar, but not exactly the same.
Finding the correct word is difficult because they are usually not fixed grammar rules to help make good choices. The good news is that there are tools available to help select the right word. By understanding how different resources can work together, you will have additional tools to help you select the right word for your purpose.
Reference Materials to Help with Word Choice
- General dictionaries
When you use a thesaurus or synonym finder to choose a word, a good additional step is to look up the new synonym you discovered in a general dictionary. This will help you to ensure that its meaning fits correctly in the context of the sentence you are writing.
2. Bilingual dictionaries
A bilingual dictionary is designed to help you find the equivalent word to the word you know in your mother tongue. It assists you when you don’t yet know the English word to express the concept you are trying to write. Often, bilingual writers will use these as their primary dictionary tool. This can create some problems because each language has different ways of structuring how concepts are expressed. Relying too much on a bilingual dictionary can lead to word choices that sound unnatural, likely because they reflect how a concept is expressed in your mother tongue, rather than in English. When you use a bilingual dictionary to find a word, it is helpful to check at least one other source to confirm that this word is the best choice.
3. English learner’s dictionaries
A learner’s dictionary is one of the best tools to have for writing English. ESL Learner’s dictionaries have been published for learners of different abilities; for university writing, you will want an Advanced Learner’s Dictionary. Learner’s dictionaries are different from dictionaries that are designed for mother tongue English speakers because:
- They define words simply and clearly.
- They include example sentences that show how the word is used correctly.
Though a learner’s dictionary is designed for a non-native speaker of English, many native speakers find these to be a helpful resource because of the additional grammatical information they contain. If you are a native speaker of English, you still may want to have this resource as a part of your writing toolkit.
You can use a learner’s dictionary in several ways:
- To look up a word after finding it in a bilingual dictionary, to check that it is truly the best word for what you would like to express.
- To find the meaning of a word you do not yet know.
- To find out how to correctly use a word that you already know the meaning of, but that you are not sure how to write in a sentence. For example, if you are unsure of what preposition typically follows a certain verb in English, the example sentences in a learner’s dictionary might give you that information.
You can access the Oxford Learner’s Dictionary online at http://www.oxfordlearnersdictionaries.com/us/
For more explanation of how to use a learner’s dictionary, see the video below.
Apply it!
Try using the resources you have explored in this module to do the following:
- Find out what prepositions go with the verb correlate (or another verb of your choice).
- Find a synonym using a thesaurus or synonym finder. Use one additional resource to determine whether this is the best word to use in your sentence.
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pressbooks
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2025-03-22T05:09:25.625194
|
12-22-2022
|
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"book_url": "https://kpu.pressbooks.pub/effectiveediting/front-matter/introduction/",
"title": "Effective Editing",
"author": "Christina Page, Kwantlen Polytechnic University Learning Centres",
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"subject": "Language learning: writing skills, Study and learning skills: general"
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https://kpu.pressbooks.pub/effectiveediting/chapter/dealing-with-details-proofreading-tips/
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5 Dealing with Details: Proofreading Tips
Now that you have explored strategies for finding and correcting grammar and word choice errors, you will want to move on to the proofreading stage in the editing process. Watch the video below to learn how you can proofread effectively. If you prefer reading, scroll down to find some proofreading tips.
Consider applying the following strategies:
- Whenever possible, leave time between when you first write the paper and when you edit. You will be able to see what you have written more clearly after some time has passed.
- Read your paper out loud, slowly and carefully. Hearing your paper out loud may help you catch mistakes you do not see when you are reading.
- Use a plain piece of paper to help you proofread line by line. Look at one line at a time, and move the paper slowly down the page as you read.
- Print out the paper before you edit. It is easier to see mistakes on a printed copy than on a computer screen.
Another important strategy when you are focused on reducing the number of grammar errors in your paper is to proofread for only one error at a time. This helps you to focus. For example, if you want to fix article mistakes (a/the) in your paper, read through the paper once, looking only for that error. Use the error log to guide you as you choose the which errors to focus on, and then systematically proofread for each error, one at a time.
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pressbooks
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2025-03-22T05:09:25.634282
|
12-22-2022
|
{
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"url": "https://kpu.pressbooks.pub/effectiveediting/chapter/dealing-with-details-proofreading-tips/",
"book_url": "https://kpu.pressbooks.pub/effectiveediting/front-matter/introduction/",
"title": "Effective Editing",
"author": "Christina Page, Kwantlen Polytechnic University Learning Centres",
"institution": "",
"subject": "Language learning: writing skills, Study and learning skills: general"
}
|
https://ecampusontario.pressbooks.pub/elizabethtuftsjourney/chapter/chapter-1/
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Beliefs & Values
As a student nurse, I believe that it is important to learn how to care for all aspects of the patient. Providing exceptional care goes beyond caring only for the physical aspects of the patient and also focuses on the emotional, mental, and spiritual needs of each patient. By caring for all patients with a judgement-free, compassionate, and positive attitude, I believe that I can make an extremely positive impact as a nurse throughout my career.
My Values:
- Respect: Respect is a value that I believe is important to live by in everyday life, and especially important to practice as a health care professional. Nurses come into contact with many different people from various backgrounds. Socioeconomic status, race, culture, age, and other factors that should never influence the respect that is shown to others. I believe that it is always important to be respectful to others no matter what, and respect is a critical foundation of successful relationships, whether they be at work or in our personal lives. Respect promotes trust, kindness, and a lack of judgement.
- Accountability: Accountability is one of my core values in my personal and professional life. To me it means owning my mistakes, admitting when I do not know something, and displaying a great sense of responsibility and ownership over my actions and behaviour. Accountability is a value that I admire in others, and I am always impressed when someone is able to hold themselves accountable for their mistakes or wrongdoings, as well as keep their promises. Accountability is extremely important as a nurse, as there will be many times when we need to hold ourselves accountable for our decisions or actions when reflecting on the care we have provided. Being accountable helps foster trustworthy relationships, which is also critical in a healthcare work environment.
- Empathy: Empathy is a great example of providing care that goes beyond the physical aspects and relates to the emotional needs of a patient. Empathy is a value that I hold close to me in my personal life, as friends and family members always show me empathy when I am struggling, and I do the same for them. This improves and strengthens my relationships in my life consistently. Being shown empathy in a difficult situation can make things much easier to process while feeling supported and understood. As a nurse, empathy will prove to be an extremely important value to bring to the bedside. Showing understanding, kindness, and sympathy for patients and families who may be going through some of their worst days can make a massive difference in the way they feel cared for.
- Leadership: Leading by example with strong, positive ethics and values is a core value for me. I have grown up with family and friends who have taught me the importance of good leadership and being able to share ideas that would benefit others. Being a good leader can provide inspiration for others and bring about motivation to make positive changes in society, the workplace, or in our personal lives. As a nurse, we have the responsibility to show leadership in our field and promote social justice, advocate for our patients, and help to develop new procedures or policies. Leadership is a value that I will ensure to bring with me into my career as a nurse and will hopefully help me make positive change in the field of health care.
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pressbooks
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2025-03-22T05:09:25.642671
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11-21-2024
|
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"book_url": "https://ecampusontario.pressbooks.pub/elizabethtuftsjourney/front-matter/about-me/",
"title": "Elizabeth's Nursing Portfolio",
"author": "Trent University, Elizabeth Tufts",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/elizabethtuftsjourney/chapter/quality-assurance/
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SMART GOALS
The acronym “SMART” stands for Specific, Measurable, Actionable, Relevant, and Timebound. I will set 2 SMART goals for myself for the next few months.
Goal #1: This goal is my short-term goal, and I plan to implement it between now and the beginning of next semester (January 6th).
Specific: I will focus on prioritizing my self care and implement more ways to reduce stress so that I am prepared to deal with any stress next semester.
Measurable: I will keep a chart of my mood and stress through a habit tracker app on my phone as I am working on prioritizing my self care.
Actionable: I will attempt to spend an hour each day practicing self-care.
Realistic: I understand that there may be some days that I am unable to implement the full hour of self-care.
Timebound: I will complete this goal by January 6th 2025.
Goal #2: This goal is my long-term goal, and I plan to implement it by the end of the winter semester (April 2025).
Specific: I will become more confident in communicating with patients in a clinical practice setting.
Measurable: I will compare how I felt at the beginning of placement versus at the end of my first placement.
Actionable: I will make it a priority to focus on my communication with patients and ask for feedback from my superiors.
Realistic: It understand that I will likely not be completely confident by the end of my first placement, but as long as I gain a sense of confidence I will be satisfied.
Timebound: I will complete this goal by the end of the winter semester (April 2025)
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pressbooks
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2025-03-22T05:09:25.651384
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11-21-2024
|
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"title": "Elizabeth's Nursing Portfolio",
"author": "Trent University, Elizabeth Tufts",
"institution": "Trent University",
"subject": "Education"
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|
https://ecampusontario.pressbooks.pub/elizabethtuftsjourney/chapter/nursing-philosophy/
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Reflection
Before beginning my journey in the compressed nursing program, I completed a degree in sociology. When I first decided to pursue nursing I felt like my degree in sociology was not helpful and that it did not relate to health care or nursing at all. Looking back on this, I realize that sociology and nursing are quite closely related, as learning about sociology helps to promote social justice. Nursing involves helping people not only physically, but also understanding that patients come from many different cultures, religions, socioeconomic backgrounds, and have many other social factors affecting their health and life. A study in 2021 found that teachings about social justice are neglected in nursing schools around the world (Habibzadeh et al., 2021), and I feel lucky that I got to learn more about sociology and social justice during my first undergraduate degree. I am able to see now when reflecting that understanding these factors and of the way society functions, as well as its downfalls, has better prepared me to be a nurse and advocate for patients.
When I was just finishing my degree in sociology the Covid-19 pandemic began, and I was in shock at what was occurring in the world. I could not believe that so many people were dying at such a fast rate from this virus, but what also amazed me was the unrelenting efforts and bravery from health care professionals. When facing a new and deadly virus that nobody knew much about yet, health care workers sacrificed their own health and safety in order to care for others. I was extremely inspired by this, especially by the nurses who worked tirelessly on the front lines and put themselves in close-contact with sick patients every day. It seems that I was not the only one influenced to pursue nursing by the pandemic, as a study in 2021 on Chinese nursing students found that the pandemic actually had a positive influence on these students to continue to pursue nursing (Bai et al., 2021). I was still not entirely sure what I wanted to do as a career during the pandemic, but watching the response from health care workers made me start strongly considering a degree in nursing.
After discovering my interest in health care, I began to work in a variety of different health care settings over the next few years. I worked in a cardiology clinic, an optometrists’ office, a psychiatry clinic, and a pharmacy as an assistant. In most of these jobs I got to collaborate with nurses as part of my job and was continuously reinforced that this was what I wanted to do with my life. I found the transition from being a full-time student to working somewhat difficult, as I felt like I was on the right track but still somewhat lost. I started to think about taking pre-requisites to apply to nursing and continued to pursue this path while also working in health care jobs. I finally ended up applying to the compressed program and was thrilled when I got accepted.
After reflecting on the journey that has led me to this program, I can say that I am extremely grateful for my sociology degree as well as my experience in health care jobs. The pandemic was also a major turning point for me, as I realized that I wanted to dedicate my life to caring for others. I acknowledge that my transition from a student nurse to a working nurse may be stressful, as learning in placements and a classroom is much different than performing individually as a nurse in a clinical setting. A 2023 study found that despite emotional and physical exhaustion from the profession, many nurses still found their work meaningful, bringing them satisfaction in their career (Wah See et al., 2023). I hope that as I continue on in my journey as a nurse I will be able to also find meaning in the sadness, and positivity in challenging and difficult times.
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pressbooks
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2025-03-22T05:09:25.659294
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11-21-2024
|
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|
https://ecampusontario.pressbooks.pub/elizabethtuftsjourney/chapter/course-2-assignment-add-assignment-title/
|
Artifacts
- Trent acceptance letter: My Acceptance letter to the compressed program at Trent is my first artifact that is extremely important to me. Compressed nursing programs are quite competitive to get accepted into, and it takes plenty of hard work. I came from a Sociology background, so I had quite a few science pre-requisites to complete. My acceptance letter is proof to myself that I can achieve difficult things and work through challenging tasks to achieve my goal. This is an important mindset to keep throughout nursing school and in the nursing profession, as there will be many challenging situations that I will continue to be faced with. It is important to remind myself that I can achieve my goals even if it seems like there are difficult obstacles in the way, and that I am capable.
2. BLS certificate: My basic life support provider certificate isa significant artifact for me when it comes to nursing, as it demonstrates my desire to help others and attempt to save lives. I hope that this is only the beginning of the certifications that I will receive when it comes to learning how to provide critical medical interventions and care for others. I also thoroughly enjoyed completing this certification and it was a confirmation to me at the that I am on the right career path. I love learning new things when it comes to healthcare and medicine,and I am excited to see what the future holds for me when it comes to learning.
3. Elder Dog badge: In my spare time I volunteer with Elder Dog Canada, an organization that helps older adults care for their dogs. My role is as a volunteer dog walker, and I also have the opportunity to assist in transporting dogs and their owners to veterinary appointments, as well as help dogs find new homes when their owners are no longer able to care for them or have passed away. I thoroughly enjoy spending time taking clients’ dogs for walks and interacting with both dogs and owners. It helps me to get involved in the community and provide a form ofcare to aging individuals and their animals, which is something that I am very passionate about. Helping people in my community and communicating with them about their needs has also better prepared me for being a nurse. It has also made me realize that I enjoy working with aging individuals and am especially passionate about this demographic. Volunteering with Elder Dog has reinforced my love for helping others and has made me very happy.
4. Academic Excellence Certificate: This past academic year I was awarded an academic excellence certificate and placed on the Dean’s Honour Roll while completingsome pre-requisite courses at Trent. This means that I had over an 80% average after completing these courses, which I am proud of. Studying to be a nurse and working as a nurse in the future will also require hard work and dedication, and my goal is to remain committed to high academic achievements. This will give me the opportunity to pursue future continuing education and continue to learn and achieve more in the field of health care.
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pressbooks
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2025-03-22T05:09:25.668448
|
11-21-2024
|
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https://ecampusontario.pressbooks.pub/elizabethtuftsjourney/chapter/course-2-reflection/
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References
Bai, W., Xi, H., Zhu, Q., Wang, Z., Han, L., Chen, P., Cai, H., Zhao, Y., Chen, L., Ge, Z., Ji, M., Zhang, H., Yang, B., Liu, S., Cheung, T., Ungvari, G. S., An, F., & Xiang, Y. (2021). Changes in nursing students’ career choices following the COVID-19 pandemic in China. Frontiers in Psychiatry, 12. https://doi.org/10.3389/fpsyt.2021.657021
Cai Wah See, E., Siew Lin Koh, S., Baladram, S., & Shorey, S. (2023). Role transition of newly graduated nurses from nursing students to registered nurses: A qualitative systematic review. Nurse Education Today, 121.
Habibzadeh, H., Jasemi, M., & Hosseinzadegan, F. (2021). Social justice in health system; a neglected component of academic nursing education: a qualitative study. BMC Nursing, 20(1). https://doi.org/10.1186/s12912-021-00534-1
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pressbooks
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2025-03-22T05:09:25.675963
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11-21-2024
|
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|
https://openwa.pressbooks.pub/ellnovicepractices/chapter/unit-1-set-for-success/
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1
Organization and self-directed learning are job skills that are highly valued in the workplace.
Set for Success materials are your “Welcome to Class” handouts for Week 1.
English language learners are usually both new to college, and to learning English. In the first week you must concentrate on core college readiness skills.
These Unit 1 materials teach your students how to capture important information. They show the value of being organized and why passwords, etc., must be filed in a safe, accessible place.
Students need to learn their college ID number and college email account. They also need to practice basic digital literacy skills, like typing upper- and lowercase letters correctly. In Week 1, everyone must do those crazy-making once-and-done tasks like initializing a username and a password. Allow plenty of time, because novices always need one-to-one attention.
These practices also teach new arrivals (immigrants, refugees, asylum seekers) the American English conventions of where to write one’s first name and one’s last name, and how to write important dates in mm/dd/yy format.
Teacher to Teacher:
New students need orientation to your college email services, to their student portal, e.g., ctcLink, and to your Learning Management System. Ask yourself, can you easily explain the difference between a portal and Canvas to a native English speaker? Personally, I find this difficult because new terms are coined all the time.
Be ready to teach and reteach computer skills. There is so much jargon in technological English, and understanding the specialized vocabulary of computing will be important throughout the course. Listening comprehension skills are generally limited in beginners. Your students will only “learn by doing.”
Novices may have a smartphone. Often, they assume that they can successfully use it to access their college materials. Be prepared to teach the class the difference between using an app on a smartphone, and the added value of using a full program on a tablet, a laptop, or a desktop computer. Even if an individual seems like a “digital native,” check your assumptions.
Materials Management:
Throughout your course, your students will receive so many handouts. They should learn how to organize them for easy retrieval. To help make this happen, you should:
- Hole punch every handout to fit into a 3-ring binder.
- Print 5 headings (I’ve listed them below) on different colored paper (ideally card stock), thus creating a set of section dividers.
- Tell the students to buy a 3-ring binder.
- Check during the first week(s) of class, to see who has a binder.
- If yes, give the student a set of dividers and demonstrate how to insert them in number order.
- If no, remind the students that they’ll get their set of dividers when they show you they have followed your oral instructions.
Divider Headings:
1. Classroom How-to Handouts
2. Meet and Greet Conversation Practices
3. Words to Know
4. Grammar Handouts
5. Writing Handouts
Best Practices:
Each week, create weekly warmers for speaking, spelling and writing activities. This gives your punctual students something important to do while everyone waits for class latecomers.
Write these warmers on your classroom whiteboard, and insist that your students open their binders and use the handouts. Don’t forget to take a photo of each whiteboard warmer before you erase it. You’ve now captured the warmer for future use! I regularly use my photographs to create new practices. Level 1 students welcome “do-overs” and build their self-confidence if they get the opportunity to repeat old tasks.
If you use other paper worksheets during class, always show your students where to file them in their binder. Organizing all class materials in a single place will carry over into your students’ future careers.
I use this “you must get a 3-ring binder for my class – no excuses” technique to hone listening skills, along with teaching the use of the English alphabet, classroom vocabulary, digital literacy vocabulary, number order and the value of being organized.
UNIT 1 HANDOUTS: Classroom How-To’s
New SS LWIT vocabulary checker
Nationality home country fill in
How to ask the teacher to repeat
Other documents you will likely need:
- Course syllabus [use your college’s approved template]
- Homemade flash cards with the 26 letters of the alphabet and an appropriate image, e.g., apple, cat, umbrella [or make an alphabet as a group drawing activity: see Unit 5]
- Your assigned textbook
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pressbooks
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2025-03-22T05:09:25.688360
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12-2-2024
|
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https://openwa.pressbooks.pub/ellnovicepractices/chapter/unit-2-meet-and-greet/
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2 Unit 2 Meet and Greet
One misty, moisty morning, When cloudy was the weather,
I chanced to meet an old man, clothed all in leather.
He began to compliment, And I began to grin,
How do you do, And how do you do, And how do you do, again?
– traditional nursery rhyme
Teacher to teacher:
ELL students are nervous and often speak too quickly when asked to give their name. Some hope to be invisible, and let others, especially you, the expert English speaker, do all the talking.
Don’t let this happen! Make sure every student knows they will have the opportunity to speak. Yes, it’s exhausting and often tedious to make sure all the shy students get to speak, and not just listen to their more outgoing classmates. You will hear the same sentences over and over and over. Just DO IT, Level 1 teacher! Your students will thank you (eventually).
I’m big on jokes, so I tell my students they’re doing “tongue yoga” as they enunciate both familiar and unfamiliar words.
These practices teach students to speak slowly and clearly pronounce names that may be unfamiliar to any English speaker.
These activities also teach students how to take turns in a conversation.
Anxious students often misinterpret your direction to “read aloud” one part in a two-person conversation, believing that they must rapidly blast through every sentence. Remind your students to listen for understanding before they attempt to respond.
Speaking aloud is nerve-wracking, thus an underdeveloped skill for anyone who learned English through silent reading, or listening to the artificially slowed down English speech performed by professional voice actors with neutral accents.
Best Practices:
The “spell your name letter-by-letter” activity is engaging for all beginners. It gives everyone the opportunity to correctly pronounce the English vowels [ a-e-i-o-u ]. These letters are pronounced differently in other languages, like Spanish or Portuguese, while your Asian students may have no experience of English phonemes at all. I use this task as a quick way of assessing the class’s need for future pronunciation activities. Minimal Pair practices, e.g., “sheep” vs. “ship” can be great no-preparation speaking warmers that focus on vowels. Beginning English speakers need as many chances to wrap their tongues around vowels, consonants, syllables and segments as you care to give them.
Given the importance of digital literacy in the real life, the conventions of speaking aloud the symbols, e.g., @, used in an email address must also be learned. Additionally, give the students a daily opportunity to speak aloud a phone number, with area code. Teach the pause between chunks of numbers, e.g., “2-oh-6, pause, 1-2-3, pause 4-5, pause, 6-7.”
Finally, teach your students to make eye contact with the other person in a conversation, and not look at you, the teacher.
Insist that any question addressed to a classmate begins with that person’s first name, e.g., “Diana, what is your last name?” It’s important for the students in the class to bond as a group, and this forces listening for understanding, not seeking refuge in rote memorization. They can’t bond unless they’ve learned people’s names.
Yes, some students assume that they can only learn English by speaking to you. Break this misunderstanding as soon as possible.
Unit 2 Meet and Greet handouts [core speaking and listening skills].
How are you today speaking practice
Conversation Practice spell letter by letter
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pressbooks
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2025-03-22T05:09:25.699021
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12-2-2024
|
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"subject": "Language teaching and learning: second or additional languages"
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|
https://openwa.pressbooks.pub/ellnovicepractices/chapter/unit-3-words-you-should-know/
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3 Unit 3 Words You Should Know
“Words! Words! Words! I’m so sick of words! I get words all day through; First from him, now from you!”- Eliza Doolittle
Teacher to teacher:
English language learners must build their vocabulary, so, they all agree with Ms. Doolittle.
For linguists, there is an impressive scientific way: the Corpus of Contemporary American English, COCA. [https://www.wordfrequency.info]
Through the power of data processing, we now know that these 5,000/10,000/50,000 words are the most frequently used in English.
Hooray!
However, I don’t think that Level 1 students should immediately start with words like “describe,” “guess,” or “choice.”
Instead, I recommend teaching “survival” English words:
prepositions of time: at, on, from and prepositions of place: at, on, in, next to, behind, in front of, over, under, across from, above
Pronouns SUB OBJ POSS ADJ POSS PN
Cardinal number vocabulary and practice
More cardinal numbers 21 to 1 million
Change dates from full format to US date format practice [Future 1, L4]
Household Chores Vocabulary List PDF
Family Vocabulary Fill in spelling practice PDF
Example of student generated flash cards with drugstore vocabulary.
Do you have time for more? Check the vocabulary lists taught in the assigned textbook, buy a picture dictionary, and supplement everything with synonyms and slang.
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pressbooks
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2025-03-22T05:09:25.709125
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12-2-2024
|
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"subject": "Language teaching and learning: second or additional languages"
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|
https://openwa.pressbooks.pub/ellnovicepractices/chapter/unit-4-grammar-for-beginners/
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4 Unit 4 Grammar Fundamentals
A bit of talcum / Is always walcum. – Ogden Nash, “Reflection on Babies”
Teacher to teacher:
Thank goodness for poets like Ogden Nash, who break the laws of grammar and thus create memorable writing.
In general, there are plenty of excellent grammar-focused textbooks. Pick one, right?
In my opinion, teachers focus too much on grammatical correctness, and too little on communicating ideas. Your students, likewise, expect to do lots of grammar exercises. Given this expectation, make your grammar exercises as communicative as possible. Embed target vocabulary into these exercises. Students benefit from repeated exposure to words in context.
For beginning students, I teach some fundamentals, like the verbs BE, HAVE, DO and GO in the Present Simple Affirmative, Negative and Question. Then, I do regular short daily practices that review verb conjugation. Negatives, with contractions, are vitally important in English, and often a heavy lift for your learners. The equivalency of subject pronouns and nouns in subjects is often misunderstood, so they make great warmers for punctual students. I often use the names of my students as the subject of these sentences. As they get comfortable with daily practices, I move on and create funny often ridiculous sentences with my students as subjects.
Example: Lician, Maria E. and Guixiang [ am / is / are/ ] astronauts and [ I / he / she / it / you / we / they ] [ want / wants ] powdered bananas for breakfast.
Unit 4 Grammar Fundamentals
Simple Present Negative DO NOT slide
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pressbooks
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2025-03-22T05:09:25.717775
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12-2-2024
|
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"subject": "Language teaching and learning: second or additional languages"
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|
https://openwa.pressbooks.pub/ellnovicepractices/chapter/unit-5-writing-fundamentals/
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5 Unit 5 Writing Fundamentals
“The difference between the almost right word and the right word is really a large matter. ’tis the difference between the lightning bug and the lightning.” – Mark Twain
Teacher to teacher:
Spelling is fundamental to good writers. I usually ban the use of smartphone dictionaries during class time. Too many students scroll through Facebook when they say they’re “checking” word meanings. I tell the students they are welcome to use phone dictionaries at home. In class, phones are a big distraction.
Beginner English students need to learn lots of words before they’re ready to write a sentence. You will see your beginners copying words into their notebooks with an imperfect grasp of meaning or pronunciation. Explicitly teach them the skills of vocabulary development.
First, introduce a list of vocabulary words. Drill the whole class in pronunciation, chorally and individually.
Second, do a couple of warmers to help the students use target words. Over the course of the class, they will receive plenty of word lists for their binders. You must invent ways to help the students remember their handouts are tools, not artifacts. These warmers can be “spelling fill in’s”, or a few sentences that include the vocabulary that you write on the class whiteboard.
Many students benefit from a memorization technique that uses eyes, ears and tongue. Speak the word aloud / Spell the word aloud, letter-by-letter while writing / Repeat speaking the word aloud.
Example: “living room” / l-i-v-i-n-g r-o-o-m / “living room”
Third, do group drawing activities. These activities are fun for the students, even though at first everyone claims to “be unable to draw.” I provide a template that allows a word to be written on one side, and a drawing done on the other. I draw an example for everyone to see. Once they witness my lack of artistic skills, everyone relaxes because they know their teacher will always be inferior to them. Each group of 3 or 4 students writes and draws their assigned words. I collect the original grids, photocopy the pages, and in the next class, distribute a complete set to everyone. I demonstrate how to use a pair of scissors and a single swipe of glue stick to create flash cards. I also provide a few plastic baggies for the students to store their cards. The interactive games you can invent using these flash cards are limitless.
Example: One student selects a flashcard and asks a partner student to mime the action to the class. As they guess the word being mimed, the class will be roaring with laughter in no time.
Finally, do a spelling test every few weeks. Speak each word twice. If the class is advanced, you can embed the target vocabulary word in a full sentence, and ask the students to listen for the word, and spell only that word. This is a challenging and wonderful way to extend your students’ listening comprehension skills.
When the test is over, collect the answer sheets and immediately redistribute them, each to a different student. Your students now get to “grade” a classmate’s spelling and add up a score. You will need to closely monitor this activity at first, because some students will mark spellings correct when they’re not. They may also not add up the results correctly. This activity is a great way to teach students to write English letters and numbers correctly.
After becoming accustomed to spelling vocabulary words, teach plurals, and incorporate them into their warm up sentences.
Best practices:
On occasion, I bring a print dictionary, like the Longman Dictionary of American English to class. Using the overhead projector, a “volunteer” practices finding a word on a page, understanding definitions, synonyms, and even using IPA pronunciation.
ELLs who want to write fluently soon learn the value of a good English/English dictionary. While it’s certainly possible to teach vocabulary using a free online version of this type of dictionary, I find the page-embedded advertisements for car insurance and constipation remedies totally obnoxious. The physical practice in checking the head word and end word on a page does develop the students’ understanding of alphabetization, and I find this exercise worthwhile.
It’s also useful for beginners to practice filling in administrative forms correctly. This teaches clear letter formation. Encourage students to save their cursive writing for personal note taking and love letters. Instead, everyone should print letters clearly.
Also. insist that everyone writes numbers without serifs and crossbars. [ 1, 7 ] and use a period, not a comma in decimals. By the end of the course, everyone should know firstname/lastname word order, American date format mm/dd/yy for birthdates, titles, e.g., Mr., Ms., and commonly used synonyms, e.g., “place of birth” = “country of origin”.
Additionally, you can create sentences that you cut apart into chunks and ask the class to assemble in correct order. This is a wonderful way for students to learn that English is modular, that verbs and ending punctuation can’t be left out, and that often the writer can reorder the chunks to vary their writing. If there’s time, I will teach adverbs of frequency (always, sometimes, often, never,…) This interactive cut ‘n’ paste activity is a particularly good technique to use.
Level 1 English learners should focus exclusively on constructing simple present tense sentences in S-V-O word order. Once they have mastered this skill, they are well on their way to internalizing the fundamental techniques of clear sentence construction.
Unit 5 Writing fundamentals
Vocab Trading Cards Template 4X PDF
Vocab Trading Cards Template 10X PDF
Example of student-created vocabulary flash cards, before you give them scissors and a glue stick.
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pressbooks
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2025-03-22T05:09:25.729569
|
12-2-2024
|
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https://ecampusontario.pressbooks.pub/emiliaslearningjourney/chapter/nursing-philosophy/
|
1 Nursing Philosophy:
To me, nursing entails providing consistent, reliable, and equitable care to all patients, regardless of their unique values, backgrounds and situations. Nursing also focuses on providing care catered to each patient’s individual needs. This includes not only caring for patients physically but also supporting them emotionally as well-being encompasses more than just physical health. I believe a holistic approach to nursing is crucial and promotes ideal patient outcomes due to its diverse foundation. As a student nurse, I will display empathy, compassion, advocacy and respect while working with patients and peers to promote an optimal healing environment. I will also implement these into my professional nursing career as I understand their importance to patient safety, autonomy, well-being and nurse professional satisfaction.
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pressbooks
|
2025-03-22T05:09:25.736995
|
11-18-2024
|
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"book_url": "https://ecampusontario.pressbooks.pub/emiliaslearningjourney/chapter/nursing-philosophy/",
"title": "Emilia's Nuring Portfolio",
"author": "Emilia Collins",
"institution": "Trent University",
"subject": "Education"
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|
https://ecampusontario.pressbooks.pub/emiliaslearningjourney/chapter/chapter-1/
|
2 Beliefs & Values
The following section outlines my personal beliefs and the values which I consider essential to nursing.
Belief Statement:
Values:
Empathy
Practicing empathy is one of the core values that I believe is crucial to the nursing profession. Empathy refers to the ability to put oneself in another person’s shoes and to be able to understand what that person may be feeling. I believe this is important to nursing as understanding patients and catering to their unique needs and values is central to the profession. People under the care of nurses are likely struggling in some way, whether it is psychologically, physically or emotionally. Because of this, they are likely to feel vulnerable and scared. By practicing empathy, the nurse can better understand how the patient is feeling and therefore can implement a better healing plan for said patient by sympathizing with their unique situation and needs. Practicing empathy may also function to enhance professional satisfaction by promoting the nurse’s sense of purpose and meaning throughout their professional career.
Respect
Treating patients and their families with respect is another value that I believe is essential in nursing. All relationships should be developed from a foundation of respect. It is important to treat everyone with the same level of respect, regardless of their background, culture, beliefs and values. Patient and nurse values may not always align but it is essential to practice a respectful and unbiased approach when dealing with patients to maintain autonomy. I also believe that respect is the foundation of trust, compassion, and ethical care. One must show respect to promote the development of trusting, compassionate nurse-patient relationships which will enhance overall patient outcomes. Practicing respect towards other professionals is also important in nursing. Nurses must respect everyone they work with whether it be doctors or housekeepers. This is important to maintain positive professional relationships and to promote a respectful work environment.
Accountability
Accountability, regarding nursing, refers to taking responsibility for one’s actions, and decisions while acting in the best interest of one’s patient. This is essential in the nursing profession as we are held accountable to maintain the well-being of our patients while also adhering to the guidelines and regulations of the profession. This includes implementing both our skills and knowledge when caring for patients while also being accountable for our mistakes. Accountability also includes advocating for our patients to ensure health interventions and other actions are in the best interest of our patients. By practicing accountability, it ensures that our patients will receive the care they need without errors and that if an error may occur it can be fixed efficiently, minimizing its fallout.
Collaboration
I believe collaboration is another essential value to the nursing profession. Concerning nursing, collaboration involves working effectively with patients and peers, combining multiple views, perspectives, and backgrounds to solve problems, determining the best solutions and promoting the best care. In nursing, the nurse needs to collaborate with the patient and their families to determine their core values and establish their healthcare needs. It is also essential for nurses to collaborate with their peers. This could include nurses working together to administer care to a patient or nurses collaborating with a doctor to determine a solution to a patient’s concern. It could also include collaborating with various other professionals like a social worker, psychologist, or spiritual care provider. By utilizing collaboration, nurses can foster the best possible holistic care for their patients. Collaboration can also function to increase professional satisfaction as it promotes seeking help when needed and encourages working together.
|
pressbooks
|
2025-03-22T05:09:25.747144
|
11-18-2024
|
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"title": "Emilia's Nuring Portfolio",
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"subject": "Education"
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|
https://ecampusontario.pressbooks.pub/emiliaslearningjourney/chapter/chapter-1/#chapter-24-section-1
|
2 Beliefs & Values
The following section outlines my personal beliefs and the values which I consider essential to nursing.
Belief Statement:
Values:
Empathy
Practicing empathy is one of the core values that I believe is crucial to the nursing profession. Empathy refers to the ability to put oneself in another person’s shoes and to be able to understand what that person may be feeling. I believe this is important to nursing as understanding patients and catering to their unique needs and values is central to the profession. People under the care of nurses are likely struggling in some way, whether it is psychologically, physically or emotionally. Because of this, they are likely to feel vulnerable and scared. By practicing empathy, the nurse can better understand how the patient is feeling and therefore can implement a better healing plan for said patient by sympathizing with their unique situation and needs. Practicing empathy may also function to enhance professional satisfaction by promoting the nurse’s sense of purpose and meaning throughout their professional career.
Respect
Treating patients and their families with respect is another value that I believe is essential in nursing. All relationships should be developed from a foundation of respect. It is important to treat everyone with the same level of respect, regardless of their background, culture, beliefs and values. Patient and nurse values may not always align but it is essential to practice a respectful and unbiased approach when dealing with patients to maintain autonomy. I also believe that respect is the foundation of trust, compassion, and ethical care. One must show respect to promote the development of trusting, compassionate nurse-patient relationships which will enhance overall patient outcomes. Practicing respect towards other professionals is also important in nursing. Nurses must respect everyone they work with whether it be doctors or housekeepers. This is important to maintain positive professional relationships and to promote a respectful work environment.
Accountability
Accountability, regarding nursing, refers to taking responsibility for one’s actions, and decisions while acting in the best interest of one’s patient. This is essential in the nursing profession as we are held accountable to maintain the well-being of our patients while also adhering to the guidelines and regulations of the profession. This includes implementing both our skills and knowledge when caring for patients while also being accountable for our mistakes. Accountability also includes advocating for our patients to ensure health interventions and other actions are in the best interest of our patients. By practicing accountability, it ensures that our patients will receive the care they need without errors and that if an error may occur it can be fixed efficiently, minimizing its fallout.
Collaboration
I believe collaboration is another essential value to the nursing profession. Concerning nursing, collaboration involves working effectively with patients and peers, combining multiple views, perspectives, and backgrounds to solve problems, determining the best solutions and promoting the best care. In nursing, the nurse needs to collaborate with the patient and their families to determine their core values and establish their healthcare needs. It is also essential for nurses to collaborate with their peers. This could include nurses working together to administer care to a patient or nurses collaborating with a doctor to determine a solution to a patient’s concern. It could also include collaborating with various other professionals like a social worker, psychologist, or spiritual care provider. By utilizing collaboration, nurses can foster the best possible holistic care for their patients. Collaboration can also function to increase professional satisfaction as it promotes seeking help when needed and encourages working together.
|
pressbooks
|
2025-03-22T05:09:25.756627
|
11-18-2024
|
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https://ecampusontario.pressbooks.pub/emiliaslearningjourney/chapter/chapter-1/#chapter-24-section-2
|
2 Beliefs & Values
The following section outlines my personal beliefs and the values which I consider essential to nursing.
Belief Statement:
Values:
Empathy
Practicing empathy is one of the core values that I believe is crucial to the nursing profession. Empathy refers to the ability to put oneself in another person’s shoes and to be able to understand what that person may be feeling. I believe this is important to nursing as understanding patients and catering to their unique needs and values is central to the profession. People under the care of nurses are likely struggling in some way, whether it is psychologically, physically or emotionally. Because of this, they are likely to feel vulnerable and scared. By practicing empathy, the nurse can better understand how the patient is feeling and therefore can implement a better healing plan for said patient by sympathizing with their unique situation and needs. Practicing empathy may also function to enhance professional satisfaction by promoting the nurse’s sense of purpose and meaning throughout their professional career.
Respect
Treating patients and their families with respect is another value that I believe is essential in nursing. All relationships should be developed from a foundation of respect. It is important to treat everyone with the same level of respect, regardless of their background, culture, beliefs and values. Patient and nurse values may not always align but it is essential to practice a respectful and unbiased approach when dealing with patients to maintain autonomy. I also believe that respect is the foundation of trust, compassion, and ethical care. One must show respect to promote the development of trusting, compassionate nurse-patient relationships which will enhance overall patient outcomes. Practicing respect towards other professionals is also important in nursing. Nurses must respect everyone they work with whether it be doctors or housekeepers. This is important to maintain positive professional relationships and to promote a respectful work environment.
Accountability
Accountability, regarding nursing, refers to taking responsibility for one’s actions, and decisions while acting in the best interest of one’s patient. This is essential in the nursing profession as we are held accountable to maintain the well-being of our patients while also adhering to the guidelines and regulations of the profession. This includes implementing both our skills and knowledge when caring for patients while also being accountable for our mistakes. Accountability also includes advocating for our patients to ensure health interventions and other actions are in the best interest of our patients. By practicing accountability, it ensures that our patients will receive the care they need without errors and that if an error may occur it can be fixed efficiently, minimizing its fallout.
Collaboration
I believe collaboration is another essential value to the nursing profession. Concerning nursing, collaboration involves working effectively with patients and peers, combining multiple views, perspectives, and backgrounds to solve problems, determining the best solutions and promoting the best care. In nursing, the nurse needs to collaborate with the patient and their families to determine their core values and establish their healthcare needs. It is also essential for nurses to collaborate with their peers. This could include nurses working together to administer care to a patient or nurses collaborating with a doctor to determine a solution to a patient’s concern. It could also include collaborating with various other professionals like a social worker, psychologist, or spiritual care provider. By utilizing collaboration, nurses can foster the best possible holistic care for their patients. Collaboration can also function to increase professional satisfaction as it promotes seeking help when needed and encourages working together.
|
pressbooks
|
2025-03-22T05:09:25.765795
|
11-18-2024
|
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|
https://ecampusontario.pressbooks.pub/emiliaslearningjourney/chapter/course-reflection/
|
3 Reflection:
The following section provides a personal reflection outlining my previous experiences that have led me to pursue nursing at Trent University. It also includes a reflection of my first semester at Trent and provides an outlook into my future as a nurse.
In 2022, began my postsecondary education at Guelph University in the Biomedical Science Program. I entered this program after leaving highschool as I have always shown interest in science and learning about how the body works. I also have always thought that I would like to work in the healthcare setting as I would like to be able to help people and make a difference in the lives of others. My experience at Guelph was positive. I made lots of new friends and enjoyed my program. It also allowed me to become independent and taught me numerous life skills as I was living, and renting a place on my own. However, I could not picture myself pursuing a job that would be affiliated with my BSc degree and did not see myself partaking in further higher education. I knew through prior work experiences that I would like to work directly with people and in a hand-on setting. Most jobs affiliated with a BSc include lab work and research. Although this is interesting, I do not think I could sustain a fulfilling career in that line of work long term. After spending time in hospital when a family member experienced a health scare, I was able to see and admire the nurses working in the hospital and was inspired by their work ethic and their ability to make a difference in the lives of their patients. Seeing this sparked my desire to achieve this and I knew immediately that is a career that I would thrive in. Nursing would allow me to combine both my interest for science and the body in a hands-on, patient oriented setting. I soon after applied to Trent to the compressed nursing program and I have felt confident in my decision to do so ever since.
I began my new learning journey at Trent University in September 2024. This change was both exciting and intimidating. I was excited to embark on this new chapter, as I could finally picture my future and see the end goal of finishing my degree. I was also excited because transferring to Trent allowed me to move back home and commute to school. Although I miss my independence, it is such a relief not having to worry about rent, and it is nice to be close to my friends and family. Starting at Trent was intimidating because I felt like I had to start from scratch. However, I am thankful to have met numerous great friends in the program. A study by Florida Atlantic University explains that “Similarity is central to friendship” (Laursen, 2017). These friendships are important because we are all going through the same experience, and it is crucial to develop a supportive network of peers to help each other along the way. I was also intimidated starting at Trent due to the intense workload of the compressed nursing program. Now that I am almost done with my first semester, I understand that finishing this degree is possible, but it will require hard work and organization. I believe that developing an extensive planner has been key to my success so far this semester. A study conducted at King Faisal University found that “personalized goal setting and study planning appeared to significantly improve continuous engagement with learning, focus on academic goals, and academic performance” (Yusuff, 2018). Considering both my personal successes using extensive academic planning and the scientific evidence supporting its effectiveness, I will continue to implement this strategy each semester at Trent to promote organization and academic success.
Overall, I have really enjoyed my first semester at Trent. I believe the knowledge I have gained will provide me with a strong foundation for my future career in nursing. According to the CNO Code of Conduct, “Nurses provide inclusive and culturally safe care by practicing cultural humility” (College of Nurses of Ontario, 2024). Based on the theories learned in class, I now understand the importance of this principle and the necessity of delivering holistic and culturally competent care. During my time at Trent, I hope to gain a thorough understanding of the knowledge and skills I will need throughout my professional career. With these skills, I hope to have a positive impact on the lives of my patients and their families. I also hope to make connections with my peers that will last a lifetime, providing support both personally and professionally. Moving forward, I am excited to begin clinical placements in January 2025. I am eager to apply what I have learned in class to a hands-on setting and reinforce the theory we have covered with real-life experiences.
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pressbooks
|
2025-03-22T05:09:25.774816
|
11-18-2024
|
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|
https://ecampusontario.pressbooks.pub/emiliaslearningjourney/chapter/add-more-assignments/
|
4 SMART Goals:
SMART goals are Specific goals that we set for ourselves and are Measurable, Actionable, Realistic and Time-bound.
Goal #1: Long TermBy April 4th, or the end of my winter 2025 clinical placement in long-term care, I will improve my patient communication skills by asking each patient at least 2 open-ended questions each day and practicing empathy. I will monitor this goal by reflecting each week and receiving feedback from my clinical instructor.
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Goal #2: Long TermBy April 4th, or the end of my winter 2025 clinical placement in long-term care, I will feel confident performing head-to-toe assessments by practicing taking vitals and providing effective bedside care. I will monitor this goal by recording detailed documents and receiving feedback from my clinical instructor each week.
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Goal #3: Short TermAt the beginning of next semester in January 2025, I will develop an organized schedule and to-do list, outlining my classes, seminars, clinical placements and assignments. I will do this within the first week of classes so that I can refer to it throughout the semester and promote better organizational habits.
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pressbooks
|
2025-03-22T05:09:25.783718
|
11-18-2024
|
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"title": "Emilia's Nuring Portfolio",
"author": "Emilia Collins",
"institution": "Trent University",
"subject": "Education"
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|
https://ecampusontario.pressbooks.pub/emiliaslearningjourney/chapter/artifacts/
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5 Artifacts:
The following section provides a list of 5 personal artifacts which have led to my decision to pursue nursing as a career.
The following section provides a list of 5 personal artifacts which have led to my decision to pursue nursing as a career.
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pressbooks
|
2025-03-22T05:09:25.792637
|
11-18-2024
|
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"institution": "Trent University",
"subject": "Education"
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|
https://ecampusontario.pressbooks.pub/emiliaslearningjourney/chapter/references/
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6 References:
Laursen, B. (2017). Making and keeping friends: The importance of being similar. Child Development Perspectives, 11(4),282–289. https://doi.org/10.1111/cdep.12246
Practice standard: code of conduct. (2024). College of Nurses of Ontario. https://cno.org/Assets/CNO/Documents/Standard-and-Learning/Practice-Standards/49040_code-of-conduct.pdf
Yusuff, K. B. (2018). Does personalized goal setting and study planning improve academic performance and perception of learning experience in a developing setting? Journal of Taibah University Medical Sciences, 13(3), 232–237. https://doi.org/10.1016/j.jtumed.2018.02.001
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pressbooks
|
2025-03-22T05:09:25.800388
|
11-18-2024
|
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|
https://ecampusontario.pressbooks.pub/euniceolayinka/chapter/my-personal-philosophy/
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What Nursing Means to Me??????
To me, nursing is about “presence.” It’s about being there for others during their most vulnerable moments, offering not only physical care but emotional, spiritual, and social support. Nursing goes beyond just treating ailments; it’s about showing up, listening, and providing comfort. Just like family and friends help with financial or housing problems, nurses are the trained professionals who step in when the body faces challenges. While a nurse might not have all the answers, they are equipped with the skills and knowledge to offer the care and comfort that patients need. In reflecting on my family and community ties, I have come to believe that nursing is about caring for others’ health needs, being present in both their joyful and challenging moments, and offering holistic care. As a future registered nurse, I hope to bring this philosophy to life by providing compassionate, comprehensive care that addresses the whole person.
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pressbooks
|
2025-03-22T05:09:25.808239
|
11-21-2024
|
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https://ecampusontario.pressbooks.pub/euniceolayinka/chapter/my-personal-philosophy/#chapter-241-section-1
|
What Nursing Means to Me??????
To me, nursing is about “presence.” It’s about being there for others during their most vulnerable moments, offering not only physical care but emotional, spiritual, and social support. Nursing goes beyond just treating ailments; it’s about showing up, listening, and providing comfort. Just like family and friends help with financial or housing problems, nurses are the trained professionals who step in when the body faces challenges. While a nurse might not have all the answers, they are equipped with the skills and knowledge to offer the care and comfort that patients need. In reflecting on my family and community ties, I have come to believe that nursing is about caring for others’ health needs, being present in both their joyful and challenging moments, and offering holistic care. As a future registered nurse, I hope to bring this philosophy to life by providing compassionate, comprehensive care that addresses the whole person.
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pressbooks
|
2025-03-22T05:09:25.816276
|
11-21-2024
|
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|
https://ecampusontario.pressbooks.pub/euniceolayinka/chapter/beliefs/
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Core Belief That Shape My Nursing Philosophy
Nursing, to me, is about more than just medical expertise, it is about compassion, presence, and the commitment to making a difference in the lives of others. My core belief is that nursing is a calling to serve, to be there for patients in their times of need, and to provide comfort and care in a holistic way. Nursing entails not only treating physical ailments but also by attending to emotional, spiritual, and social needs. It is about showing up for others, offering not just medical interventions but a sense of reassurance and empathy. I believe that, as nurses, we have the privilege and responsibility of being present in patients’ lives, providing care that meets their needs and advocating for their well-being. This belief guides my vision for my career in nursing, where I aspire to use my knowledge, skills, and compassion to make a tangible difference in the lives of patients and to advocate for change in the healthcare system.
|
pressbooks
|
2025-03-22T05:09:25.828067
|
11-21-2024
|
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|
https://ecampusontario.pressbooks.pub/euniceolayinka/chapter/beliefs/#chapter-243-section-1
|
Core Belief That Shape My Nursing Philosophy
Nursing, to me, is about more than just medical expertise, it is about compassion, presence, and the commitment to making a difference in the lives of others. My core belief is that nursing is a calling to serve, to be there for patients in their times of need, and to provide comfort and care in a holistic way. Nursing entails not only treating physical ailments but also by attending to emotional, spiritual, and social needs. It is about showing up for others, offering not just medical interventions but a sense of reassurance and empathy. I believe that, as nurses, we have the privilege and responsibility of being present in patients’ lives, providing care that meets their needs and advocating for their well-being. This belief guides my vision for my career in nursing, where I aspire to use my knowledge, skills, and compassion to make a tangible difference in the lives of patients and to advocate for change in the healthcare system.
|
pressbooks
|
2025-03-22T05:09:25.841552
|
11-21-2024
|
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"url": "https://ecampusontario.pressbooks.pub/euniceolayinka/chapter/beliefs/#chapter-243-section-1",
"book_url": "https://ecampusontario.pressbooks.pub/euniceolayinka/front-matter/register/",
"title": "Eunice's Trent Highlight",
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"subject": "Education"
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|
https://ecampusontario.pressbooks.pub/euniceolayinka/chapter/exploring-my-core-values-in-nursing-practice/
|
MY Core Values
These values; conscientiousness, agreeableness, respect, and accountability shape who I am and how I aspire to practice as a nurse. Each value connects to my upbringing, personal experiences, and cultural influences, guiding my interactions with others and my approach to patient care. Whether it’s through being thorough and organized, kind and empathetic, respectful of differences, or taking full responsibility for my actions, I strive to embody these principles in my daily life and future nursing practice. They serve as a foundation for building trust, fostering collaboration, and providing holistic, ethical, and compassionate care.
Conscientiousness
Statement: Conscientiousness means being diligent, organized, and thorough in all tasks. In nursing, this value ensures I provide ethical, accurate, and detailed care by following protocols, attending to every aspect of a patient’s needs, and maintaining the highest standards of professionalism.
Brief Exploration: Conscientiousness in my case was greatly influenced by my family and the environment created by my church. Attending church with my parents every Sunday provided me with valuable lessons on responsibility, morality, and the importance of setting goals and achieving them. Over time, viewing my parents and siblings as role models and observing how they maintained discipline in their own lives, balancing work, family, and community responsibilities helped me to develop conscientiousness.
In nursing, conscientiousness might mean consistently delivering care attentively, meeting patients’ needs responsibly, and maintaining accuracy in documentation and clinical tasks, it is foundational to responsible, ethical, and goal-oriented patient care. For example, a nurse displaying conscientiousness would meticulously follow protocols when administering medication to avoid dosage errors. In another situation, when creating a care plan, a conscientious nurse carefully considers the patient’s physical, emotional, and social needs, ensuring they receive holistic and attentive care. Possessing this value, makes me envision myself as a nurse who will not leave any stone unturned when providing care for patients.
Agreeableness
Statement: Being agreeable is about being kind, empathetic, and understanding. In nursing, this means connecting with patients and showing that I care. It’s also about working well with my team to ensure that everyone feels heard and supported.
Brief Exploration: Agreeableness including qualities like being softhearted and kind influences my relationships and outlook on life. Being softhearted and trusting has helped me form strong connections, as I tend to always offer to help others. This approach has led to meaningful friendships and relationships that i can boast of today. While I wasn’t always as openly agreeable, I now see it as a choice that enriches my life and deepens my connections. My mom’s generous nature may have also influenced this trait. She is always ready to help other people even in situations that are uncomfortable for her.
In nursing, qualities like empathy, trust, and kindness support building therapeutic relationship with patients who often feel vulnerable and need compassionate support, as mentioned in Peplau’s Interpersonal Relations Theory . For example, my softhearted approach can help calm an anxious patient, making them feel understood and supported. Additionally, trust and kindness foster cooperation within healthcare teams, leading to smoother communication and collaboration which is necessary for delivering high-quality patient care and ensuring positive health outcomes.
Respect
Statement: Respect is about valuing people for who they are, no matter their background. In nursing, I believe it’s important to respect patients’ choices and beliefs and to treat everyone with kindness and dignity. It also means respecting my colleagues, as a positive work environment leads to better care for our patients.
Brief Exploration: Respect is one of the values I uphold, and I believe it should be reciprocal, regardless of a person’s status. To me, respect goes beyond the words “sir” or “ma”, it’s an innate character that shines through in the way we relate with each other, acknowledge different perspectives, act fairly, and value others’ contributions.
My culture has deeply influenced my view on respect, as my tribe emphasizes respectful gestures, such as bowing, kneeling or prostrating to greet elders or superiors. This expectation of respect extends to everyone, from prominent figures to family elders. Growing up with these customs helped me see respect not as a forced gesture but as a meaningful and cherished value that strengthens human connection and mutual understanding.
Respect is a value that aligns naturally with nursing, and it’s a principle that I truly believe in. In nursing, respect isn’t just about showing politeness or using titles, it’s about recognizing the worth of every patient and colleague, no matter their background, status, or circumstances. Respect shapes how a nurse would communicate, listen, and respond to patients and peers, building trust and ensuring that everyone feels valued.
When caring for patients, showing respect means honoring their choices and being sensitive to their cultural beliefs and emotional needs. Respect also extends to collaborating with colleagues, by valuing each person’s input and respecting differences, I will be able to foster an atmosphere of trust, which directly impacts patient outcomes and enhances the quality of care provided.
Accountability
Statement: Accountability means owning my actions, both the good and the bad. In nursing, it’s important to me that I take responsibility for my decisions, admit when I make mistakes, and always work to fix them. I believe this builds trust with patients and colleagues and ensures the best care.
Brief Exploration: Accountability is a core value I hold deeply, shaped by witnessing the lack of it in my home country, Nigeria. Although Nigeria is rich in resources like crude oil, gold, and natural gas, many citizens still struggle with poverty due to corrupt leadership. Instances like the unaccounted funds blamed on bizarre excuses, such as “a snake swallowing money,” and COVID-19 relief palliatives left to spoil in storage reveal a government lacking responsibility toward its citizens. This dysfunction has shown me how essential accountability is and strengthened my resolve never to fall short in it myself.
Accountability is highly relevant in nursing because nurses are responsible for patients’ lives and well-being, so holding oneself accountable is critical to effective and ethical care. This means being transparent in documentation, admitting mistakes, and following through with commitments to patients, colleagues, and the healthcare system. For instance, if i realize that i have administered the wrong dose of a medication, accountability would prompt me to immediately report the error and take steps to prevent harm, rather than ignoring it. This will ensure trust and safety in patient care.
|
pressbooks
|
2025-03-22T05:09:25.865092
|
11-21-2024
|
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"author": "euniceolayinka",
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|
https://ecampusontario.pressbooks.pub/euniceolayinka/chapter/exploring-my-core-values-in-nursing-practice/#chapter-245-section-1
|
MY Core Values
These values; conscientiousness, agreeableness, respect, and accountability shape who I am and how I aspire to practice as a nurse. Each value connects to my upbringing, personal experiences, and cultural influences, guiding my interactions with others and my approach to patient care. Whether it’s through being thorough and organized, kind and empathetic, respectful of differences, or taking full responsibility for my actions, I strive to embody these principles in my daily life and future nursing practice. They serve as a foundation for building trust, fostering collaboration, and providing holistic, ethical, and compassionate care.
Conscientiousness
Statement: Conscientiousness means being diligent, organized, and thorough in all tasks. In nursing, this value ensures I provide ethical, accurate, and detailed care by following protocols, attending to every aspect of a patient’s needs, and maintaining the highest standards of professionalism.
Brief Exploration: Conscientiousness in my case was greatly influenced by my family and the environment created by my church. Attending church with my parents every Sunday provided me with valuable lessons on responsibility, morality, and the importance of setting goals and achieving them. Over time, viewing my parents and siblings as role models and observing how they maintained discipline in their own lives, balancing work, family, and community responsibilities helped me to develop conscientiousness.
In nursing, conscientiousness might mean consistently delivering care attentively, meeting patients’ needs responsibly, and maintaining accuracy in documentation and clinical tasks, it is foundational to responsible, ethical, and goal-oriented patient care. For example, a nurse displaying conscientiousness would meticulously follow protocols when administering medication to avoid dosage errors. In another situation, when creating a care plan, a conscientious nurse carefully considers the patient’s physical, emotional, and social needs, ensuring they receive holistic and attentive care. Possessing this value, makes me envision myself as a nurse who will not leave any stone unturned when providing care for patients.
Agreeableness
Statement: Being agreeable is about being kind, empathetic, and understanding. In nursing, this means connecting with patients and showing that I care. It’s also about working well with my team to ensure that everyone feels heard and supported.
Brief Exploration: Agreeableness including qualities like being softhearted and kind influences my relationships and outlook on life. Being softhearted and trusting has helped me form strong connections, as I tend to always offer to help others. This approach has led to meaningful friendships and relationships that i can boast of today. While I wasn’t always as openly agreeable, I now see it as a choice that enriches my life and deepens my connections. My mom’s generous nature may have also influenced this trait. She is always ready to help other people even in situations that are uncomfortable for her.
In nursing, qualities like empathy, trust, and kindness support building therapeutic relationship with patients who often feel vulnerable and need compassionate support, as mentioned in Peplau’s Interpersonal Relations Theory . For example, my softhearted approach can help calm an anxious patient, making them feel understood and supported. Additionally, trust and kindness foster cooperation within healthcare teams, leading to smoother communication and collaboration which is necessary for delivering high-quality patient care and ensuring positive health outcomes.
Respect
Statement: Respect is about valuing people for who they are, no matter their background. In nursing, I believe it’s important to respect patients’ choices and beliefs and to treat everyone with kindness and dignity. It also means respecting my colleagues, as a positive work environment leads to better care for our patients.
Brief Exploration: Respect is one of the values I uphold, and I believe it should be reciprocal, regardless of a person’s status. To me, respect goes beyond the words “sir” or “ma”, it’s an innate character that shines through in the way we relate with each other, acknowledge different perspectives, act fairly, and value others’ contributions.
My culture has deeply influenced my view on respect, as my tribe emphasizes respectful gestures, such as bowing, kneeling or prostrating to greet elders or superiors. This expectation of respect extends to everyone, from prominent figures to family elders. Growing up with these customs helped me see respect not as a forced gesture but as a meaningful and cherished value that strengthens human connection and mutual understanding.
Respect is a value that aligns naturally with nursing, and it’s a principle that I truly believe in. In nursing, respect isn’t just about showing politeness or using titles, it’s about recognizing the worth of every patient and colleague, no matter their background, status, or circumstances. Respect shapes how a nurse would communicate, listen, and respond to patients and peers, building trust and ensuring that everyone feels valued.
When caring for patients, showing respect means honoring their choices and being sensitive to their cultural beliefs and emotional needs. Respect also extends to collaborating with colleagues, by valuing each person’s input and respecting differences, I will be able to foster an atmosphere of trust, which directly impacts patient outcomes and enhances the quality of care provided.
Accountability
Statement: Accountability means owning my actions, both the good and the bad. In nursing, it’s important to me that I take responsibility for my decisions, admit when I make mistakes, and always work to fix them. I believe this builds trust with patients and colleagues and ensures the best care.
Brief Exploration: Accountability is a core value I hold deeply, shaped by witnessing the lack of it in my home country, Nigeria. Although Nigeria is rich in resources like crude oil, gold, and natural gas, many citizens still struggle with poverty due to corrupt leadership. Instances like the unaccounted funds blamed on bizarre excuses, such as “a snake swallowing money,” and COVID-19 relief palliatives left to spoil in storage reveal a government lacking responsibility toward its citizens. This dysfunction has shown me how essential accountability is and strengthened my resolve never to fall short in it myself.
Accountability is highly relevant in nursing because nurses are responsible for patients’ lives and well-being, so holding oneself accountable is critical to effective and ethical care. This means being transparent in documentation, admitting mistakes, and following through with commitments to patients, colleagues, and the healthcare system. For instance, if i realize that i have administered the wrong dose of a medication, accountability would prompt me to immediately report the error and take steps to prevent harm, rather than ignoring it. This will ensure trust and safety in patient care.
|
pressbooks
|
2025-03-22T05:09:25.887597
|
11-21-2024
|
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|
https://ecampusontario.pressbooks.pub/euniceolayinka/chapter/exploring-my-core-values-in-nursing-practice/#chapter-245-section-2
|
MY Core Values
These values; conscientiousness, agreeableness, respect, and accountability shape who I am and how I aspire to practice as a nurse. Each value connects to my upbringing, personal experiences, and cultural influences, guiding my interactions with others and my approach to patient care. Whether it’s through being thorough and organized, kind and empathetic, respectful of differences, or taking full responsibility for my actions, I strive to embody these principles in my daily life and future nursing practice. They serve as a foundation for building trust, fostering collaboration, and providing holistic, ethical, and compassionate care.
Conscientiousness
Statement: Conscientiousness means being diligent, organized, and thorough in all tasks. In nursing, this value ensures I provide ethical, accurate, and detailed care by following protocols, attending to every aspect of a patient’s needs, and maintaining the highest standards of professionalism.
Brief Exploration: Conscientiousness in my case was greatly influenced by my family and the environment created by my church. Attending church with my parents every Sunday provided me with valuable lessons on responsibility, morality, and the importance of setting goals and achieving them. Over time, viewing my parents and siblings as role models and observing how they maintained discipline in their own lives, balancing work, family, and community responsibilities helped me to develop conscientiousness.
In nursing, conscientiousness might mean consistently delivering care attentively, meeting patients’ needs responsibly, and maintaining accuracy in documentation and clinical tasks, it is foundational to responsible, ethical, and goal-oriented patient care. For example, a nurse displaying conscientiousness would meticulously follow protocols when administering medication to avoid dosage errors. In another situation, when creating a care plan, a conscientious nurse carefully considers the patient’s physical, emotional, and social needs, ensuring they receive holistic and attentive care. Possessing this value, makes me envision myself as a nurse who will not leave any stone unturned when providing care for patients.
Agreeableness
Statement: Being agreeable is about being kind, empathetic, and understanding. In nursing, this means connecting with patients and showing that I care. It’s also about working well with my team to ensure that everyone feels heard and supported.
Brief Exploration: Agreeableness including qualities like being softhearted and kind influences my relationships and outlook on life. Being softhearted and trusting has helped me form strong connections, as I tend to always offer to help others. This approach has led to meaningful friendships and relationships that i can boast of today. While I wasn’t always as openly agreeable, I now see it as a choice that enriches my life and deepens my connections. My mom’s generous nature may have also influenced this trait. She is always ready to help other people even in situations that are uncomfortable for her.
In nursing, qualities like empathy, trust, and kindness support building therapeutic relationship with patients who often feel vulnerable and need compassionate support, as mentioned in Peplau’s Interpersonal Relations Theory . For example, my softhearted approach can help calm an anxious patient, making them feel understood and supported. Additionally, trust and kindness foster cooperation within healthcare teams, leading to smoother communication and collaboration which is necessary for delivering high-quality patient care and ensuring positive health outcomes.
Respect
Statement: Respect is about valuing people for who they are, no matter their background. In nursing, I believe it’s important to respect patients’ choices and beliefs and to treat everyone with kindness and dignity. It also means respecting my colleagues, as a positive work environment leads to better care for our patients.
Brief Exploration: Respect is one of the values I uphold, and I believe it should be reciprocal, regardless of a person’s status. To me, respect goes beyond the words “sir” or “ma”, it’s an innate character that shines through in the way we relate with each other, acknowledge different perspectives, act fairly, and value others’ contributions.
My culture has deeply influenced my view on respect, as my tribe emphasizes respectful gestures, such as bowing, kneeling or prostrating to greet elders or superiors. This expectation of respect extends to everyone, from prominent figures to family elders. Growing up with these customs helped me see respect not as a forced gesture but as a meaningful and cherished value that strengthens human connection and mutual understanding.
Respect is a value that aligns naturally with nursing, and it’s a principle that I truly believe in. In nursing, respect isn’t just about showing politeness or using titles, it’s about recognizing the worth of every patient and colleague, no matter their background, status, or circumstances. Respect shapes how a nurse would communicate, listen, and respond to patients and peers, building trust and ensuring that everyone feels valued.
When caring for patients, showing respect means honoring their choices and being sensitive to their cultural beliefs and emotional needs. Respect also extends to collaborating with colleagues, by valuing each person’s input and respecting differences, I will be able to foster an atmosphere of trust, which directly impacts patient outcomes and enhances the quality of care provided.
Accountability
Statement: Accountability means owning my actions, both the good and the bad. In nursing, it’s important to me that I take responsibility for my decisions, admit when I make mistakes, and always work to fix them. I believe this builds trust with patients and colleagues and ensures the best care.
Brief Exploration: Accountability is a core value I hold deeply, shaped by witnessing the lack of it in my home country, Nigeria. Although Nigeria is rich in resources like crude oil, gold, and natural gas, many citizens still struggle with poverty due to corrupt leadership. Instances like the unaccounted funds blamed on bizarre excuses, such as “a snake swallowing money,” and COVID-19 relief palliatives left to spoil in storage reveal a government lacking responsibility toward its citizens. This dysfunction has shown me how essential accountability is and strengthened my resolve never to fall short in it myself.
Accountability is highly relevant in nursing because nurses are responsible for patients’ lives and well-being, so holding oneself accountable is critical to effective and ethical care. This means being transparent in documentation, admitting mistakes, and following through with commitments to patients, colleagues, and the healthcare system. For instance, if i realize that i have administered the wrong dose of a medication, accountability would prompt me to immediately report the error and take steps to prevent harm, rather than ignoring it. This will ensure trust and safety in patient care.
|
pressbooks
|
2025-03-22T05:09:25.908385
|
11-21-2024
|
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|
https://ecampusontario.pressbooks.pub/euniceolayinka/chapter/exploring-my-core-values-in-nursing-practice/#chapter-245-section-3
|
MY Core Values
These values; conscientiousness, agreeableness, respect, and accountability shape who I am and how I aspire to practice as a nurse. Each value connects to my upbringing, personal experiences, and cultural influences, guiding my interactions with others and my approach to patient care. Whether it’s through being thorough and organized, kind and empathetic, respectful of differences, or taking full responsibility for my actions, I strive to embody these principles in my daily life and future nursing practice. They serve as a foundation for building trust, fostering collaboration, and providing holistic, ethical, and compassionate care.
Conscientiousness
Statement: Conscientiousness means being diligent, organized, and thorough in all tasks. In nursing, this value ensures I provide ethical, accurate, and detailed care by following protocols, attending to every aspect of a patient’s needs, and maintaining the highest standards of professionalism.
Brief Exploration: Conscientiousness in my case was greatly influenced by my family and the environment created by my church. Attending church with my parents every Sunday provided me with valuable lessons on responsibility, morality, and the importance of setting goals and achieving them. Over time, viewing my parents and siblings as role models and observing how they maintained discipline in their own lives, balancing work, family, and community responsibilities helped me to develop conscientiousness.
In nursing, conscientiousness might mean consistently delivering care attentively, meeting patients’ needs responsibly, and maintaining accuracy in documentation and clinical tasks, it is foundational to responsible, ethical, and goal-oriented patient care. For example, a nurse displaying conscientiousness would meticulously follow protocols when administering medication to avoid dosage errors. In another situation, when creating a care plan, a conscientious nurse carefully considers the patient’s physical, emotional, and social needs, ensuring they receive holistic and attentive care. Possessing this value, makes me envision myself as a nurse who will not leave any stone unturned when providing care for patients.
Agreeableness
Statement: Being agreeable is about being kind, empathetic, and understanding. In nursing, this means connecting with patients and showing that I care. It’s also about working well with my team to ensure that everyone feels heard and supported.
Brief Exploration: Agreeableness including qualities like being softhearted and kind influences my relationships and outlook on life. Being softhearted and trusting has helped me form strong connections, as I tend to always offer to help others. This approach has led to meaningful friendships and relationships that i can boast of today. While I wasn’t always as openly agreeable, I now see it as a choice that enriches my life and deepens my connections. My mom’s generous nature may have also influenced this trait. She is always ready to help other people even in situations that are uncomfortable for her.
In nursing, qualities like empathy, trust, and kindness support building therapeutic relationship with patients who often feel vulnerable and need compassionate support, as mentioned in Peplau’s Interpersonal Relations Theory . For example, my softhearted approach can help calm an anxious patient, making them feel understood and supported. Additionally, trust and kindness foster cooperation within healthcare teams, leading to smoother communication and collaboration which is necessary for delivering high-quality patient care and ensuring positive health outcomes.
Respect
Statement: Respect is about valuing people for who they are, no matter their background. In nursing, I believe it’s important to respect patients’ choices and beliefs and to treat everyone with kindness and dignity. It also means respecting my colleagues, as a positive work environment leads to better care for our patients.
Brief Exploration: Respect is one of the values I uphold, and I believe it should be reciprocal, regardless of a person’s status. To me, respect goes beyond the words “sir” or “ma”, it’s an innate character that shines through in the way we relate with each other, acknowledge different perspectives, act fairly, and value others’ contributions.
My culture has deeply influenced my view on respect, as my tribe emphasizes respectful gestures, such as bowing, kneeling or prostrating to greet elders or superiors. This expectation of respect extends to everyone, from prominent figures to family elders. Growing up with these customs helped me see respect not as a forced gesture but as a meaningful and cherished value that strengthens human connection and mutual understanding.
Respect is a value that aligns naturally with nursing, and it’s a principle that I truly believe in. In nursing, respect isn’t just about showing politeness or using titles, it’s about recognizing the worth of every patient and colleague, no matter their background, status, or circumstances. Respect shapes how a nurse would communicate, listen, and respond to patients and peers, building trust and ensuring that everyone feels valued.
When caring for patients, showing respect means honoring their choices and being sensitive to their cultural beliefs and emotional needs. Respect also extends to collaborating with colleagues, by valuing each person’s input and respecting differences, I will be able to foster an atmosphere of trust, which directly impacts patient outcomes and enhances the quality of care provided.
Accountability
Statement: Accountability means owning my actions, both the good and the bad. In nursing, it’s important to me that I take responsibility for my decisions, admit when I make mistakes, and always work to fix them. I believe this builds trust with patients and colleagues and ensures the best care.
Brief Exploration: Accountability is a core value I hold deeply, shaped by witnessing the lack of it in my home country, Nigeria. Although Nigeria is rich in resources like crude oil, gold, and natural gas, many citizens still struggle with poverty due to corrupt leadership. Instances like the unaccounted funds blamed on bizarre excuses, such as “a snake swallowing money,” and COVID-19 relief palliatives left to spoil in storage reveal a government lacking responsibility toward its citizens. This dysfunction has shown me how essential accountability is and strengthened my resolve never to fall short in it myself.
Accountability is highly relevant in nursing because nurses are responsible for patients’ lives and well-being, so holding oneself accountable is critical to effective and ethical care. This means being transparent in documentation, admitting mistakes, and following through with commitments to patients, colleagues, and the healthcare system. For instance, if i realize that i have administered the wrong dose of a medication, accountability would prompt me to immediately report the error and take steps to prevent harm, rather than ignoring it. This will ensure trust and safety in patient care.
|
pressbooks
|
2025-03-22T05:09:25.929859
|
11-21-2024
|
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|
https://ecampusontario.pressbooks.pub/euniceolayinka/chapter/exploring-my-core-values-in-nursing-practice/#chapter-245-section-4
|
MY Core Values
These values; conscientiousness, agreeableness, respect, and accountability shape who I am and how I aspire to practice as a nurse. Each value connects to my upbringing, personal experiences, and cultural influences, guiding my interactions with others and my approach to patient care. Whether it’s through being thorough and organized, kind and empathetic, respectful of differences, or taking full responsibility for my actions, I strive to embody these principles in my daily life and future nursing practice. They serve as a foundation for building trust, fostering collaboration, and providing holistic, ethical, and compassionate care.
Conscientiousness
Statement: Conscientiousness means being diligent, organized, and thorough in all tasks. In nursing, this value ensures I provide ethical, accurate, and detailed care by following protocols, attending to every aspect of a patient’s needs, and maintaining the highest standards of professionalism.
Brief Exploration: Conscientiousness in my case was greatly influenced by my family and the environment created by my church. Attending church with my parents every Sunday provided me with valuable lessons on responsibility, morality, and the importance of setting goals and achieving them. Over time, viewing my parents and siblings as role models and observing how they maintained discipline in their own lives, balancing work, family, and community responsibilities helped me to develop conscientiousness.
In nursing, conscientiousness might mean consistently delivering care attentively, meeting patients’ needs responsibly, and maintaining accuracy in documentation and clinical tasks, it is foundational to responsible, ethical, and goal-oriented patient care. For example, a nurse displaying conscientiousness would meticulously follow protocols when administering medication to avoid dosage errors. In another situation, when creating a care plan, a conscientious nurse carefully considers the patient’s physical, emotional, and social needs, ensuring they receive holistic and attentive care. Possessing this value, makes me envision myself as a nurse who will not leave any stone unturned when providing care for patients.
Agreeableness
Statement: Being agreeable is about being kind, empathetic, and understanding. In nursing, this means connecting with patients and showing that I care. It’s also about working well with my team to ensure that everyone feels heard and supported.
Brief Exploration: Agreeableness including qualities like being softhearted and kind influences my relationships and outlook on life. Being softhearted and trusting has helped me form strong connections, as I tend to always offer to help others. This approach has led to meaningful friendships and relationships that i can boast of today. While I wasn’t always as openly agreeable, I now see it as a choice that enriches my life and deepens my connections. My mom’s generous nature may have also influenced this trait. She is always ready to help other people even in situations that are uncomfortable for her.
In nursing, qualities like empathy, trust, and kindness support building therapeutic relationship with patients who often feel vulnerable and need compassionate support, as mentioned in Peplau’s Interpersonal Relations Theory . For example, my softhearted approach can help calm an anxious patient, making them feel understood and supported. Additionally, trust and kindness foster cooperation within healthcare teams, leading to smoother communication and collaboration which is necessary for delivering high-quality patient care and ensuring positive health outcomes.
Respect
Statement: Respect is about valuing people for who they are, no matter their background. In nursing, I believe it’s important to respect patients’ choices and beliefs and to treat everyone with kindness and dignity. It also means respecting my colleagues, as a positive work environment leads to better care for our patients.
Brief Exploration: Respect is one of the values I uphold, and I believe it should be reciprocal, regardless of a person’s status. To me, respect goes beyond the words “sir” or “ma”, it’s an innate character that shines through in the way we relate with each other, acknowledge different perspectives, act fairly, and value others’ contributions.
My culture has deeply influenced my view on respect, as my tribe emphasizes respectful gestures, such as bowing, kneeling or prostrating to greet elders or superiors. This expectation of respect extends to everyone, from prominent figures to family elders. Growing up with these customs helped me see respect not as a forced gesture but as a meaningful and cherished value that strengthens human connection and mutual understanding.
Respect is a value that aligns naturally with nursing, and it’s a principle that I truly believe in. In nursing, respect isn’t just about showing politeness or using titles, it’s about recognizing the worth of every patient and colleague, no matter their background, status, or circumstances. Respect shapes how a nurse would communicate, listen, and respond to patients and peers, building trust and ensuring that everyone feels valued.
When caring for patients, showing respect means honoring their choices and being sensitive to their cultural beliefs and emotional needs. Respect also extends to collaborating with colleagues, by valuing each person’s input and respecting differences, I will be able to foster an atmosphere of trust, which directly impacts patient outcomes and enhances the quality of care provided.
Accountability
Statement: Accountability means owning my actions, both the good and the bad. In nursing, it’s important to me that I take responsibility for my decisions, admit when I make mistakes, and always work to fix them. I believe this builds trust with patients and colleagues and ensures the best care.
Brief Exploration: Accountability is a core value I hold deeply, shaped by witnessing the lack of it in my home country, Nigeria. Although Nigeria is rich in resources like crude oil, gold, and natural gas, many citizens still struggle with poverty due to corrupt leadership. Instances like the unaccounted funds blamed on bizarre excuses, such as “a snake swallowing money,” and COVID-19 relief palliatives left to spoil in storage reveal a government lacking responsibility toward its citizens. This dysfunction has shown me how essential accountability is and strengthened my resolve never to fall short in it myself.
Accountability is highly relevant in nursing because nurses are responsible for patients’ lives and well-being, so holding oneself accountable is critical to effective and ethical care. This means being transparent in documentation, admitting mistakes, and following through with commitments to patients, colleagues, and the healthcare system. For instance, if i realize that i have administered the wrong dose of a medication, accountability would prompt me to immediately report the error and take steps to prevent harm, rather than ignoring it. This will ensure trust and safety in patient care.
|
pressbooks
|
2025-03-22T05:09:25.945504
|
11-21-2024
|
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https://ecampusontario.pressbooks.pub/euniceolayinka/chapter/exploring-my-core-values-in-nursing-practice/#chapter-245-section-5
|
MY Core Values
These values; conscientiousness, agreeableness, respect, and accountability shape who I am and how I aspire to practice as a nurse. Each value connects to my upbringing, personal experiences, and cultural influences, guiding my interactions with others and my approach to patient care. Whether it’s through being thorough and organized, kind and empathetic, respectful of differences, or taking full responsibility for my actions, I strive to embody these principles in my daily life and future nursing practice. They serve as a foundation for building trust, fostering collaboration, and providing holistic, ethical, and compassionate care.
Conscientiousness
Statement: Conscientiousness means being diligent, organized, and thorough in all tasks. In nursing, this value ensures I provide ethical, accurate, and detailed care by following protocols, attending to every aspect of a patient’s needs, and maintaining the highest standards of professionalism.
Brief Exploration: Conscientiousness in my case was greatly influenced by my family and the environment created by my church. Attending church with my parents every Sunday provided me with valuable lessons on responsibility, morality, and the importance of setting goals and achieving them. Over time, viewing my parents and siblings as role models and observing how they maintained discipline in their own lives, balancing work, family, and community responsibilities helped me to develop conscientiousness.
In nursing, conscientiousness might mean consistently delivering care attentively, meeting patients’ needs responsibly, and maintaining accuracy in documentation and clinical tasks, it is foundational to responsible, ethical, and goal-oriented patient care. For example, a nurse displaying conscientiousness would meticulously follow protocols when administering medication to avoid dosage errors. In another situation, when creating a care plan, a conscientious nurse carefully considers the patient’s physical, emotional, and social needs, ensuring they receive holistic and attentive care. Possessing this value, makes me envision myself as a nurse who will not leave any stone unturned when providing care for patients.
Agreeableness
Statement: Being agreeable is about being kind, empathetic, and understanding. In nursing, this means connecting with patients and showing that I care. It’s also about working well with my team to ensure that everyone feels heard and supported.
Brief Exploration: Agreeableness including qualities like being softhearted and kind influences my relationships and outlook on life. Being softhearted and trusting has helped me form strong connections, as I tend to always offer to help others. This approach has led to meaningful friendships and relationships that i can boast of today. While I wasn’t always as openly agreeable, I now see it as a choice that enriches my life and deepens my connections. My mom’s generous nature may have also influenced this trait. She is always ready to help other people even in situations that are uncomfortable for her.
In nursing, qualities like empathy, trust, and kindness support building therapeutic relationship with patients who often feel vulnerable and need compassionate support, as mentioned in Peplau’s Interpersonal Relations Theory . For example, my softhearted approach can help calm an anxious patient, making them feel understood and supported. Additionally, trust and kindness foster cooperation within healthcare teams, leading to smoother communication and collaboration which is necessary for delivering high-quality patient care and ensuring positive health outcomes.
Respect
Statement: Respect is about valuing people for who they are, no matter their background. In nursing, I believe it’s important to respect patients’ choices and beliefs and to treat everyone with kindness and dignity. It also means respecting my colleagues, as a positive work environment leads to better care for our patients.
Brief Exploration: Respect is one of the values I uphold, and I believe it should be reciprocal, regardless of a person’s status. To me, respect goes beyond the words “sir” or “ma”, it’s an innate character that shines through in the way we relate with each other, acknowledge different perspectives, act fairly, and value others’ contributions.
My culture has deeply influenced my view on respect, as my tribe emphasizes respectful gestures, such as bowing, kneeling or prostrating to greet elders or superiors. This expectation of respect extends to everyone, from prominent figures to family elders. Growing up with these customs helped me see respect not as a forced gesture but as a meaningful and cherished value that strengthens human connection and mutual understanding.
Respect is a value that aligns naturally with nursing, and it’s a principle that I truly believe in. In nursing, respect isn’t just about showing politeness or using titles, it’s about recognizing the worth of every patient and colleague, no matter their background, status, or circumstances. Respect shapes how a nurse would communicate, listen, and respond to patients and peers, building trust and ensuring that everyone feels valued.
When caring for patients, showing respect means honoring their choices and being sensitive to their cultural beliefs and emotional needs. Respect also extends to collaborating with colleagues, by valuing each person’s input and respecting differences, I will be able to foster an atmosphere of trust, which directly impacts patient outcomes and enhances the quality of care provided.
Accountability
Statement: Accountability means owning my actions, both the good and the bad. In nursing, it’s important to me that I take responsibility for my decisions, admit when I make mistakes, and always work to fix them. I believe this builds trust with patients and colleagues and ensures the best care.
Brief Exploration: Accountability is a core value I hold deeply, shaped by witnessing the lack of it in my home country, Nigeria. Although Nigeria is rich in resources like crude oil, gold, and natural gas, many citizens still struggle with poverty due to corrupt leadership. Instances like the unaccounted funds blamed on bizarre excuses, such as “a snake swallowing money,” and COVID-19 relief palliatives left to spoil in storage reveal a government lacking responsibility toward its citizens. This dysfunction has shown me how essential accountability is and strengthened my resolve never to fall short in it myself.
Accountability is highly relevant in nursing because nurses are responsible for patients’ lives and well-being, so holding oneself accountable is critical to effective and ethical care. This means being transparent in documentation, admitting mistakes, and following through with commitments to patients, colleagues, and the healthcare system. For instance, if i realize that i have administered the wrong dose of a medication, accountability would prompt me to immediately report the error and take steps to prevent harm, rather than ignoring it. This will ensure trust and safety in patient care.
|
pressbooks
|
2025-03-22T05:09:25.958422
|
11-21-2024
|
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|
https://ecampusontario.pressbooks.pub/euniceolayinka/chapter/chapter-1/
|
Reflection on My Entry into Nursing
I began my post-secondary education in 2019 at Babcock University, Nigeria, where I studied Nutrition and Dietetics. After graduating, I worked as a nutritionist at Ring Road State Hospital. During this time, I became more interested in working directly with patients beyond nutrition, which led me to explore nursing. I found myself drawn to the idea of providing care in different ways and learning more about how the human body works.
Moving to Canada and starting a nursing program this year was a big step for me. It was a mix of excitement and uncertainty as I needed to adjust to a new environment and academic system. My first semester has been eye-opening. The workload is intense, and keeping up has required me to stay focused, plan my time carefully and rediscover my strengths and weaknesses. I’m learning how to balance school, personal life, and settling into a new country. It’s been challenging but rewarding.
Looking ahead, moving to Canada and studying nursing has expanded my perspective, showing me new possibilities in healthcare that were not available in my home country, Nigeria. This journey has allowed me to consider areas such as flight nursing and emergency medical dispatch, which were previously beyond my scope of thought.
One thing that stands out to me about nursing is the importance of being there for people during their most vulnerable moments, understanding their physical, emotional, and social needs, and delivering holistic care. I am currently learning more about the significance of balancing empathy, skill, and responsibility, and I am eager to continue exploring how I can apply these values in various settings, from direct patient care to advocacy for better working conditions and healthcare practices.
In summary, my entry into nursing has been shaped by my desire to expand my knowledge of healthcare, to help those in need, and to apply my personal values in a way that promotes ethical, compassionate, and responsible care. I look forward to further developing my nursing skills while remaining grounded in the values that have shaped me.
Reflecting on My First Semester by Connecting Course Content with Relevant Research
Reflecting on the transition into my nursing journey, I recognize the significant shift in how I approach patient care, especially in comparison to my previous field of study. The nursing profession is grounded in a deep commitment to compassion, patient-centered care, and ethical practice. These values resonate strongly with me and have influenced the way I view healthcare.
One key aspect that stands out in my learning is the stronger emphasis on cultural competence. At the beginning of the course, we completed a certification in cultural competence, which has been a powerful tool in helping me better understand the diverse needs of patients. This was particularly eye-opening for me because it helped me realize that cultural awareness isn’t just about being aware of diversity but about actively fostering an inclusive environment for people from all backgrounds. As I move forward in my studies, I aim to integrate this knowledge into my practice, ensuring that I approach every patient with respect for their unique cultural perspectives (Astle et al., 2024).
In addition, the importance of ethical practice has become even clearer. Nursing is built on a foundation of trust, and this trust is upheld by adherence to ethical principles such as autonomy, beneficence, and justice. These principles guide my interactions with patients, reminding me that nursing isn’t just about providing care but about ensuring that care respects the dignity and rights of those I serve. This focus on ethics has been particularly impactful as I learn how to navigate the challenges that come with patient autonomy and the decision-making processes involved in healthcare (Mashford-Pringle & Webb, 2023).
Moreover, my understanding of the nursing profession has expanded significantly through the history of nursing in Canada. Learning about the evolution of nursing practice, the individuals who paved the way, and the challenges faced by marginalized groups within the profession has provided me with a broader perspective on the ongoing efforts toward equity and inclusivity. The readings and videos from our seminars have opened my eyes to the ways in which systemic issues, such as racism and inequality, still influence healthcare today, and how important it is to actively work towards a more just healthcare system (Yearby, 2020).
Overall, I feel that my nursing education is not just about learning technical skills but also about developing the mindset and values necessary to provide care that is ethical, inclusive, and patient-centered.
References
Astle, B., Duggleby, W., Potter, P. A., Perry, A. G., Stockert, P. A., & Hall, A. M. (Eds.). (2024). Canadian fundamentals of nursing (7th ed.). St. Louis, MO: Elsevier.
Mashford-Pringle, A., & Webb, D. (2023). Appraising Canada’s 1979 Indian Health Policy: Informing co-development of distinctions-based Indigenous health legislation. Canadian Public Administration, 66(1), 62-77. doi:10.1111/capa.12348
Yearby, R. (2020). Structural racism and health disparities: Reconfiguring the social determinants of health framework to include the root cause. Journal of Law, Medicine & Ethics, 48(3), 518-526. doi:10.1177/1073110520957375
Insight and Critical Thinking Related to my Personal Transition
One of the most significant transitions I’ve gone through in my nursing education is the deeper understanding I’ve gained about the Canadian healthcare system and the ethical responsibilities it entails. Coming from a place where I had limited knowledge about healthcare systems outside my home country, my initial understanding was quite basic. However, through this course, I’ve learned so much more about how the healthcare system here has evolved and the various ethical challenges nurses face in their practice.
Before diving into this course, I didn’t realize how much debate there is around healthcare privatization in Canada, or the complexities tied to factors like funding for Indigenous healthcare. The policies that affect these areas, like the Indian Act, are things I hadn’t considered before, but they’ve really helped me see the intersection of healthcare, ethics, and social justice in a new light. The more I learned, the more I saw how important it is for nurses to not just care for their patients, but also to be advocates for equitable healthcare policies, particularly when it comes to marginalized groups.
The readings and discussions about ethics, especially the issues around informed consent and the significance of patient autonomy, have opened my eyes to the moral challenges nurses face. I now have a clearer understanding of how patient safety is not just about physical well-being but also about creating an environment free from discrimination, harm, and neglect. This has strengthened my commitment to being vigilant and compassionate, always putting the patient’s rights and needs first.
This transition has also given me the chance to reflect on my personal values and how they fit into the role of a nurse. I’ve come to realize that nursing is not just about providing care, it’s also about standing up for changes in the system that improve patient care and advocating for ethical standards that protect their dignity, safety, and rights.
|
pressbooks
|
2025-03-22T05:09:25.972207
|
11-21-2024
|
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"subject": "Education"
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|
https://ecampusontario.pressbooks.pub/euniceolayinka/chapter/chapter-1/#chapter-24-section-1
|
Reflection on My Entry into Nursing
I began my post-secondary education in 2019 at Babcock University, Nigeria, where I studied Nutrition and Dietetics. After graduating, I worked as a nutritionist at Ring Road State Hospital. During this time, I became more interested in working directly with patients beyond nutrition, which led me to explore nursing. I found myself drawn to the idea of providing care in different ways and learning more about how the human body works.
Moving to Canada and starting a nursing program this year was a big step for me. It was a mix of excitement and uncertainty as I needed to adjust to a new environment and academic system. My first semester has been eye-opening. The workload is intense, and keeping up has required me to stay focused, plan my time carefully and rediscover my strengths and weaknesses. I’m learning how to balance school, personal life, and settling into a new country. It’s been challenging but rewarding.
Looking ahead, moving to Canada and studying nursing has expanded my perspective, showing me new possibilities in healthcare that were not available in my home country, Nigeria. This journey has allowed me to consider areas such as flight nursing and emergency medical dispatch, which were previously beyond my scope of thought.
One thing that stands out to me about nursing is the importance of being there for people during their most vulnerable moments, understanding their physical, emotional, and social needs, and delivering holistic care. I am currently learning more about the significance of balancing empathy, skill, and responsibility, and I am eager to continue exploring how I can apply these values in various settings, from direct patient care to advocacy for better working conditions and healthcare practices.
In summary, my entry into nursing has been shaped by my desire to expand my knowledge of healthcare, to help those in need, and to apply my personal values in a way that promotes ethical, compassionate, and responsible care. I look forward to further developing my nursing skills while remaining grounded in the values that have shaped me.
Reflecting on My First Semester by Connecting Course Content with Relevant Research
Reflecting on the transition into my nursing journey, I recognize the significant shift in how I approach patient care, especially in comparison to my previous field of study. The nursing profession is grounded in a deep commitment to compassion, patient-centered care, and ethical practice. These values resonate strongly with me and have influenced the way I view healthcare.
One key aspect that stands out in my learning is the stronger emphasis on cultural competence. At the beginning of the course, we completed a certification in cultural competence, which has been a powerful tool in helping me better understand the diverse needs of patients. This was particularly eye-opening for me because it helped me realize that cultural awareness isn’t just about being aware of diversity but about actively fostering an inclusive environment for people from all backgrounds. As I move forward in my studies, I aim to integrate this knowledge into my practice, ensuring that I approach every patient with respect for their unique cultural perspectives (Astle et al., 2024).
In addition, the importance of ethical practice has become even clearer. Nursing is built on a foundation of trust, and this trust is upheld by adherence to ethical principles such as autonomy, beneficence, and justice. These principles guide my interactions with patients, reminding me that nursing isn’t just about providing care but about ensuring that care respects the dignity and rights of those I serve. This focus on ethics has been particularly impactful as I learn how to navigate the challenges that come with patient autonomy and the decision-making processes involved in healthcare (Mashford-Pringle & Webb, 2023).
Moreover, my understanding of the nursing profession has expanded significantly through the history of nursing in Canada. Learning about the evolution of nursing practice, the individuals who paved the way, and the challenges faced by marginalized groups within the profession has provided me with a broader perspective on the ongoing efforts toward equity and inclusivity. The readings and videos from our seminars have opened my eyes to the ways in which systemic issues, such as racism and inequality, still influence healthcare today, and how important it is to actively work towards a more just healthcare system (Yearby, 2020).
Overall, I feel that my nursing education is not just about learning technical skills but also about developing the mindset and values necessary to provide care that is ethical, inclusive, and patient-centered.
References
Astle, B., Duggleby, W., Potter, P. A., Perry, A. G., Stockert, P. A., & Hall, A. M. (Eds.). (2024). Canadian fundamentals of nursing (7th ed.). St. Louis, MO: Elsevier.
Mashford-Pringle, A., & Webb, D. (2023). Appraising Canada’s 1979 Indian Health Policy: Informing co-development of distinctions-based Indigenous health legislation. Canadian Public Administration, 66(1), 62-77. doi:10.1111/capa.12348
Yearby, R. (2020). Structural racism and health disparities: Reconfiguring the social determinants of health framework to include the root cause. Journal of Law, Medicine & Ethics, 48(3), 518-526. doi:10.1177/1073110520957375
Insight and Critical Thinking Related to my Personal Transition
One of the most significant transitions I’ve gone through in my nursing education is the deeper understanding I’ve gained about the Canadian healthcare system and the ethical responsibilities it entails. Coming from a place where I had limited knowledge about healthcare systems outside my home country, my initial understanding was quite basic. However, through this course, I’ve learned so much more about how the healthcare system here has evolved and the various ethical challenges nurses face in their practice.
Before diving into this course, I didn’t realize how much debate there is around healthcare privatization in Canada, or the complexities tied to factors like funding for Indigenous healthcare. The policies that affect these areas, like the Indian Act, are things I hadn’t considered before, but they’ve really helped me see the intersection of healthcare, ethics, and social justice in a new light. The more I learned, the more I saw how important it is for nurses to not just care for their patients, but also to be advocates for equitable healthcare policies, particularly when it comes to marginalized groups.
The readings and discussions about ethics, especially the issues around informed consent and the significance of patient autonomy, have opened my eyes to the moral challenges nurses face. I now have a clearer understanding of how patient safety is not just about physical well-being but also about creating an environment free from discrimination, harm, and neglect. This has strengthened my commitment to being vigilant and compassionate, always putting the patient’s rights and needs first.
This transition has also given me the chance to reflect on my personal values and how they fit into the role of a nurse. I’ve come to realize that nursing is not just about providing care, it’s also about standing up for changes in the system that improve patient care and advocating for ethical standards that protect their dignity, safety, and rights.
|
pressbooks
|
2025-03-22T05:09:25.984903
|
11-21-2024
|
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|
https://ecampusontario.pressbooks.pub/euniceolayinka/chapter/chapter-1/#chapter-24-section-2
|
Reflection on My Entry into Nursing
I began my post-secondary education in 2019 at Babcock University, Nigeria, where I studied Nutrition and Dietetics. After graduating, I worked as a nutritionist at Ring Road State Hospital. During this time, I became more interested in working directly with patients beyond nutrition, which led me to explore nursing. I found myself drawn to the idea of providing care in different ways and learning more about how the human body works.
Moving to Canada and starting a nursing program this year was a big step for me. It was a mix of excitement and uncertainty as I needed to adjust to a new environment and academic system. My first semester has been eye-opening. The workload is intense, and keeping up has required me to stay focused, plan my time carefully and rediscover my strengths and weaknesses. I’m learning how to balance school, personal life, and settling into a new country. It’s been challenging but rewarding.
Looking ahead, moving to Canada and studying nursing has expanded my perspective, showing me new possibilities in healthcare that were not available in my home country, Nigeria. This journey has allowed me to consider areas such as flight nursing and emergency medical dispatch, which were previously beyond my scope of thought.
One thing that stands out to me about nursing is the importance of being there for people during their most vulnerable moments, understanding their physical, emotional, and social needs, and delivering holistic care. I am currently learning more about the significance of balancing empathy, skill, and responsibility, and I am eager to continue exploring how I can apply these values in various settings, from direct patient care to advocacy for better working conditions and healthcare practices.
In summary, my entry into nursing has been shaped by my desire to expand my knowledge of healthcare, to help those in need, and to apply my personal values in a way that promotes ethical, compassionate, and responsible care. I look forward to further developing my nursing skills while remaining grounded in the values that have shaped me.
Reflecting on My First Semester by Connecting Course Content with Relevant Research
Reflecting on the transition into my nursing journey, I recognize the significant shift in how I approach patient care, especially in comparison to my previous field of study. The nursing profession is grounded in a deep commitment to compassion, patient-centered care, and ethical practice. These values resonate strongly with me and have influenced the way I view healthcare.
One key aspect that stands out in my learning is the stronger emphasis on cultural competence. At the beginning of the course, we completed a certification in cultural competence, which has been a powerful tool in helping me better understand the diverse needs of patients. This was particularly eye-opening for me because it helped me realize that cultural awareness isn’t just about being aware of diversity but about actively fostering an inclusive environment for people from all backgrounds. As I move forward in my studies, I aim to integrate this knowledge into my practice, ensuring that I approach every patient with respect for their unique cultural perspectives (Astle et al., 2024).
In addition, the importance of ethical practice has become even clearer. Nursing is built on a foundation of trust, and this trust is upheld by adherence to ethical principles such as autonomy, beneficence, and justice. These principles guide my interactions with patients, reminding me that nursing isn’t just about providing care but about ensuring that care respects the dignity and rights of those I serve. This focus on ethics has been particularly impactful as I learn how to navigate the challenges that come with patient autonomy and the decision-making processes involved in healthcare (Mashford-Pringle & Webb, 2023).
Moreover, my understanding of the nursing profession has expanded significantly through the history of nursing in Canada. Learning about the evolution of nursing practice, the individuals who paved the way, and the challenges faced by marginalized groups within the profession has provided me with a broader perspective on the ongoing efforts toward equity and inclusivity. The readings and videos from our seminars have opened my eyes to the ways in which systemic issues, such as racism and inequality, still influence healthcare today, and how important it is to actively work towards a more just healthcare system (Yearby, 2020).
Overall, I feel that my nursing education is not just about learning technical skills but also about developing the mindset and values necessary to provide care that is ethical, inclusive, and patient-centered.
References
Astle, B., Duggleby, W., Potter, P. A., Perry, A. G., Stockert, P. A., & Hall, A. M. (Eds.). (2024). Canadian fundamentals of nursing (7th ed.). St. Louis, MO: Elsevier.
Mashford-Pringle, A., & Webb, D. (2023). Appraising Canada’s 1979 Indian Health Policy: Informing co-development of distinctions-based Indigenous health legislation. Canadian Public Administration, 66(1), 62-77. doi:10.1111/capa.12348
Yearby, R. (2020). Structural racism and health disparities: Reconfiguring the social determinants of health framework to include the root cause. Journal of Law, Medicine & Ethics, 48(3), 518-526. doi:10.1177/1073110520957375
Insight and Critical Thinking Related to my Personal Transition
One of the most significant transitions I’ve gone through in my nursing education is the deeper understanding I’ve gained about the Canadian healthcare system and the ethical responsibilities it entails. Coming from a place where I had limited knowledge about healthcare systems outside my home country, my initial understanding was quite basic. However, through this course, I’ve learned so much more about how the healthcare system here has evolved and the various ethical challenges nurses face in their practice.
Before diving into this course, I didn’t realize how much debate there is around healthcare privatization in Canada, or the complexities tied to factors like funding for Indigenous healthcare. The policies that affect these areas, like the Indian Act, are things I hadn’t considered before, but they’ve really helped me see the intersection of healthcare, ethics, and social justice in a new light. The more I learned, the more I saw how important it is for nurses to not just care for their patients, but also to be advocates for equitable healthcare policies, particularly when it comes to marginalized groups.
The readings and discussions about ethics, especially the issues around informed consent and the significance of patient autonomy, have opened my eyes to the moral challenges nurses face. I now have a clearer understanding of how patient safety is not just about physical well-being but also about creating an environment free from discrimination, harm, and neglect. This has strengthened my commitment to being vigilant and compassionate, always putting the patient’s rights and needs first.
This transition has also given me the chance to reflect on my personal values and how they fit into the role of a nurse. I’ve come to realize that nursing is not just about providing care, it’s also about standing up for changes in the system that improve patient care and advocating for ethical standards that protect their dignity, safety, and rights.
|
pressbooks
|
2025-03-22T05:09:25.996880
|
11-21-2024
|
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|
https://ecampusontario.pressbooks.pub/euniceolayinka/chapter/chapter-1/#chapter-24-section-3
|
Reflection on My Entry into Nursing
I began my post-secondary education in 2019 at Babcock University, Nigeria, where I studied Nutrition and Dietetics. After graduating, I worked as a nutritionist at Ring Road State Hospital. During this time, I became more interested in working directly with patients beyond nutrition, which led me to explore nursing. I found myself drawn to the idea of providing care in different ways and learning more about how the human body works.
Moving to Canada and starting a nursing program this year was a big step for me. It was a mix of excitement and uncertainty as I needed to adjust to a new environment and academic system. My first semester has been eye-opening. The workload is intense, and keeping up has required me to stay focused, plan my time carefully and rediscover my strengths and weaknesses. I’m learning how to balance school, personal life, and settling into a new country. It’s been challenging but rewarding.
Looking ahead, moving to Canada and studying nursing has expanded my perspective, showing me new possibilities in healthcare that were not available in my home country, Nigeria. This journey has allowed me to consider areas such as flight nursing and emergency medical dispatch, which were previously beyond my scope of thought.
One thing that stands out to me about nursing is the importance of being there for people during their most vulnerable moments, understanding their physical, emotional, and social needs, and delivering holistic care. I am currently learning more about the significance of balancing empathy, skill, and responsibility, and I am eager to continue exploring how I can apply these values in various settings, from direct patient care to advocacy for better working conditions and healthcare practices.
In summary, my entry into nursing has been shaped by my desire to expand my knowledge of healthcare, to help those in need, and to apply my personal values in a way that promotes ethical, compassionate, and responsible care. I look forward to further developing my nursing skills while remaining grounded in the values that have shaped me.
Reflecting on My First Semester by Connecting Course Content with Relevant Research
Reflecting on the transition into my nursing journey, I recognize the significant shift in how I approach patient care, especially in comparison to my previous field of study. The nursing profession is grounded in a deep commitment to compassion, patient-centered care, and ethical practice. These values resonate strongly with me and have influenced the way I view healthcare.
One key aspect that stands out in my learning is the stronger emphasis on cultural competence. At the beginning of the course, we completed a certification in cultural competence, which has been a powerful tool in helping me better understand the diverse needs of patients. This was particularly eye-opening for me because it helped me realize that cultural awareness isn’t just about being aware of diversity but about actively fostering an inclusive environment for people from all backgrounds. As I move forward in my studies, I aim to integrate this knowledge into my practice, ensuring that I approach every patient with respect for their unique cultural perspectives (Astle et al., 2024).
In addition, the importance of ethical practice has become even clearer. Nursing is built on a foundation of trust, and this trust is upheld by adherence to ethical principles such as autonomy, beneficence, and justice. These principles guide my interactions with patients, reminding me that nursing isn’t just about providing care but about ensuring that care respects the dignity and rights of those I serve. This focus on ethics has been particularly impactful as I learn how to navigate the challenges that come with patient autonomy and the decision-making processes involved in healthcare (Mashford-Pringle & Webb, 2023).
Moreover, my understanding of the nursing profession has expanded significantly through the history of nursing in Canada. Learning about the evolution of nursing practice, the individuals who paved the way, and the challenges faced by marginalized groups within the profession has provided me with a broader perspective on the ongoing efforts toward equity and inclusivity. The readings and videos from our seminars have opened my eyes to the ways in which systemic issues, such as racism and inequality, still influence healthcare today, and how important it is to actively work towards a more just healthcare system (Yearby, 2020).
Overall, I feel that my nursing education is not just about learning technical skills but also about developing the mindset and values necessary to provide care that is ethical, inclusive, and patient-centered.
References
Astle, B., Duggleby, W., Potter, P. A., Perry, A. G., Stockert, P. A., & Hall, A. M. (Eds.). (2024). Canadian fundamentals of nursing (7th ed.). St. Louis, MO: Elsevier.
Mashford-Pringle, A., & Webb, D. (2023). Appraising Canada’s 1979 Indian Health Policy: Informing co-development of distinctions-based Indigenous health legislation. Canadian Public Administration, 66(1), 62-77. doi:10.1111/capa.12348
Yearby, R. (2020). Structural racism and health disparities: Reconfiguring the social determinants of health framework to include the root cause. Journal of Law, Medicine & Ethics, 48(3), 518-526. doi:10.1177/1073110520957375
Insight and Critical Thinking Related to my Personal Transition
One of the most significant transitions I’ve gone through in my nursing education is the deeper understanding I’ve gained about the Canadian healthcare system and the ethical responsibilities it entails. Coming from a place where I had limited knowledge about healthcare systems outside my home country, my initial understanding was quite basic. However, through this course, I’ve learned so much more about how the healthcare system here has evolved and the various ethical challenges nurses face in their practice.
Before diving into this course, I didn’t realize how much debate there is around healthcare privatization in Canada, or the complexities tied to factors like funding for Indigenous healthcare. The policies that affect these areas, like the Indian Act, are things I hadn’t considered before, but they’ve really helped me see the intersection of healthcare, ethics, and social justice in a new light. The more I learned, the more I saw how important it is for nurses to not just care for their patients, but also to be advocates for equitable healthcare policies, particularly when it comes to marginalized groups.
The readings and discussions about ethics, especially the issues around informed consent and the significance of patient autonomy, have opened my eyes to the moral challenges nurses face. I now have a clearer understanding of how patient safety is not just about physical well-being but also about creating an environment free from discrimination, harm, and neglect. This has strengthened my commitment to being vigilant and compassionate, always putting the patient’s rights and needs first.
This transition has also given me the chance to reflect on my personal values and how they fit into the role of a nurse. I’ve come to realize that nursing is not just about providing care, it’s also about standing up for changes in the system that improve patient care and advocating for ethical standards that protect their dignity, safety, and rights.
|
pressbooks
|
2025-03-22T05:09:26.011404
|
11-21-2024
|
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https://ecampusontario.pressbooks.pub/euniceolayinka/chapter/add-more-assignments/
|
Goal 1
Overcoming Procrastination
By the end of my 2025 winter clinical placement, I will have established a daily routine to stop procrastinating and consistently finish all my assignments and tasks at least a day before their deadlines. I will use a planner to track my priorities, check my progress weekly, and dedicate 4 hours each day to focused, uninterrupted work. By breaking tasks into smaller parts, I will make this a habit, ensuring I no longer struggle with procrastination by the end of the placement.
Breakdown of my S.M.A.R.T Goal
- S (Specific): I’ve clearly stated what I want to achieve—stopping procrastination, finishing tasks ahead of deadlines, using a planner, dedicating 4 hours each day to focused work, and breaking tasks into smaller parts.
- M (Measurable): I can track my progress each week and check if I’m finishing tasks early. I’ll also see if I’ve built the habit by the end of my placement, which shows I’ve made a real change.
- A (Achievable): The goal is realistic. I’ve broken it down into manageable steps (planner, focused work, task breakdown) that I can definitely stick to, making it something I can realistically achieve before my placement ends.
- R (Relevant): This goal is important to me because it directly impacts how well I manage my time and workload during my clinical placement, helping me succeed both academically and personally.
- T (Time-bound): I’ve given myself a clear deadline, that is, by the end of my 2025 winter clinical placement. This ensures that I have a clear timeframe to work within.
Goal 2
Building Confidence in Cross-Cultural Communication
By the end of my 2025 winter clinical placement, I will be more confident when talking with people from different cultural backgrounds. To do this, I’ll aim to have at least three conversations a week with people from outside my cultural group, attend cultural competence workshops, and keep a journal to reflect on the conversations and improve any communication barriers. This will help me build better rapport with patients and communicate more effectively in my nursing practice.
Breakdown of my S.M.A.R.T Goal
S (Specific): I want to build more confidence in talking to people from different cultural backgrounds. To do this, I’ll have at least three conversations a week with people from outside my cultural group, attend cultural competence workshops, and keep a journal to reflect on the conversations and any communication barriers I face.
M (Measurable): I’ll measure my progress by tracking the number of conversations I have each week (at least three), noting the workshops I attend, and using my journal to reflect on my growth and identify areas for improvement.
A (Achievable): This goal is definitely achievable because I can set aside time for conversations each week, attend workshops, and spend time journaling. These are all manageable tasks that I can commit to.
R (Relevant): This is really important for me because improving cross-cultural communication will help me connect better with patients in my nursing practice and make sure I can provide the best care, no matter their cultural background.
T (Time-bound): I want to have achieved this by the end of my winter clinical placement . This gives me a clear deadline to work towards, and I can track my progress throughout that time.
|
pressbooks
|
2025-03-22T05:09:26.027303
|
11-21-2024
|
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https://ecampusontario.pressbooks.pub/euniceolayinka/chapter/add-more-assignments/#chapter-26-section-1
|
Goal 1
Overcoming Procrastination
By the end of my 2025 winter clinical placement, I will have established a daily routine to stop procrastinating and consistently finish all my assignments and tasks at least a day before their deadlines. I will use a planner to track my priorities, check my progress weekly, and dedicate 4 hours each day to focused, uninterrupted work. By breaking tasks into smaller parts, I will make this a habit, ensuring I no longer struggle with procrastination by the end of the placement.
Breakdown of my S.M.A.R.T Goal
- S (Specific): I’ve clearly stated what I want to achieve—stopping procrastination, finishing tasks ahead of deadlines, using a planner, dedicating 4 hours each day to focused work, and breaking tasks into smaller parts.
- M (Measurable): I can track my progress each week and check if I’m finishing tasks early. I’ll also see if I’ve built the habit by the end of my placement, which shows I’ve made a real change.
- A (Achievable): The goal is realistic. I’ve broken it down into manageable steps (planner, focused work, task breakdown) that I can definitely stick to, making it something I can realistically achieve before my placement ends.
- R (Relevant): This goal is important to me because it directly impacts how well I manage my time and workload during my clinical placement, helping me succeed both academically and personally.
- T (Time-bound): I’ve given myself a clear deadline, that is, by the end of my 2025 winter clinical placement. This ensures that I have a clear timeframe to work within.
Goal 2
Building Confidence in Cross-Cultural Communication
By the end of my 2025 winter clinical placement, I will be more confident when talking with people from different cultural backgrounds. To do this, I’ll aim to have at least three conversations a week with people from outside my cultural group, attend cultural competence workshops, and keep a journal to reflect on the conversations and improve any communication barriers. This will help me build better rapport with patients and communicate more effectively in my nursing practice.
Breakdown of my S.M.A.R.T Goal
S (Specific): I want to build more confidence in talking to people from different cultural backgrounds. To do this, I’ll have at least three conversations a week with people from outside my cultural group, attend cultural competence workshops, and keep a journal to reflect on the conversations and any communication barriers I face.
M (Measurable): I’ll measure my progress by tracking the number of conversations I have each week (at least three), noting the workshops I attend, and using my journal to reflect on my growth and identify areas for improvement.
A (Achievable): This goal is definitely achievable because I can set aside time for conversations each week, attend workshops, and spend time journaling. These are all manageable tasks that I can commit to.
R (Relevant): This is really important for me because improving cross-cultural communication will help me connect better with patients in my nursing practice and make sure I can provide the best care, no matter their cultural background.
T (Time-bound): I want to have achieved this by the end of my winter clinical placement . This gives me a clear deadline to work towards, and I can track my progress throughout that time.
|
pressbooks
|
2025-03-22T05:09:26.040492
|
11-21-2024
|
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|
https://ecampusontario.pressbooks.pub/euniceolayinka/chapter/add-more-assignments/#chapter-26-section-2
|
Goal 1
Overcoming Procrastination
By the end of my 2025 winter clinical placement, I will have established a daily routine to stop procrastinating and consistently finish all my assignments and tasks at least a day before their deadlines. I will use a planner to track my priorities, check my progress weekly, and dedicate 4 hours each day to focused, uninterrupted work. By breaking tasks into smaller parts, I will make this a habit, ensuring I no longer struggle with procrastination by the end of the placement.
Breakdown of my S.M.A.R.T Goal
- S (Specific): I’ve clearly stated what I want to achieve—stopping procrastination, finishing tasks ahead of deadlines, using a planner, dedicating 4 hours each day to focused work, and breaking tasks into smaller parts.
- M (Measurable): I can track my progress each week and check if I’m finishing tasks early. I’ll also see if I’ve built the habit by the end of my placement, which shows I’ve made a real change.
- A (Achievable): The goal is realistic. I’ve broken it down into manageable steps (planner, focused work, task breakdown) that I can definitely stick to, making it something I can realistically achieve before my placement ends.
- R (Relevant): This goal is important to me because it directly impacts how well I manage my time and workload during my clinical placement, helping me succeed both academically and personally.
- T (Time-bound): I’ve given myself a clear deadline, that is, by the end of my 2025 winter clinical placement. This ensures that I have a clear timeframe to work within.
Goal 2
Building Confidence in Cross-Cultural Communication
By the end of my 2025 winter clinical placement, I will be more confident when talking with people from different cultural backgrounds. To do this, I’ll aim to have at least three conversations a week with people from outside my cultural group, attend cultural competence workshops, and keep a journal to reflect on the conversations and improve any communication barriers. This will help me build better rapport with patients and communicate more effectively in my nursing practice.
Breakdown of my S.M.A.R.T Goal
S (Specific): I want to build more confidence in talking to people from different cultural backgrounds. To do this, I’ll have at least three conversations a week with people from outside my cultural group, attend cultural competence workshops, and keep a journal to reflect on the conversations and any communication barriers I face.
M (Measurable): I’ll measure my progress by tracking the number of conversations I have each week (at least three), noting the workshops I attend, and using my journal to reflect on my growth and identify areas for improvement.
A (Achievable): This goal is definitely achievable because I can set aside time for conversations each week, attend workshops, and spend time journaling. These are all manageable tasks that I can commit to.
R (Relevant): This is really important for me because improving cross-cultural communication will help me connect better with patients in my nursing practice and make sure I can provide the best care, no matter their cultural background.
T (Time-bound): I want to have achieved this by the end of my winter clinical placement . This gives me a clear deadline to work towards, and I can track my progress throughout that time.
|
pressbooks
|
2025-03-22T05:09:26.054729
|
11-21-2024
|
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|
https://ecampusontario.pressbooks.pub/euniceolayinka/chapter/course-reflection/
|
A Campaign Banner on privatization of Healthcare in Canada
CUPE Ontario is known for campaigns for legislative and political change to defend public services, communities, equity, and workers’ rights Campaign Placard on Hospital Privatization in Canada. This banner from CUPE
represents my growing understanding of the challenges in the Canadian healthcare system, especially around hospital privatization. It highlights the importance of advocating for fair access to healthcare for everyone, which is something I’m passionate about as a future nurse. Seeing how policies can affect patients, especially those who are already vulnerable, has opened my eyes to the bigger role nurses play, not just in providing care but also in speaking up for better healthcare systems. This inspires me to think beyond individual care and consider how I can contribute to positive changes in the system.
Cultural Competence Certificate
This certification shows my commitment to providing care that respects and values cultural differences. Completing it at the start of my nursing program helped me understand how to work with patients from different backgrounds. It also gave me the confidence to handle diverse healthcare settings, which I know is very important in nursing. My interest in cultural competence comes from my upbringing and past experiences, and it’s one of the things that motivates me to want to provide inclusive care.
Leadership in a community outreach programme
While serving as the Vice President of my department(NUDSA, Babcock University), I organized a community health outreach program aimed at educating the public on nutrition and wellness. This image reflects the leadership, teamwork, and communication skills I developed during these programs. In nursing, these skills are crucial for patient education and building strong, trust-based relationships with patients. Working in diverse communities and engaging with individuals from different backgrounds helped me hone my ability to connect with others and understand their unique healthcare needs. These experiences laid a foundation for the kind of compassionate care I hope to provide as a nurse, and I look forward to expanding on them as I advance in my nursing career.
Image of a Yoruba Nigerian Celebrity Prostrating to Greet Relatives
The image of David Adeleke, an international celebrity from my culture, prostrating to greet his relatives, reflects a cultural practice that holds deep personal significance. In Yoruba culture, prostration is a sign of respect and humility, qualities I believe are central to nursing. The act of showing respect for others is something that is deeply ingrained in me and influences how I interact with patients. I recognize the importance of respecting patients’ cultural backgrounds, preferences, and beliefs, which is vital in providing holistic, patient-centered care. This cultural value reminds me to approach every patient with the utmost respect and to ensure that their dignity is preserved throughout their care.
Inspirational Bible Verse: Isaiah 26:3
The Bible verse, “You keep him in perfect peace whose mind is stayed on you, because he trusts in you,” has served as a source of strength and guidance throughout my nursing journey. Nursing can be a demanding and emotionally challenging profession, and maintaining inner peace and clarity is essential. This verse reminds me to stay grounded in my faith and trust in my abilities, especially during moments of stress or uncertainty. It inspires me to approach each patient interaction with patience, calmness, and empathy, qualities that are essential for providing effective, compassionate care in the nursing profession.
School Enrollment Confirmation
Receiving my enrollment confirmation for the nursing program marked a significant milestone in my journey into healthcare. Transitioning from my background in Nutrition and Dietetics to nursing represents my commitment to expanding my ability to help others, moving from a focus on nutrition to a more hands-on role in patient care. This confirmation symbolizes my dedication to acquiring the skills and knowledge necessary to make a meaningful impact as a nurse. It also reflects my personal growth as I build on my past experiences to contribute to a more holistic approach to healthcare, where both nutrition and nursing are integrated to promote optimal health outcomes.
My Planner
My planner symbolizes my commitment to overcoming procrastination and managing tasks effectively. By listing all incoming assignments and responsibilities, I am staying organized and reducing stress. This tool aligns with my SMART goal of building a consistent daily routine to complete tasks on time and avoid burnout, ensuring I achieve this habit by the end of my clinical placement.
|
pressbooks
|
2025-03-22T05:09:26.069018
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11-21-2024
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|
https://ecampusontario.pressbooks.pub/euniceolayinka/chapter/course-reflection/#chapter-28-section-1
|
A Campaign Banner on privatization of Healthcare in Canada
CUPE Ontario is known for campaigns for legislative and political change to defend public services, communities, equity, and workers’ rights Campaign Placard on Hospital Privatization in Canada. This banner from CUPE
represents my growing understanding of the challenges in the Canadian healthcare system, especially around hospital privatization. It highlights the importance of advocating for fair access to healthcare for everyone, which is something I’m passionate about as a future nurse. Seeing how policies can affect patients, especially those who are already vulnerable, has opened my eyes to the bigger role nurses play, not just in providing care but also in speaking up for better healthcare systems. This inspires me to think beyond individual care and consider how I can contribute to positive changes in the system.
Cultural Competence Certificate
This certification shows my commitment to providing care that respects and values cultural differences. Completing it at the start of my nursing program helped me understand how to work with patients from different backgrounds. It also gave me the confidence to handle diverse healthcare settings, which I know is very important in nursing. My interest in cultural competence comes from my upbringing and past experiences, and it’s one of the things that motivates me to want to provide inclusive care.
Leadership in a community outreach programme
While serving as the Vice President of my department(NUDSA, Babcock University), I organized a community health outreach program aimed at educating the public on nutrition and wellness. This image reflects the leadership, teamwork, and communication skills I developed during these programs. In nursing, these skills are crucial for patient education and building strong, trust-based relationships with patients. Working in diverse communities and engaging with individuals from different backgrounds helped me hone my ability to connect with others and understand their unique healthcare needs. These experiences laid a foundation for the kind of compassionate care I hope to provide as a nurse, and I look forward to expanding on them as I advance in my nursing career.
Image of a Yoruba Nigerian Celebrity Prostrating to Greet Relatives
The image of David Adeleke, an international celebrity from my culture, prostrating to greet his relatives, reflects a cultural practice that holds deep personal significance. In Yoruba culture, prostration is a sign of respect and humility, qualities I believe are central to nursing. The act of showing respect for others is something that is deeply ingrained in me and influences how I interact with patients. I recognize the importance of respecting patients’ cultural backgrounds, preferences, and beliefs, which is vital in providing holistic, patient-centered care. This cultural value reminds me to approach every patient with the utmost respect and to ensure that their dignity is preserved throughout their care.
Inspirational Bible Verse: Isaiah 26:3
The Bible verse, “You keep him in perfect peace whose mind is stayed on you, because he trusts in you,” has served as a source of strength and guidance throughout my nursing journey. Nursing can be a demanding and emotionally challenging profession, and maintaining inner peace and clarity is essential. This verse reminds me to stay grounded in my faith and trust in my abilities, especially during moments of stress or uncertainty. It inspires me to approach each patient interaction with patience, calmness, and empathy, qualities that are essential for providing effective, compassionate care in the nursing profession.
School Enrollment Confirmation
Receiving my enrollment confirmation for the nursing program marked a significant milestone in my journey into healthcare. Transitioning from my background in Nutrition and Dietetics to nursing represents my commitment to expanding my ability to help others, moving from a focus on nutrition to a more hands-on role in patient care. This confirmation symbolizes my dedication to acquiring the skills and knowledge necessary to make a meaningful impact as a nurse. It also reflects my personal growth as I build on my past experiences to contribute to a more holistic approach to healthcare, where both nutrition and nursing are integrated to promote optimal health outcomes.
My Planner
My planner symbolizes my commitment to overcoming procrastination and managing tasks effectively. By listing all incoming assignments and responsibilities, I am staying organized and reducing stress. This tool aligns with my SMART goal of building a consistent daily routine to complete tasks on time and avoid burnout, ensuring I achieve this habit by the end of my clinical placement.
|
pressbooks
|
2025-03-22T05:09:26.085876
|
11-21-2024
|
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|
https://ecampusontario.pressbooks.pub/euniceolayinka/chapter/course-reflection/#chapter-28-section-2
|
A Campaign Banner on privatization of Healthcare in Canada
CUPE Ontario is known for campaigns for legislative and political change to defend public services, communities, equity, and workers’ rights Campaign Placard on Hospital Privatization in Canada. This banner from CUPE
represents my growing understanding of the challenges in the Canadian healthcare system, especially around hospital privatization. It highlights the importance of advocating for fair access to healthcare for everyone, which is something I’m passionate about as a future nurse. Seeing how policies can affect patients, especially those who are already vulnerable, has opened my eyes to the bigger role nurses play, not just in providing care but also in speaking up for better healthcare systems. This inspires me to think beyond individual care and consider how I can contribute to positive changes in the system.
Cultural Competence Certificate
This certification shows my commitment to providing care that respects and values cultural differences. Completing it at the start of my nursing program helped me understand how to work with patients from different backgrounds. It also gave me the confidence to handle diverse healthcare settings, which I know is very important in nursing. My interest in cultural competence comes from my upbringing and past experiences, and it’s one of the things that motivates me to want to provide inclusive care.
Leadership in a community outreach programme
While serving as the Vice President of my department(NUDSA, Babcock University), I organized a community health outreach program aimed at educating the public on nutrition and wellness. This image reflects the leadership, teamwork, and communication skills I developed during these programs. In nursing, these skills are crucial for patient education and building strong, trust-based relationships with patients. Working in diverse communities and engaging with individuals from different backgrounds helped me hone my ability to connect with others and understand their unique healthcare needs. These experiences laid a foundation for the kind of compassionate care I hope to provide as a nurse, and I look forward to expanding on them as I advance in my nursing career.
Image of a Yoruba Nigerian Celebrity Prostrating to Greet Relatives
The image of David Adeleke, an international celebrity from my culture, prostrating to greet his relatives, reflects a cultural practice that holds deep personal significance. In Yoruba culture, prostration is a sign of respect and humility, qualities I believe are central to nursing. The act of showing respect for others is something that is deeply ingrained in me and influences how I interact with patients. I recognize the importance of respecting patients’ cultural backgrounds, preferences, and beliefs, which is vital in providing holistic, patient-centered care. This cultural value reminds me to approach every patient with the utmost respect and to ensure that their dignity is preserved throughout their care.
Inspirational Bible Verse: Isaiah 26:3
The Bible verse, “You keep him in perfect peace whose mind is stayed on you, because he trusts in you,” has served as a source of strength and guidance throughout my nursing journey. Nursing can be a demanding and emotionally challenging profession, and maintaining inner peace and clarity is essential. This verse reminds me to stay grounded in my faith and trust in my abilities, especially during moments of stress or uncertainty. It inspires me to approach each patient interaction with patience, calmness, and empathy, qualities that are essential for providing effective, compassionate care in the nursing profession.
School Enrollment Confirmation
Receiving my enrollment confirmation for the nursing program marked a significant milestone in my journey into healthcare. Transitioning from my background in Nutrition and Dietetics to nursing represents my commitment to expanding my ability to help others, moving from a focus on nutrition to a more hands-on role in patient care. This confirmation symbolizes my dedication to acquiring the skills and knowledge necessary to make a meaningful impact as a nurse. It also reflects my personal growth as I build on my past experiences to contribute to a more holistic approach to healthcare, where both nutrition and nursing are integrated to promote optimal health outcomes.
My Planner
My planner symbolizes my commitment to overcoming procrastination and managing tasks effectively. By listing all incoming assignments and responsibilities, I am staying organized and reducing stress. This tool aligns with my SMART goal of building a consistent daily routine to complete tasks on time and avoid burnout, ensuring I achieve this habit by the end of my clinical placement.
|
pressbooks
|
2025-03-22T05:09:26.102117
|
11-21-2024
|
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https://ecampusontario.pressbooks.pub/euniceolayinka/chapter/course-reflection/#chapter-28-section-3
|
A Campaign Banner on privatization of Healthcare in Canada
CUPE Ontario is known for campaigns for legislative and political change to defend public services, communities, equity, and workers’ rights Campaign Placard on Hospital Privatization in Canada. This banner from CUPE
represents my growing understanding of the challenges in the Canadian healthcare system, especially around hospital privatization. It highlights the importance of advocating for fair access to healthcare for everyone, which is something I’m passionate about as a future nurse. Seeing how policies can affect patients, especially those who are already vulnerable, has opened my eyes to the bigger role nurses play, not just in providing care but also in speaking up for better healthcare systems. This inspires me to think beyond individual care and consider how I can contribute to positive changes in the system.
Cultural Competence Certificate
This certification shows my commitment to providing care that respects and values cultural differences. Completing it at the start of my nursing program helped me understand how to work with patients from different backgrounds. It also gave me the confidence to handle diverse healthcare settings, which I know is very important in nursing. My interest in cultural competence comes from my upbringing and past experiences, and it’s one of the things that motivates me to want to provide inclusive care.
Leadership in a community outreach programme
While serving as the Vice President of my department(NUDSA, Babcock University), I organized a community health outreach program aimed at educating the public on nutrition and wellness. This image reflects the leadership, teamwork, and communication skills I developed during these programs. In nursing, these skills are crucial for patient education and building strong, trust-based relationships with patients. Working in diverse communities and engaging with individuals from different backgrounds helped me hone my ability to connect with others and understand their unique healthcare needs. These experiences laid a foundation for the kind of compassionate care I hope to provide as a nurse, and I look forward to expanding on them as I advance in my nursing career.
Image of a Yoruba Nigerian Celebrity Prostrating to Greet Relatives
The image of David Adeleke, an international celebrity from my culture, prostrating to greet his relatives, reflects a cultural practice that holds deep personal significance. In Yoruba culture, prostration is a sign of respect and humility, qualities I believe are central to nursing. The act of showing respect for others is something that is deeply ingrained in me and influences how I interact with patients. I recognize the importance of respecting patients’ cultural backgrounds, preferences, and beliefs, which is vital in providing holistic, patient-centered care. This cultural value reminds me to approach every patient with the utmost respect and to ensure that their dignity is preserved throughout their care.
Inspirational Bible Verse: Isaiah 26:3
The Bible verse, “You keep him in perfect peace whose mind is stayed on you, because he trusts in you,” has served as a source of strength and guidance throughout my nursing journey. Nursing can be a demanding and emotionally challenging profession, and maintaining inner peace and clarity is essential. This verse reminds me to stay grounded in my faith and trust in my abilities, especially during moments of stress or uncertainty. It inspires me to approach each patient interaction with patience, calmness, and empathy, qualities that are essential for providing effective, compassionate care in the nursing profession.
School Enrollment Confirmation
Receiving my enrollment confirmation for the nursing program marked a significant milestone in my journey into healthcare. Transitioning from my background in Nutrition and Dietetics to nursing represents my commitment to expanding my ability to help others, moving from a focus on nutrition to a more hands-on role in patient care. This confirmation symbolizes my dedication to acquiring the skills and knowledge necessary to make a meaningful impact as a nurse. It also reflects my personal growth as I build on my past experiences to contribute to a more holistic approach to healthcare, where both nutrition and nursing are integrated to promote optimal health outcomes.
My Planner
My planner symbolizes my commitment to overcoming procrastination and managing tasks effectively. By listing all incoming assignments and responsibilities, I am staying organized and reducing stress. This tool aligns with my SMART goal of building a consistent daily routine to complete tasks on time and avoid burnout, ensuring I achieve this habit by the end of my clinical placement.
|
pressbooks
|
2025-03-22T05:09:26.118206
|
11-21-2024
|
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|
https://ecampusontario.pressbooks.pub/euniceolayinka/chapter/course-reflection/#chapter-28-section-4
|
A Campaign Banner on privatization of Healthcare in Canada
CUPE Ontario is known for campaigns for legislative and political change to defend public services, communities, equity, and workers’ rights Campaign Placard on Hospital Privatization in Canada. This banner from CUPE
represents my growing understanding of the challenges in the Canadian healthcare system, especially around hospital privatization. It highlights the importance of advocating for fair access to healthcare for everyone, which is something I’m passionate about as a future nurse. Seeing how policies can affect patients, especially those who are already vulnerable, has opened my eyes to the bigger role nurses play, not just in providing care but also in speaking up for better healthcare systems. This inspires me to think beyond individual care and consider how I can contribute to positive changes in the system.
Cultural Competence Certificate
This certification shows my commitment to providing care that respects and values cultural differences. Completing it at the start of my nursing program helped me understand how to work with patients from different backgrounds. It also gave me the confidence to handle diverse healthcare settings, which I know is very important in nursing. My interest in cultural competence comes from my upbringing and past experiences, and it’s one of the things that motivates me to want to provide inclusive care.
Leadership in a community outreach programme
While serving as the Vice President of my department(NUDSA, Babcock University), I organized a community health outreach program aimed at educating the public on nutrition and wellness. This image reflects the leadership, teamwork, and communication skills I developed during these programs. In nursing, these skills are crucial for patient education and building strong, trust-based relationships with patients. Working in diverse communities and engaging with individuals from different backgrounds helped me hone my ability to connect with others and understand their unique healthcare needs. These experiences laid a foundation for the kind of compassionate care I hope to provide as a nurse, and I look forward to expanding on them as I advance in my nursing career.
Image of a Yoruba Nigerian Celebrity Prostrating to Greet Relatives
The image of David Adeleke, an international celebrity from my culture, prostrating to greet his relatives, reflects a cultural practice that holds deep personal significance. In Yoruba culture, prostration is a sign of respect and humility, qualities I believe are central to nursing. The act of showing respect for others is something that is deeply ingrained in me and influences how I interact with patients. I recognize the importance of respecting patients’ cultural backgrounds, preferences, and beliefs, which is vital in providing holistic, patient-centered care. This cultural value reminds me to approach every patient with the utmost respect and to ensure that their dignity is preserved throughout their care.
Inspirational Bible Verse: Isaiah 26:3
The Bible verse, “You keep him in perfect peace whose mind is stayed on you, because he trusts in you,” has served as a source of strength and guidance throughout my nursing journey. Nursing can be a demanding and emotionally challenging profession, and maintaining inner peace and clarity is essential. This verse reminds me to stay grounded in my faith and trust in my abilities, especially during moments of stress or uncertainty. It inspires me to approach each patient interaction with patience, calmness, and empathy, qualities that are essential for providing effective, compassionate care in the nursing profession.
School Enrollment Confirmation
Receiving my enrollment confirmation for the nursing program marked a significant milestone in my journey into healthcare. Transitioning from my background in Nutrition and Dietetics to nursing represents my commitment to expanding my ability to help others, moving from a focus on nutrition to a more hands-on role in patient care. This confirmation symbolizes my dedication to acquiring the skills and knowledge necessary to make a meaningful impact as a nurse. It also reflects my personal growth as I build on my past experiences to contribute to a more holistic approach to healthcare, where both nutrition and nursing are integrated to promote optimal health outcomes.
My Planner
My planner symbolizes my commitment to overcoming procrastination and managing tasks effectively. By listing all incoming assignments and responsibilities, I am staying organized and reducing stress. This tool aligns with my SMART goal of building a consistent daily routine to complete tasks on time and avoid burnout, ensuring I achieve this habit by the end of my clinical placement.
|
pressbooks
|
2025-03-22T05:09:26.131550
|
11-21-2024
|
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"book_url": "https://ecampusontario.pressbooks.pub/euniceolayinka/front-matter/register/",
"title": "Eunice's Trent Highlight",
"author": "euniceolayinka",
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|
https://ecampusontario.pressbooks.pub/euniceolayinka/chapter/course-reflection/#chapter-28-section-5
|
A Campaign Banner on privatization of Healthcare in Canada
CUPE Ontario is known for campaigns for legislative and political change to defend public services, communities, equity, and workers’ rights Campaign Placard on Hospital Privatization in Canada. This banner from CUPE
represents my growing understanding of the challenges in the Canadian healthcare system, especially around hospital privatization. It highlights the importance of advocating for fair access to healthcare for everyone, which is something I’m passionate about as a future nurse. Seeing how policies can affect patients, especially those who are already vulnerable, has opened my eyes to the bigger role nurses play, not just in providing care but also in speaking up for better healthcare systems. This inspires me to think beyond individual care and consider how I can contribute to positive changes in the system.
Cultural Competence Certificate
This certification shows my commitment to providing care that respects and values cultural differences. Completing it at the start of my nursing program helped me understand how to work with patients from different backgrounds. It also gave me the confidence to handle diverse healthcare settings, which I know is very important in nursing. My interest in cultural competence comes from my upbringing and past experiences, and it’s one of the things that motivates me to want to provide inclusive care.
Leadership in a community outreach programme
While serving as the Vice President of my department(NUDSA, Babcock University), I organized a community health outreach program aimed at educating the public on nutrition and wellness. This image reflects the leadership, teamwork, and communication skills I developed during these programs. In nursing, these skills are crucial for patient education and building strong, trust-based relationships with patients. Working in diverse communities and engaging with individuals from different backgrounds helped me hone my ability to connect with others and understand their unique healthcare needs. These experiences laid a foundation for the kind of compassionate care I hope to provide as a nurse, and I look forward to expanding on them as I advance in my nursing career.
Image of a Yoruba Nigerian Celebrity Prostrating to Greet Relatives
The image of David Adeleke, an international celebrity from my culture, prostrating to greet his relatives, reflects a cultural practice that holds deep personal significance. In Yoruba culture, prostration is a sign of respect and humility, qualities I believe are central to nursing. The act of showing respect for others is something that is deeply ingrained in me and influences how I interact with patients. I recognize the importance of respecting patients’ cultural backgrounds, preferences, and beliefs, which is vital in providing holistic, patient-centered care. This cultural value reminds me to approach every patient with the utmost respect and to ensure that their dignity is preserved throughout their care.
Inspirational Bible Verse: Isaiah 26:3
The Bible verse, “You keep him in perfect peace whose mind is stayed on you, because he trusts in you,” has served as a source of strength and guidance throughout my nursing journey. Nursing can be a demanding and emotionally challenging profession, and maintaining inner peace and clarity is essential. This verse reminds me to stay grounded in my faith and trust in my abilities, especially during moments of stress or uncertainty. It inspires me to approach each patient interaction with patience, calmness, and empathy, qualities that are essential for providing effective, compassionate care in the nursing profession.
School Enrollment Confirmation
Receiving my enrollment confirmation for the nursing program marked a significant milestone in my journey into healthcare. Transitioning from my background in Nutrition and Dietetics to nursing represents my commitment to expanding my ability to help others, moving from a focus on nutrition to a more hands-on role in patient care. This confirmation symbolizes my dedication to acquiring the skills and knowledge necessary to make a meaningful impact as a nurse. It also reflects my personal growth as I build on my past experiences to contribute to a more holistic approach to healthcare, where both nutrition and nursing are integrated to promote optimal health outcomes.
My Planner
My planner symbolizes my commitment to overcoming procrastination and managing tasks effectively. By listing all incoming assignments and responsibilities, I am staying organized and reducing stress. This tool aligns with my SMART goal of building a consistent daily routine to complete tasks on time and avoid burnout, ensuring I achieve this habit by the end of my clinical placement.
|
pressbooks
|
2025-03-22T05:09:26.143838
|
11-21-2024
|
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"book_url": "https://ecampusontario.pressbooks.pub/euniceolayinka/front-matter/register/",
"title": "Eunice's Trent Highlight",
"author": "euniceolayinka",
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|
https://ecampusontario.pressbooks.pub/euniceolayinka/chapter/course-reflection/#chapter-28-section-6
|
A Campaign Banner on privatization of Healthcare in Canada
CUPE Ontario is known for campaigns for legislative and political change to defend public services, communities, equity, and workers’ rights Campaign Placard on Hospital Privatization in Canada. This banner from CUPE
represents my growing understanding of the challenges in the Canadian healthcare system, especially around hospital privatization. It highlights the importance of advocating for fair access to healthcare for everyone, which is something I’m passionate about as a future nurse. Seeing how policies can affect patients, especially those who are already vulnerable, has opened my eyes to the bigger role nurses play, not just in providing care but also in speaking up for better healthcare systems. This inspires me to think beyond individual care and consider how I can contribute to positive changes in the system.
Cultural Competence Certificate
This certification shows my commitment to providing care that respects and values cultural differences. Completing it at the start of my nursing program helped me understand how to work with patients from different backgrounds. It also gave me the confidence to handle diverse healthcare settings, which I know is very important in nursing. My interest in cultural competence comes from my upbringing and past experiences, and it’s one of the things that motivates me to want to provide inclusive care.
Leadership in a community outreach programme
While serving as the Vice President of my department(NUDSA, Babcock University), I organized a community health outreach program aimed at educating the public on nutrition and wellness. This image reflects the leadership, teamwork, and communication skills I developed during these programs. In nursing, these skills are crucial for patient education and building strong, trust-based relationships with patients. Working in diverse communities and engaging with individuals from different backgrounds helped me hone my ability to connect with others and understand their unique healthcare needs. These experiences laid a foundation for the kind of compassionate care I hope to provide as a nurse, and I look forward to expanding on them as I advance in my nursing career.
Image of a Yoruba Nigerian Celebrity Prostrating to Greet Relatives
The image of David Adeleke, an international celebrity from my culture, prostrating to greet his relatives, reflects a cultural practice that holds deep personal significance. In Yoruba culture, prostration is a sign of respect and humility, qualities I believe are central to nursing. The act of showing respect for others is something that is deeply ingrained in me and influences how I interact with patients. I recognize the importance of respecting patients’ cultural backgrounds, preferences, and beliefs, which is vital in providing holistic, patient-centered care. This cultural value reminds me to approach every patient with the utmost respect and to ensure that their dignity is preserved throughout their care.
Inspirational Bible Verse: Isaiah 26:3
The Bible verse, “You keep him in perfect peace whose mind is stayed on you, because he trusts in you,” has served as a source of strength and guidance throughout my nursing journey. Nursing can be a demanding and emotionally challenging profession, and maintaining inner peace and clarity is essential. This verse reminds me to stay grounded in my faith and trust in my abilities, especially during moments of stress or uncertainty. It inspires me to approach each patient interaction with patience, calmness, and empathy, qualities that are essential for providing effective, compassionate care in the nursing profession.
School Enrollment Confirmation
Receiving my enrollment confirmation for the nursing program marked a significant milestone in my journey into healthcare. Transitioning from my background in Nutrition and Dietetics to nursing represents my commitment to expanding my ability to help others, moving from a focus on nutrition to a more hands-on role in patient care. This confirmation symbolizes my dedication to acquiring the skills and knowledge necessary to make a meaningful impact as a nurse. It also reflects my personal growth as I build on my past experiences to contribute to a more holistic approach to healthcare, where both nutrition and nursing are integrated to promote optimal health outcomes.
My Planner
My planner symbolizes my commitment to overcoming procrastination and managing tasks effectively. By listing all incoming assignments and responsibilities, I am staying organized and reducing stress. This tool aligns with my SMART goal of building a consistent daily routine to complete tasks on time and avoid burnout, ensuring I achieve this habit by the end of my clinical placement.
|
pressbooks
|
2025-03-22T05:09:26.157970
|
11-21-2024
|
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"book_url": "https://ecampusontario.pressbooks.pub/euniceolayinka/front-matter/register/",
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"author": "euniceolayinka",
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|
https://ecampusontario.pressbooks.pub/euniceolayinka/chapter/course-reflection/#chapter-28-section-7
|
A Campaign Banner on privatization of Healthcare in Canada
CUPE Ontario is known for campaigns for legislative and political change to defend public services, communities, equity, and workers’ rights Campaign Placard on Hospital Privatization in Canada. This banner from CUPE
represents my growing understanding of the challenges in the Canadian healthcare system, especially around hospital privatization. It highlights the importance of advocating for fair access to healthcare for everyone, which is something I’m passionate about as a future nurse. Seeing how policies can affect patients, especially those who are already vulnerable, has opened my eyes to the bigger role nurses play, not just in providing care but also in speaking up for better healthcare systems. This inspires me to think beyond individual care and consider how I can contribute to positive changes in the system.
Cultural Competence Certificate
This certification shows my commitment to providing care that respects and values cultural differences. Completing it at the start of my nursing program helped me understand how to work with patients from different backgrounds. It also gave me the confidence to handle diverse healthcare settings, which I know is very important in nursing. My interest in cultural competence comes from my upbringing and past experiences, and it’s one of the things that motivates me to want to provide inclusive care.
Leadership in a community outreach programme
While serving as the Vice President of my department(NUDSA, Babcock University), I organized a community health outreach program aimed at educating the public on nutrition and wellness. This image reflects the leadership, teamwork, and communication skills I developed during these programs. In nursing, these skills are crucial for patient education and building strong, trust-based relationships with patients. Working in diverse communities and engaging with individuals from different backgrounds helped me hone my ability to connect with others and understand their unique healthcare needs. These experiences laid a foundation for the kind of compassionate care I hope to provide as a nurse, and I look forward to expanding on them as I advance in my nursing career.
Image of a Yoruba Nigerian Celebrity Prostrating to Greet Relatives
The image of David Adeleke, an international celebrity from my culture, prostrating to greet his relatives, reflects a cultural practice that holds deep personal significance. In Yoruba culture, prostration is a sign of respect and humility, qualities I believe are central to nursing. The act of showing respect for others is something that is deeply ingrained in me and influences how I interact with patients. I recognize the importance of respecting patients’ cultural backgrounds, preferences, and beliefs, which is vital in providing holistic, patient-centered care. This cultural value reminds me to approach every patient with the utmost respect and to ensure that their dignity is preserved throughout their care.
Inspirational Bible Verse: Isaiah 26:3
The Bible verse, “You keep him in perfect peace whose mind is stayed on you, because he trusts in you,” has served as a source of strength and guidance throughout my nursing journey. Nursing can be a demanding and emotionally challenging profession, and maintaining inner peace and clarity is essential. This verse reminds me to stay grounded in my faith and trust in my abilities, especially during moments of stress or uncertainty. It inspires me to approach each patient interaction with patience, calmness, and empathy, qualities that are essential for providing effective, compassionate care in the nursing profession.
School Enrollment Confirmation
Receiving my enrollment confirmation for the nursing program marked a significant milestone in my journey into healthcare. Transitioning from my background in Nutrition and Dietetics to nursing represents my commitment to expanding my ability to help others, moving from a focus on nutrition to a more hands-on role in patient care. This confirmation symbolizes my dedication to acquiring the skills and knowledge necessary to make a meaningful impact as a nurse. It also reflects my personal growth as I build on my past experiences to contribute to a more holistic approach to healthcare, where both nutrition and nursing are integrated to promote optimal health outcomes.
My Planner
My planner symbolizes my commitment to overcoming procrastination and managing tasks effectively. By listing all incoming assignments and responsibilities, I am staying organized and reducing stress. This tool aligns with my SMART goal of building a consistent daily routine to complete tasks on time and avoid burnout, ensuring I achieve this habit by the end of my clinical placement.
|
pressbooks
|
2025-03-22T05:09:26.171722
|
11-21-2024
|
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https://ecampusontario.pressbooks.pub/euniceolayinka/chapter/course-2-assignment-add-assignment-title/
|
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
License
To the extent possible under law, euniceolayinka has waived all copyright and related or neighboring rights to Eunice's Trent Highlight, except where otherwise noted.
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pressbooks
|
2025-03-22T05:09:26.188799
|
11-21-2024
|
{
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"book_url": "https://ecampusontario.pressbooks.pub/euniceolayinka/front-matter/register/",
"title": "Eunice's Trent Highlight",
"author": "euniceolayinka",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/euniceolayinka/chapter/add-more-course-2-assignments/
|
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
License
To the extent possible under law, euniceolayinka has waived all copyright and related or neighboring rights to Eunice's Trent Highlight, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:26.203582
|
11-21-2024
|
{
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"book_url": "https://ecampusontario.pressbooks.pub/euniceolayinka/front-matter/register/",
"title": "Eunice's Trent Highlight",
"author": "euniceolayinka",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/euniceolayinka/chapter/course-2-reflection/
|
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
License
To the extent possible under law, euniceolayinka has waived all copyright and related or neighboring rights to Eunice's Trent Highlight, except where otherwise noted.
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pressbooks
|
2025-03-22T05:09:26.218373
|
11-21-2024
|
{
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"url": "https://ecampusontario.pressbooks.pub/euniceolayinka/chapter/course-2-reflection/",
"book_url": "https://ecampusontario.pressbooks.pub/euniceolayinka/front-matter/register/",
"title": "Eunice's Trent Highlight",
"author": "euniceolayinka",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/euniceolayinka/chapter/course-3-assignment-1-add-assignment-title/
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Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
License
To the extent possible under law, euniceolayinka has waived all copyright and related or neighboring rights to Eunice's Trent Highlight, except where otherwise noted.
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pressbooks
|
2025-03-22T05:09:26.233210
|
11-21-2024
|
{
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"url": "https://ecampusontario.pressbooks.pub/euniceolayinka/chapter/course-3-assignment-1-add-assignment-title/",
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"title": "Eunice's Trent Highlight",
"author": "euniceolayinka",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/euniceolayinka/chapter/add-more-course-3-assignments/
|
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
License
To the extent possible under law, euniceolayinka has waived all copyright and related or neighboring rights to Eunice's Trent Highlight, except where otherwise noted.
|
pressbooks
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2025-03-22T05:09:26.248074
|
11-21-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/euniceolayinka/chapter/add-more-course-3-assignments/",
"book_url": "https://ecampusontario.pressbooks.pub/euniceolayinka/front-matter/register/",
"title": "Eunice's Trent Highlight",
"author": "euniceolayinka",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/euniceolayinka/chapter/course-3-reflection/
|
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
License
To the extent possible under law, euniceolayinka has waived all copyright and related or neighboring rights to Eunice's Trent Highlight, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:26.262850
|
11-21-2024
|
{
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"book_url": "https://ecampusontario.pressbooks.pub/euniceolayinka/front-matter/register/",
"title": "Eunice's Trent Highlight",
"author": "euniceolayinka",
"institution": "Trent University",
"subject": "Education"
}
|
https://pressbooks.bccampus.ca/materials/chapter/types-of-materials/
|
1 Types of Materials
The first way metal is classified is as ferrous or non-ferrous. This has to do with the amount of iron content in it. Material with more than 5% iron content is a ferrous metal, such as steel. A non-ferrous metal, like aluminum, has little or no iron in it.
Ferrous Metals
Mild Steel
A common low carbon steel, mild steel is an iron alloy containing manganese, carbon or other alloying elements. Mild steel is stronger and harder than iron, yet it is softer than tool steel. The carbon content affects the properties of steel. Higher carbon content makes the steel harder. Mild steel is common in two forms, cold rolled or hot rolled. Just like the name indicates, the material has been process either hot or cold giving different characteristics. Cold rolled is smooth and shiny, usually with a light coating of oil to prevent corrosion. Since it has been processes cold, it has been work hardened. Hot rolled steel is black/blueish in colour and usually has a scaly appearance.
Tool Steel
An alloyed steel with a high content of carbon is called tool steel. As the name implies, tool steel is used for making tools. It is hard enough to cut standard steel and iron. The metal must be able to withstand high temperatures, high load and abrasive conditions. Because of the many applications of tools, tool steels vary in their composition.
Stainless Steel
Stainless steel contains chromium and nickel as principal alloys. Stainless steel is the only non-magnetic ferrous metal. It has high tensile strength, ductility and hardness, as well as being highly resistant to corrosion and oxidation.
Available in many different grades and finishes, some of the common grades are: 304 for general use, 316 is a marine grade (better corrosive resistance) and 430 which is the only magnetic grade, used commonly on cooler doors.
Finishes range from 1-8 (dull-mirror) with a #4 being the most common. A #4 finish has a grained appearance used as kitchen counter tops. 2B is another common finish with a cold rolled, grey appearance. A #8 finish is a polished, mirror finish used in applications like public bathroom mirrors.
Iron
Soft, malleable metals can be made by alloying pig iron and nickel. The resulting metal is known as nodular iron. Wrought iron and ingot iron are two other soft, easily worked and relatively weak metals.
Cast Iron
Cast iron is re-smelted pig iron and includes all of the iron and carbon alloys with more than 2% carbon and almost always, some silicon. High carbon and silicon contents give cast iron a low melting temperature and high fluidity in its liquid stage. It is easy to pour cast iron into complex molds.
When the carbon and silicon content is in the range of 3% to 4%, the material is known as grey cast iron. Lower carbon and silicon content and rapid cooling of the casting make hard, brittle, white cast iron. White cast iron can be converted with heat treatment to a malleable iron that has properties similar to mild or low carbon steel. Cast iron is used for engine blocks, heads and housing assemblies.
Pig Iron
Pig iron is the basic metal obtained from iron ore.
Most ferrous metals begin as pig iron. It has a very high carbon content and is cast into bars called pigs.
Non-Ferrous Metals
Aluminum and copper are two common examples of non-ferrous metals. Non-ferrous metals are usually non-sparking and non-magnetic. They also have a common characteristic, in that the oxides that form on non-ferrous metal tend to protect the metal, not destroy it. Meaning they may not be damaged by water (oxidation), but they will stain if allowed to sit in wet for any length of time. Always dry sheets before storing.
Aluminum
Aluminum is light weight and resistant to corrosion. It has low electrical resistance, high heat conductivity and good ductility combined with considerable strength. Used extensively in the aeronautical industry, aluminum is also used for industrial tanks, truck and bus frames and equipment body parts. The principle ore it is made from is called bauxite, it weighs approximately 60% of same thickness of steel.
There are seven types of aluminum which have a series number to indicate the main alloys added. If a series number is followed by an “H” that means it is not heat treatable and has been strain hardened. A number following the “H” such as “H1” indicates the degree of strain hardening. A series number followed by a “T” indicates its temper has been modified but that it is heat treatable. That is, it may be annealed.
| Series #-Alloy | Common Use |
|---|---|
| 1000-pure aluminum | Too soft for general sheet use |
| 2000-copper | Aircraft skins 2024-T4 |
| 3000-manganese | Utility grade-3003 |
| 4000-silicon | Welding wire and architectural applications |
| 5000-magnesium | Marine grade-5052 |
| 6000-magnesium and silicon | structural shapes-6061-T4 |
| 7000-zinc | High strength applications aircraft frames-7075 |
Brass
Brass is an alloy of copper and zinc. Brass is stronger than copper and is corrosive resistant, making it an ideal metal for ships’ fittings, locks and condenser tubes. Standard brass, which contains 30-34% zinc, is used extensively for valves and fittings.
Bronze
An alloy of copper and tin commonly used in castings.
Copper
Copper is fairly resistant to corrosion, has good tensile strength and is an excellent conductor of electricity. Copper is highly resistant to many chemicals and to corrosion from air and sea water. It should not be used in contact with oxidizing acids. Copper is very malleable and ductile. As it is drawn or cold worked, it will increase in tensile strength and become less and less ductile or work hardened. It may be annealed after. Copper is used for water supply lines, electrical wiring and soft tubing.
Lead
Lead is a very dense, heavy metal. It has a low melting point of 327°C (620°F), making it easy to use in liquid form. Lead can be rolled into sheets, cast or bent into shapes and extruded into pipes. However, due to its plastic nature, it is structurally weak. One of lead’s most important assets is its corrosion resistance owing to a protective film of oxides formed on its surface. Lead is often used as a coating on other metals to protect them from corrosion. Lead is also used in the construction of batteries and in solder. It is very toxic, so caution should be taken when handling lead.
Monel
An alloy of copper and nickel that has a high corrosive resistance.
Coated Metal
Another way that metal is classified is as coated or solid. A sheet metal worker will use both solid (uncoated) and coated. The coating in most cases is for corrosion protection, but can be for other purposes as well. Welding of coated sheets always should be considered carefully.
Alclad
Some aluminum sheets are not very corrosive resistant because of their alloying, like 2024 for example. These sheets are commonly coated in pure aluminum, called Alclad. Aircraft and aluminum RV’s use these sheets. Usually covered on a clear plastic for protection, Alclad aluminum goes through much more involved processing, making it much more expensive.
Galvanization
Galvanized sheet metal is when the metal has been coated in zinc. This is the most common coating used in sheet metal. This can be done in 2 different processes: hot dipping or electroplating. Sheets that have a “spackled” and smooth appearance have been hot dipped and are commonly used for ductwork. Sheets that have been electroplated have a chalky, dull-grey appearance. Also known as satin coat, paint bond, or wipecoat, these sheets are used when painting is required. The coating not only acts as corrosion resistance, but because of the finish, it will accept paint easily with no scuffing or priming.
Pre-painted
Pre-painted material is commonly used in architectural sheet metal. They come in an almost endless array of different colour and finishes, even wood grain. Vinyl coating may also be included in this category.
Tinplate and Terneplate
Tinplate is a sheet of steel coated in pure tin. It was commonly used in the past. Now, tinplate is used in tin cans and other food products for its corrosive resistance and sanitary qualities. Terneplate is a coating of tin and lead alloyed together.
Media Attributions
- “Specularite (high-grade iron ore)” by James St. John is licensed under a CC BY 2.0 licence.
- “Pig Iron” by Alfred T. Palmer is in the public domain.
- “Movable Lead Type” by Willi Heidelbach is CC0 public domain.
- “Tinplate Bath” an caption by Science Museum, London is licensed under a CC BY 4.0 licence.
Metals or alloys that contain 5% or more of iron. Steel and stainless steel are considered ferrous metals.
Metals or alloys that contain less than 5% iron and in most cases, contain no iron (i.e., aluminum, copper, zinc, and lead). Examples of non-ferrous alloys are bronze and brass.
A metal composed of two or more chemical elements, of which at least one is a metal.
A process of hardening a material by means of forming. Bending or rolling done without heating will harden the material. The degree of hardening depends on the process and material. Each time we form a piece of metal, it becomes "work hardened" or "strain hardened" in the area of the forming.
Steel is an alloy of iron and carbon, but a number of steels can have many different elements alloyed with them and grouped under the category of "alloy steels." Nickel, chromium, molybdenum, tungsten and vanadium may be added in amounts up to a total of about 5% to increase toughness or to increase strength at high temperatures.
The degree to which a substance can be shaped or formed by hammering or rolling. A malleable material may be bent without breaking. Note that malleable is different from ductile.
A metal that fractures with little deformation when subjected to stress.
Applying heat to a metal to change its properties. For example, the hardness of a metal can be changed with heating and cooling.
A chemical compound formed by metal and oxygen. Oxides can forms on metals when they're exposed to oxygen.
The degree to which a metal can bend and stretch without breaking (i.e., stainless steel). Note that ductile is different from malleable.
A process that will allow a metal to retain an edge (i.e., knives). Related to hardness.
Heating and controlled cooling of a material to remove stress. This changes the material's properties, making it softer and more ductile.
The strength different materials display when placed under tension. In the imperial system, tensile strength is measured in pounds per square inch (PSI).
Formed by drawing or pushing through a die such as wire or aluminum angle.
|
pressbooks
|
2025-03-22T05:09:26.289625
|
07-28-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/materials/chapter/types-of-materials/",
"book_url": "https://pressbooks.bccampus.ca/materials/front-matter/introduction/",
"title": "F-1 Materials",
"author": "Brian Coey",
"institution": "",
"subject": "Building construction and materials, Building skills and trades, Metals technology / metallurgy"
}
|
https://pressbooks.bccampus.ca/materials/chapter/types-of-materials/#chapter-21-section-1
|
1 Types of Materials
The first way metal is classified is as ferrous or non-ferrous. This has to do with the amount of iron content in it. Material with more than 5% iron content is a ferrous metal, such as steel. A non-ferrous metal, like aluminum, has little or no iron in it.
Ferrous Metals
Mild Steel
A common low carbon steel, mild steel is an iron alloy containing manganese, carbon or other alloying elements. Mild steel is stronger and harder than iron, yet it is softer than tool steel. The carbon content affects the properties of steel. Higher carbon content makes the steel harder. Mild steel is common in two forms, cold rolled or hot rolled. Just like the name indicates, the material has been process either hot or cold giving different characteristics. Cold rolled is smooth and shiny, usually with a light coating of oil to prevent corrosion. Since it has been processes cold, it has been work hardened. Hot rolled steel is black/blueish in colour and usually has a scaly appearance.
Tool Steel
An alloyed steel with a high content of carbon is called tool steel. As the name implies, tool steel is used for making tools. It is hard enough to cut standard steel and iron. The metal must be able to withstand high temperatures, high load and abrasive conditions. Because of the many applications of tools, tool steels vary in their composition.
Stainless Steel
Stainless steel contains chromium and nickel as principal alloys. Stainless steel is the only non-magnetic ferrous metal. It has high tensile strength, ductility and hardness, as well as being highly resistant to corrosion and oxidation.
Available in many different grades and finishes, some of the common grades are: 304 for general use, 316 is a marine grade (better corrosive resistance) and 430 which is the only magnetic grade, used commonly on cooler doors.
Finishes range from 1-8 (dull-mirror) with a #4 being the most common. A #4 finish has a grained appearance used as kitchen counter tops. 2B is another common finish with a cold rolled, grey appearance. A #8 finish is a polished, mirror finish used in applications like public bathroom mirrors.
Iron
Soft, malleable metals can be made by alloying pig iron and nickel. The resulting metal is known as nodular iron. Wrought iron and ingot iron are two other soft, easily worked and relatively weak metals.
Cast Iron
Cast iron is re-smelted pig iron and includes all of the iron and carbon alloys with more than 2% carbon and almost always, some silicon. High carbon and silicon contents give cast iron a low melting temperature and high fluidity in its liquid stage. It is easy to pour cast iron into complex molds.
When the carbon and silicon content is in the range of 3% to 4%, the material is known as grey cast iron. Lower carbon and silicon content and rapid cooling of the casting make hard, brittle, white cast iron. White cast iron can be converted with heat treatment to a malleable iron that has properties similar to mild or low carbon steel. Cast iron is used for engine blocks, heads and housing assemblies.
Pig Iron
Pig iron is the basic metal obtained from iron ore.
Most ferrous metals begin as pig iron. It has a very high carbon content and is cast into bars called pigs.
Non-Ferrous Metals
Aluminum and copper are two common examples of non-ferrous metals. Non-ferrous metals are usually non-sparking and non-magnetic. They also have a common characteristic, in that the oxides that form on non-ferrous metal tend to protect the metal, not destroy it. Meaning they may not be damaged by water (oxidation), but they will stain if allowed to sit in wet for any length of time. Always dry sheets before storing.
Aluminum
Aluminum is light weight and resistant to corrosion. It has low electrical resistance, high heat conductivity and good ductility combined with considerable strength. Used extensively in the aeronautical industry, aluminum is also used for industrial tanks, truck and bus frames and equipment body parts. The principle ore it is made from is called bauxite, it weighs approximately 60% of same thickness of steel.
There are seven types of aluminum which have a series number to indicate the main alloys added. If a series number is followed by an “H” that means it is not heat treatable and has been strain hardened. A number following the “H” such as “H1” indicates the degree of strain hardening. A series number followed by a “T” indicates its temper has been modified but that it is heat treatable. That is, it may be annealed.
| Series #-Alloy | Common Use |
|---|---|
| 1000-pure aluminum | Too soft for general sheet use |
| 2000-copper | Aircraft skins 2024-T4 |
| 3000-manganese | Utility grade-3003 |
| 4000-silicon | Welding wire and architectural applications |
| 5000-magnesium | Marine grade-5052 |
| 6000-magnesium and silicon | structural shapes-6061-T4 |
| 7000-zinc | High strength applications aircraft frames-7075 |
Brass
Brass is an alloy of copper and zinc. Brass is stronger than copper and is corrosive resistant, making it an ideal metal for ships’ fittings, locks and condenser tubes. Standard brass, which contains 30-34% zinc, is used extensively for valves and fittings.
Bronze
An alloy of copper and tin commonly used in castings.
Copper
Copper is fairly resistant to corrosion, has good tensile strength and is an excellent conductor of electricity. Copper is highly resistant to many chemicals and to corrosion from air and sea water. It should not be used in contact with oxidizing acids. Copper is very malleable and ductile. As it is drawn or cold worked, it will increase in tensile strength and become less and less ductile or work hardened. It may be annealed after. Copper is used for water supply lines, electrical wiring and soft tubing.
Lead
Lead is a very dense, heavy metal. It has a low melting point of 327°C (620°F), making it easy to use in liquid form. Lead can be rolled into sheets, cast or bent into shapes and extruded into pipes. However, due to its plastic nature, it is structurally weak. One of lead’s most important assets is its corrosion resistance owing to a protective film of oxides formed on its surface. Lead is often used as a coating on other metals to protect them from corrosion. Lead is also used in the construction of batteries and in solder. It is very toxic, so caution should be taken when handling lead.
Monel
An alloy of copper and nickel that has a high corrosive resistance.
Coated Metal
Another way that metal is classified is as coated or solid. A sheet metal worker will use both solid (uncoated) and coated. The coating in most cases is for corrosion protection, but can be for other purposes as well. Welding of coated sheets always should be considered carefully.
Alclad
Some aluminum sheets are not very corrosive resistant because of their alloying, like 2024 for example. These sheets are commonly coated in pure aluminum, called Alclad. Aircraft and aluminum RV’s use these sheets. Usually covered on a clear plastic for protection, Alclad aluminum goes through much more involved processing, making it much more expensive.
Galvanization
Galvanized sheet metal is when the metal has been coated in zinc. This is the most common coating used in sheet metal. This can be done in 2 different processes: hot dipping or electroplating. Sheets that have a “spackled” and smooth appearance have been hot dipped and are commonly used for ductwork. Sheets that have been electroplated have a chalky, dull-grey appearance. Also known as satin coat, paint bond, or wipecoat, these sheets are used when painting is required. The coating not only acts as corrosion resistance, but because of the finish, it will accept paint easily with no scuffing or priming.
Pre-painted
Pre-painted material is commonly used in architectural sheet metal. They come in an almost endless array of different colour and finishes, even wood grain. Vinyl coating may also be included in this category.
Tinplate and Terneplate
Tinplate is a sheet of steel coated in pure tin. It was commonly used in the past. Now, tinplate is used in tin cans and other food products for its corrosive resistance and sanitary qualities. Terneplate is a coating of tin and lead alloyed together.
Media Attributions
- “Specularite (high-grade iron ore)” by James St. John is licensed under a CC BY 2.0 licence.
- “Pig Iron” by Alfred T. Palmer is in the public domain.
- “Movable Lead Type” by Willi Heidelbach is CC0 public domain.
- “Tinplate Bath” an caption by Science Museum, London is licensed under a CC BY 4.0 licence.
Metals or alloys that contain 5% or more of iron. Steel and stainless steel are considered ferrous metals.
Metals or alloys that contain less than 5% iron and in most cases, contain no iron (i.e., aluminum, copper, zinc, and lead). Examples of non-ferrous alloys are bronze and brass.
A metal composed of two or more chemical elements, of which at least one is a metal.
A process of hardening a material by means of forming. Bending or rolling done without heating will harden the material. The degree of hardening depends on the process and material. Each time we form a piece of metal, it becomes "work hardened" or "strain hardened" in the area of the forming.
Steel is an alloy of iron and carbon, but a number of steels can have many different elements alloyed with them and grouped under the category of "alloy steels." Nickel, chromium, molybdenum, tungsten and vanadium may be added in amounts up to a total of about 5% to increase toughness or to increase strength at high temperatures.
The degree to which a substance can be shaped or formed by hammering or rolling. A malleable material may be bent without breaking. Note that malleable is different from ductile.
A metal that fractures with little deformation when subjected to stress.
Applying heat to a metal to change its properties. For example, the hardness of a metal can be changed with heating and cooling.
A chemical compound formed by metal and oxygen. Oxides can forms on metals when they're exposed to oxygen.
The degree to which a metal can bend and stretch without breaking (i.e., stainless steel). Note that ductile is different from malleable.
A process that will allow a metal to retain an edge (i.e., knives). Related to hardness.
Heating and controlled cooling of a material to remove stress. This changes the material's properties, making it softer and more ductile.
The strength different materials display when placed under tension. In the imperial system, tensile strength is measured in pounds per square inch (PSI).
Formed by drawing or pushing through a die such as wire or aluminum angle.
|
pressbooks
|
2025-03-22T05:09:26.314500
|
07-28-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/materials/chapter/types-of-materials/#chapter-21-section-1",
"book_url": "https://pressbooks.bccampus.ca/materials/front-matter/introduction/",
"title": "F-1 Materials",
"author": "Brian Coey",
"institution": "",
"subject": "Building construction and materials, Building skills and trades, Metals technology / metallurgy"
}
|
https://pressbooks.bccampus.ca/materials/chapter/types-of-materials/#chapter-21-section-2
|
1 Types of Materials
The first way metal is classified is as ferrous or non-ferrous. This has to do with the amount of iron content in it. Material with more than 5% iron content is a ferrous metal, such as steel. A non-ferrous metal, like aluminum, has little or no iron in it.
Ferrous Metals
Mild Steel
A common low carbon steel, mild steel is an iron alloy containing manganese, carbon or other alloying elements. Mild steel is stronger and harder than iron, yet it is softer than tool steel. The carbon content affects the properties of steel. Higher carbon content makes the steel harder. Mild steel is common in two forms, cold rolled or hot rolled. Just like the name indicates, the material has been process either hot or cold giving different characteristics. Cold rolled is smooth and shiny, usually with a light coating of oil to prevent corrosion. Since it has been processes cold, it has been work hardened. Hot rolled steel is black/blueish in colour and usually has a scaly appearance.
Tool Steel
An alloyed steel with a high content of carbon is called tool steel. As the name implies, tool steel is used for making tools. It is hard enough to cut standard steel and iron. The metal must be able to withstand high temperatures, high load and abrasive conditions. Because of the many applications of tools, tool steels vary in their composition.
Stainless Steel
Stainless steel contains chromium and nickel as principal alloys. Stainless steel is the only non-magnetic ferrous metal. It has high tensile strength, ductility and hardness, as well as being highly resistant to corrosion and oxidation.
Available in many different grades and finishes, some of the common grades are: 304 for general use, 316 is a marine grade (better corrosive resistance) and 430 which is the only magnetic grade, used commonly on cooler doors.
Finishes range from 1-8 (dull-mirror) with a #4 being the most common. A #4 finish has a grained appearance used as kitchen counter tops. 2B is another common finish with a cold rolled, grey appearance. A #8 finish is a polished, mirror finish used in applications like public bathroom mirrors.
Iron
Soft, malleable metals can be made by alloying pig iron and nickel. The resulting metal is known as nodular iron. Wrought iron and ingot iron are two other soft, easily worked and relatively weak metals.
Cast Iron
Cast iron is re-smelted pig iron and includes all of the iron and carbon alloys with more than 2% carbon and almost always, some silicon. High carbon and silicon contents give cast iron a low melting temperature and high fluidity in its liquid stage. It is easy to pour cast iron into complex molds.
When the carbon and silicon content is in the range of 3% to 4%, the material is known as grey cast iron. Lower carbon and silicon content and rapid cooling of the casting make hard, brittle, white cast iron. White cast iron can be converted with heat treatment to a malleable iron that has properties similar to mild or low carbon steel. Cast iron is used for engine blocks, heads and housing assemblies.
Pig Iron
Pig iron is the basic metal obtained from iron ore.
Most ferrous metals begin as pig iron. It has a very high carbon content and is cast into bars called pigs.
Non-Ferrous Metals
Aluminum and copper are two common examples of non-ferrous metals. Non-ferrous metals are usually non-sparking and non-magnetic. They also have a common characteristic, in that the oxides that form on non-ferrous metal tend to protect the metal, not destroy it. Meaning they may not be damaged by water (oxidation), but they will stain if allowed to sit in wet for any length of time. Always dry sheets before storing.
Aluminum
Aluminum is light weight and resistant to corrosion. It has low electrical resistance, high heat conductivity and good ductility combined with considerable strength. Used extensively in the aeronautical industry, aluminum is also used for industrial tanks, truck and bus frames and equipment body parts. The principle ore it is made from is called bauxite, it weighs approximately 60% of same thickness of steel.
There are seven types of aluminum which have a series number to indicate the main alloys added. If a series number is followed by an “H” that means it is not heat treatable and has been strain hardened. A number following the “H” such as “H1” indicates the degree of strain hardening. A series number followed by a “T” indicates its temper has been modified but that it is heat treatable. That is, it may be annealed.
| Series #-Alloy | Common Use |
|---|---|
| 1000-pure aluminum | Too soft for general sheet use |
| 2000-copper | Aircraft skins 2024-T4 |
| 3000-manganese | Utility grade-3003 |
| 4000-silicon | Welding wire and architectural applications |
| 5000-magnesium | Marine grade-5052 |
| 6000-magnesium and silicon | structural shapes-6061-T4 |
| 7000-zinc | High strength applications aircraft frames-7075 |
Brass
Brass is an alloy of copper and zinc. Brass is stronger than copper and is corrosive resistant, making it an ideal metal for ships’ fittings, locks and condenser tubes. Standard brass, which contains 30-34% zinc, is used extensively for valves and fittings.
Bronze
An alloy of copper and tin commonly used in castings.
Copper
Copper is fairly resistant to corrosion, has good tensile strength and is an excellent conductor of electricity. Copper is highly resistant to many chemicals and to corrosion from air and sea water. It should not be used in contact with oxidizing acids. Copper is very malleable and ductile. As it is drawn or cold worked, it will increase in tensile strength and become less and less ductile or work hardened. It may be annealed after. Copper is used for water supply lines, electrical wiring and soft tubing.
Lead
Lead is a very dense, heavy metal. It has a low melting point of 327°C (620°F), making it easy to use in liquid form. Lead can be rolled into sheets, cast or bent into shapes and extruded into pipes. However, due to its plastic nature, it is structurally weak. One of lead’s most important assets is its corrosion resistance owing to a protective film of oxides formed on its surface. Lead is often used as a coating on other metals to protect them from corrosion. Lead is also used in the construction of batteries and in solder. It is very toxic, so caution should be taken when handling lead.
Monel
An alloy of copper and nickel that has a high corrosive resistance.
Coated Metal
Another way that metal is classified is as coated or solid. A sheet metal worker will use both solid (uncoated) and coated. The coating in most cases is for corrosion protection, but can be for other purposes as well. Welding of coated sheets always should be considered carefully.
Alclad
Some aluminum sheets are not very corrosive resistant because of their alloying, like 2024 for example. These sheets are commonly coated in pure aluminum, called Alclad. Aircraft and aluminum RV’s use these sheets. Usually covered on a clear plastic for protection, Alclad aluminum goes through much more involved processing, making it much more expensive.
Galvanization
Galvanized sheet metal is when the metal has been coated in zinc. This is the most common coating used in sheet metal. This can be done in 2 different processes: hot dipping or electroplating. Sheets that have a “spackled” and smooth appearance have been hot dipped and are commonly used for ductwork. Sheets that have been electroplated have a chalky, dull-grey appearance. Also known as satin coat, paint bond, or wipecoat, these sheets are used when painting is required. The coating not only acts as corrosion resistance, but because of the finish, it will accept paint easily with no scuffing or priming.
Pre-painted
Pre-painted material is commonly used in architectural sheet metal. They come in an almost endless array of different colour and finishes, even wood grain. Vinyl coating may also be included in this category.
Tinplate and Terneplate
Tinplate is a sheet of steel coated in pure tin. It was commonly used in the past. Now, tinplate is used in tin cans and other food products for its corrosive resistance and sanitary qualities. Terneplate is a coating of tin and lead alloyed together.
Media Attributions
- “Specularite (high-grade iron ore)” by James St. John is licensed under a CC BY 2.0 licence.
- “Pig Iron” by Alfred T. Palmer is in the public domain.
- “Movable Lead Type” by Willi Heidelbach is CC0 public domain.
- “Tinplate Bath” an caption by Science Museum, London is licensed under a CC BY 4.0 licence.
Metals or alloys that contain 5% or more of iron. Steel and stainless steel are considered ferrous metals.
Metals or alloys that contain less than 5% iron and in most cases, contain no iron (i.e., aluminum, copper, zinc, and lead). Examples of non-ferrous alloys are bronze and brass.
A metal composed of two or more chemical elements, of which at least one is a metal.
A process of hardening a material by means of forming. Bending or rolling done without heating will harden the material. The degree of hardening depends on the process and material. Each time we form a piece of metal, it becomes "work hardened" or "strain hardened" in the area of the forming.
Steel is an alloy of iron and carbon, but a number of steels can have many different elements alloyed with them and grouped under the category of "alloy steels." Nickel, chromium, molybdenum, tungsten and vanadium may be added in amounts up to a total of about 5% to increase toughness or to increase strength at high temperatures.
The degree to which a substance can be shaped or formed by hammering or rolling. A malleable material may be bent without breaking. Note that malleable is different from ductile.
A metal that fractures with little deformation when subjected to stress.
Applying heat to a metal to change its properties. For example, the hardness of a metal can be changed with heating and cooling.
A chemical compound formed by metal and oxygen. Oxides can forms on metals when they're exposed to oxygen.
The degree to which a metal can bend and stretch without breaking (i.e., stainless steel). Note that ductile is different from malleable.
A process that will allow a metal to retain an edge (i.e., knives). Related to hardness.
Heating and controlled cooling of a material to remove stress. This changes the material's properties, making it softer and more ductile.
The strength different materials display when placed under tension. In the imperial system, tensile strength is measured in pounds per square inch (PSI).
Formed by drawing or pushing through a die such as wire or aluminum angle.
|
pressbooks
|
2025-03-22T05:09:26.338247
|
07-28-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/materials/chapter/types-of-materials/#chapter-21-section-2",
"book_url": "https://pressbooks.bccampus.ca/materials/front-matter/introduction/",
"title": "F-1 Materials",
"author": "Brian Coey",
"institution": "",
"subject": "Building construction and materials, Building skills and trades, Metals technology / metallurgy"
}
|
https://pressbooks.bccampus.ca/materials/chapter/types-of-materials/#chapter-21-section-3
|
1 Types of Materials
The first way metal is classified is as ferrous or non-ferrous. This has to do with the amount of iron content in it. Material with more than 5% iron content is a ferrous metal, such as steel. A non-ferrous metal, like aluminum, has little or no iron in it.
Ferrous Metals
Mild Steel
A common low carbon steel, mild steel is an iron alloy containing manganese, carbon or other alloying elements. Mild steel is stronger and harder than iron, yet it is softer than tool steel. The carbon content affects the properties of steel. Higher carbon content makes the steel harder. Mild steel is common in two forms, cold rolled or hot rolled. Just like the name indicates, the material has been process either hot or cold giving different characteristics. Cold rolled is smooth and shiny, usually with a light coating of oil to prevent corrosion. Since it has been processes cold, it has been work hardened. Hot rolled steel is black/blueish in colour and usually has a scaly appearance.
Tool Steel
An alloyed steel with a high content of carbon is called tool steel. As the name implies, tool steel is used for making tools. It is hard enough to cut standard steel and iron. The metal must be able to withstand high temperatures, high load and abrasive conditions. Because of the many applications of tools, tool steels vary in their composition.
Stainless Steel
Stainless steel contains chromium and nickel as principal alloys. Stainless steel is the only non-magnetic ferrous metal. It has high tensile strength, ductility and hardness, as well as being highly resistant to corrosion and oxidation.
Available in many different grades and finishes, some of the common grades are: 304 for general use, 316 is a marine grade (better corrosive resistance) and 430 which is the only magnetic grade, used commonly on cooler doors.
Finishes range from 1-8 (dull-mirror) with a #4 being the most common. A #4 finish has a grained appearance used as kitchen counter tops. 2B is another common finish with a cold rolled, grey appearance. A #8 finish is a polished, mirror finish used in applications like public bathroom mirrors.
Iron
Soft, malleable metals can be made by alloying pig iron and nickel. The resulting metal is known as nodular iron. Wrought iron and ingot iron are two other soft, easily worked and relatively weak metals.
Cast Iron
Cast iron is re-smelted pig iron and includes all of the iron and carbon alloys with more than 2% carbon and almost always, some silicon. High carbon and silicon contents give cast iron a low melting temperature and high fluidity in its liquid stage. It is easy to pour cast iron into complex molds.
When the carbon and silicon content is in the range of 3% to 4%, the material is known as grey cast iron. Lower carbon and silicon content and rapid cooling of the casting make hard, brittle, white cast iron. White cast iron can be converted with heat treatment to a malleable iron that has properties similar to mild or low carbon steel. Cast iron is used for engine blocks, heads and housing assemblies.
Pig Iron
Pig iron is the basic metal obtained from iron ore.
Most ferrous metals begin as pig iron. It has a very high carbon content and is cast into bars called pigs.
Non-Ferrous Metals
Aluminum and copper are two common examples of non-ferrous metals. Non-ferrous metals are usually non-sparking and non-magnetic. They also have a common characteristic, in that the oxides that form on non-ferrous metal tend to protect the metal, not destroy it. Meaning they may not be damaged by water (oxidation), but they will stain if allowed to sit in wet for any length of time. Always dry sheets before storing.
Aluminum
Aluminum is light weight and resistant to corrosion. It has low electrical resistance, high heat conductivity and good ductility combined with considerable strength. Used extensively in the aeronautical industry, aluminum is also used for industrial tanks, truck and bus frames and equipment body parts. The principle ore it is made from is called bauxite, it weighs approximately 60% of same thickness of steel.
There are seven types of aluminum which have a series number to indicate the main alloys added. If a series number is followed by an “H” that means it is not heat treatable and has been strain hardened. A number following the “H” such as “H1” indicates the degree of strain hardening. A series number followed by a “T” indicates its temper has been modified but that it is heat treatable. That is, it may be annealed.
| Series #-Alloy | Common Use |
|---|---|
| 1000-pure aluminum | Too soft for general sheet use |
| 2000-copper | Aircraft skins 2024-T4 |
| 3000-manganese | Utility grade-3003 |
| 4000-silicon | Welding wire and architectural applications |
| 5000-magnesium | Marine grade-5052 |
| 6000-magnesium and silicon | structural shapes-6061-T4 |
| 7000-zinc | High strength applications aircraft frames-7075 |
Brass
Brass is an alloy of copper and zinc. Brass is stronger than copper and is corrosive resistant, making it an ideal metal for ships’ fittings, locks and condenser tubes. Standard brass, which contains 30-34% zinc, is used extensively for valves and fittings.
Bronze
An alloy of copper and tin commonly used in castings.
Copper
Copper is fairly resistant to corrosion, has good tensile strength and is an excellent conductor of electricity. Copper is highly resistant to many chemicals and to corrosion from air and sea water. It should not be used in contact with oxidizing acids. Copper is very malleable and ductile. As it is drawn or cold worked, it will increase in tensile strength and become less and less ductile or work hardened. It may be annealed after. Copper is used for water supply lines, electrical wiring and soft tubing.
Lead
Lead is a very dense, heavy metal. It has a low melting point of 327°C (620°F), making it easy to use in liquid form. Lead can be rolled into sheets, cast or bent into shapes and extruded into pipes. However, due to its plastic nature, it is structurally weak. One of lead’s most important assets is its corrosion resistance owing to a protective film of oxides formed on its surface. Lead is often used as a coating on other metals to protect them from corrosion. Lead is also used in the construction of batteries and in solder. It is very toxic, so caution should be taken when handling lead.
Monel
An alloy of copper and nickel that has a high corrosive resistance.
Coated Metal
Another way that metal is classified is as coated or solid. A sheet metal worker will use both solid (uncoated) and coated. The coating in most cases is for corrosion protection, but can be for other purposes as well. Welding of coated sheets always should be considered carefully.
Alclad
Some aluminum sheets are not very corrosive resistant because of their alloying, like 2024 for example. These sheets are commonly coated in pure aluminum, called Alclad. Aircraft and aluminum RV’s use these sheets. Usually covered on a clear plastic for protection, Alclad aluminum goes through much more involved processing, making it much more expensive.
Galvanization
Galvanized sheet metal is when the metal has been coated in zinc. This is the most common coating used in sheet metal. This can be done in 2 different processes: hot dipping or electroplating. Sheets that have a “spackled” and smooth appearance have been hot dipped and are commonly used for ductwork. Sheets that have been electroplated have a chalky, dull-grey appearance. Also known as satin coat, paint bond, or wipecoat, these sheets are used when painting is required. The coating not only acts as corrosion resistance, but because of the finish, it will accept paint easily with no scuffing or priming.
Pre-painted
Pre-painted material is commonly used in architectural sheet metal. They come in an almost endless array of different colour and finishes, even wood grain. Vinyl coating may also be included in this category.
Tinplate and Terneplate
Tinplate is a sheet of steel coated in pure tin. It was commonly used in the past. Now, tinplate is used in tin cans and other food products for its corrosive resistance and sanitary qualities. Terneplate is a coating of tin and lead alloyed together.
Media Attributions
- “Specularite (high-grade iron ore)” by James St. John is licensed under a CC BY 2.0 licence.
- “Pig Iron” by Alfred T. Palmer is in the public domain.
- “Movable Lead Type” by Willi Heidelbach is CC0 public domain.
- “Tinplate Bath” an caption by Science Museum, London is licensed under a CC BY 4.0 licence.
Metals or alloys that contain 5% or more of iron. Steel and stainless steel are considered ferrous metals.
Metals or alloys that contain less than 5% iron and in most cases, contain no iron (i.e., aluminum, copper, zinc, and lead). Examples of non-ferrous alloys are bronze and brass.
A metal composed of two or more chemical elements, of which at least one is a metal.
A process of hardening a material by means of forming. Bending or rolling done without heating will harden the material. The degree of hardening depends on the process and material. Each time we form a piece of metal, it becomes "work hardened" or "strain hardened" in the area of the forming.
Steel is an alloy of iron and carbon, but a number of steels can have many different elements alloyed with them and grouped under the category of "alloy steels." Nickel, chromium, molybdenum, tungsten and vanadium may be added in amounts up to a total of about 5% to increase toughness or to increase strength at high temperatures.
The degree to which a substance can be shaped or formed by hammering or rolling. A malleable material may be bent without breaking. Note that malleable is different from ductile.
A metal that fractures with little deformation when subjected to stress.
Applying heat to a metal to change its properties. For example, the hardness of a metal can be changed with heating and cooling.
A chemical compound formed by metal and oxygen. Oxides can forms on metals when they're exposed to oxygen.
The degree to which a metal can bend and stretch without breaking (i.e., stainless steel). Note that ductile is different from malleable.
A process that will allow a metal to retain an edge (i.e., knives). Related to hardness.
Heating and controlled cooling of a material to remove stress. This changes the material's properties, making it softer and more ductile.
The strength different materials display when placed under tension. In the imperial system, tensile strength is measured in pounds per square inch (PSI).
Formed by drawing or pushing through a die such as wire or aluminum angle.
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2025-03-22T05:09:26.361783
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07-28-2023
|
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"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/materials/chapter/types-of-materials/#chapter-21-section-3",
"book_url": "https://pressbooks.bccampus.ca/materials/front-matter/introduction/",
"title": "F-1 Materials",
"author": "Brian Coey",
"institution": "",
"subject": "Building construction and materials, Building skills and trades, Metals technology / metallurgy"
}
|
https://pressbooks.bccampus.ca/materials/chapter/methods-of-identifying-metals/
|
2 Methods of Identifying Metals
Appearance
There are several ways to identify metals, but the most common is the appearance. First check the colour, as well as its visual elements. Brass is yellow and smooth. Copper is reddish in colour and turns green when oxidized, like an old penny. Aluminum is silvery but not shiny, and when broken, it appears coarse grained. Cast iron can be either white or greyish. A broken section will appear very coarse, like grains of sand.
Weight
The weight of metals will also help in their identification. Aluminum is very light. Steel, stainless steel, cast iron, and zinc are heavier. Lead is very heavy.
Ferrous vs. Non-Ferrous
You may determine whether a metal is ferrous or non-ferrous by testing it with a magnet or spark test. Ferrous metals are attracted to a magnet, while non-ferrous metals are not. Stainless steel is the exception, it may or may not be attracted to a magnet, depending on its composition. And all ferrous metals will spark.
Hardness
You can also test the hardness of iron and steel with a file as follows:
| Type of steel | Resistance to filing |
|---|---|
| Low carbon mild steel | Low resistance, file bites easily into metal. |
| Medium carbon steel | Low resistance, file bites into metal, but more pressure needed. |
| High carbon steel | High resistance to file, can only be filed with great difficulty. |
| Tool steel | Very high resistance, can be filed but the metal is almost as hard as the file. |
| Hardened tool steel | Maximum resistance, cannot be filed, metal is harder than the file. |
Characteristics of Metals
Oxides
Some characteristics of metal are determined by their oxides. Oxides can change the appearance and effect the metal’s lasting characteristics, either protecting or destroying it. To “oxidize” is to combine an element with oxygen or convert an element into an oxide. For example, when carbon burns, it combines with oxygen to form either carbon dioxide or carbon monoxide. Oxides are formed on any metal when exposed to the oxygen in the air. For example, iron combines with the oxygen in the air to form an iron oxide commonly known as rust.
Here are some common metals and their oxides:
- Aluminum — Aluminum oxide: A very tough, clear oxide that forms almost instantly, making soldering and welding difficult.
- Copper — Patina (copper sulfate): A very tough, green oxide. May also form in other colours.
- Iron (steel) — Iron oxide (rust): An oxide that flakes off, exposing metal underneath, which will also rust and flake off.
- Lead — Lead oxide: A very tough gray/black oxide that must be removed by scraping in order to solder.
- Stainless Steel — Chromium oxide: A clear, tough oxide that quickly forms and protects the metal.
Electrolysis/Galvanic Reaction
Another characteristic of metals is what’s called electrolysis or galvanic reaction. All metals will go through this process if dissimilar metals are in contact with one another with moisture is present. (Note that moisture is pretty much always present, even in the desert.)
Dissimilar metals must be kept from contacting with one another. Moisture promotes this condition and slowly disintegrates the metals at their points of contact. The severity of corrosion depends on the metals. If we refer to a galvanic chart, the further away the metals are, the worse the corrosion will be.
Media Attributions
- “Statue of Liberty” by Dominique James is licensed under a CC BY 2.0 licence.
- “Spark Test Mild Steel” by Corvi is licensed under a CC BY-SA 3.0 licence.
- “Galvanic Series Chart” by BCcampus is licensed under a CC BY 4.0 licence. Based on a chart by Harrison McCampbell in “Separating Galvanic Materials” in the Journal of Light Construction.
A chemical compound formed by metal and oxygen. Oxides can forms on metals when they're exposed to oxygen.
Metals or alloys that contain 5% or more of iron. Steel and stainless steel are considered ferrous metals.
Metals or alloys that contain less than 5% iron and in most cases, contain no iron (i.e., aluminum, copper, zinc, and lead). Examples of non-ferrous alloys are bronze and brass.
The degree to which a metal can endure mechanical indentation or abrasion without deformation.
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pressbooks
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2025-03-22T05:09:26.377058
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07-28-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/materials/chapter/methods-of-identifying-metals/",
"book_url": "https://pressbooks.bccampus.ca/materials/front-matter/introduction/",
"title": "F-1 Materials",
"author": "Brian Coey",
"institution": "",
"subject": "Building construction and materials, Building skills and trades, Metals technology / metallurgy"
}
|
https://pressbooks.bccampus.ca/materials/chapter/methods-of-identifying-metals/#chapter-24-section-1
|
2 Methods of Identifying Metals
Appearance
There are several ways to identify metals, but the most common is the appearance. First check the colour, as well as its visual elements. Brass is yellow and smooth. Copper is reddish in colour and turns green when oxidized, like an old penny. Aluminum is silvery but not shiny, and when broken, it appears coarse grained. Cast iron can be either white or greyish. A broken section will appear very coarse, like grains of sand.
Weight
The weight of metals will also help in their identification. Aluminum is very light. Steel, stainless steel, cast iron, and zinc are heavier. Lead is very heavy.
Ferrous vs. Non-Ferrous
You may determine whether a metal is ferrous or non-ferrous by testing it with a magnet or spark test. Ferrous metals are attracted to a magnet, while non-ferrous metals are not. Stainless steel is the exception, it may or may not be attracted to a magnet, depending on its composition. And all ferrous metals will spark.
Hardness
You can also test the hardness of iron and steel with a file as follows:
| Type of steel | Resistance to filing |
|---|---|
| Low carbon mild steel | Low resistance, file bites easily into metal. |
| Medium carbon steel | Low resistance, file bites into metal, but more pressure needed. |
| High carbon steel | High resistance to file, can only be filed with great difficulty. |
| Tool steel | Very high resistance, can be filed but the metal is almost as hard as the file. |
| Hardened tool steel | Maximum resistance, cannot be filed, metal is harder than the file. |
Characteristics of Metals
Oxides
Some characteristics of metal are determined by their oxides. Oxides can change the appearance and effect the metal’s lasting characteristics, either protecting or destroying it. To “oxidize” is to combine an element with oxygen or convert an element into an oxide. For example, when carbon burns, it combines with oxygen to form either carbon dioxide or carbon monoxide. Oxides are formed on any metal when exposed to the oxygen in the air. For example, iron combines with the oxygen in the air to form an iron oxide commonly known as rust.
Here are some common metals and their oxides:
- Aluminum — Aluminum oxide: A very tough, clear oxide that forms almost instantly, making soldering and welding difficult.
- Copper — Patina (copper sulfate): A very tough, green oxide. May also form in other colours.
- Iron (steel) — Iron oxide (rust): An oxide that flakes off, exposing metal underneath, which will also rust and flake off.
- Lead — Lead oxide: A very tough gray/black oxide that must be removed by scraping in order to solder.
- Stainless Steel — Chromium oxide: A clear, tough oxide that quickly forms and protects the metal.
Electrolysis/Galvanic Reaction
Another characteristic of metals is what’s called electrolysis or galvanic reaction. All metals will go through this process if dissimilar metals are in contact with one another with moisture is present. (Note that moisture is pretty much always present, even in the desert.)
Dissimilar metals must be kept from contacting with one another. Moisture promotes this condition and slowly disintegrates the metals at their points of contact. The severity of corrosion depends on the metals. If we refer to a galvanic chart, the further away the metals are, the worse the corrosion will be.
Media Attributions
- “Statue of Liberty” by Dominique James is licensed under a CC BY 2.0 licence.
- “Spark Test Mild Steel” by Corvi is licensed under a CC BY-SA 3.0 licence.
- “Galvanic Series Chart” by BCcampus is licensed under a CC BY 4.0 licence. Based on a chart by Harrison McCampbell in “Separating Galvanic Materials” in the Journal of Light Construction.
A chemical compound formed by metal and oxygen. Oxides can forms on metals when they're exposed to oxygen.
Metals or alloys that contain 5% or more of iron. Steel and stainless steel are considered ferrous metals.
Metals or alloys that contain less than 5% iron and in most cases, contain no iron (i.e., aluminum, copper, zinc, and lead). Examples of non-ferrous alloys are bronze and brass.
The degree to which a metal can endure mechanical indentation or abrasion without deformation.
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pressbooks
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2025-03-22T05:09:26.391393
|
07-28-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/materials/chapter/methods-of-identifying-metals/#chapter-24-section-1",
"book_url": "https://pressbooks.bccampus.ca/materials/front-matter/introduction/",
"title": "F-1 Materials",
"author": "Brian Coey",
"institution": "",
"subject": "Building construction and materials, Building skills and trades, Metals technology / metallurgy"
}
|
https://pressbooks.bccampus.ca/materials/chapter/methods-of-identifying-metals/#chapter-24-section-2
|
2 Methods of Identifying Metals
Appearance
There are several ways to identify metals, but the most common is the appearance. First check the colour, as well as its visual elements. Brass is yellow and smooth. Copper is reddish in colour and turns green when oxidized, like an old penny. Aluminum is silvery but not shiny, and when broken, it appears coarse grained. Cast iron can be either white or greyish. A broken section will appear very coarse, like grains of sand.
Weight
The weight of metals will also help in their identification. Aluminum is very light. Steel, stainless steel, cast iron, and zinc are heavier. Lead is very heavy.
Ferrous vs. Non-Ferrous
You may determine whether a metal is ferrous or non-ferrous by testing it with a magnet or spark test. Ferrous metals are attracted to a magnet, while non-ferrous metals are not. Stainless steel is the exception, it may or may not be attracted to a magnet, depending on its composition. And all ferrous metals will spark.
Hardness
You can also test the hardness of iron and steel with a file as follows:
| Type of steel | Resistance to filing |
|---|---|
| Low carbon mild steel | Low resistance, file bites easily into metal. |
| Medium carbon steel | Low resistance, file bites into metal, but more pressure needed. |
| High carbon steel | High resistance to file, can only be filed with great difficulty. |
| Tool steel | Very high resistance, can be filed but the metal is almost as hard as the file. |
| Hardened tool steel | Maximum resistance, cannot be filed, metal is harder than the file. |
Characteristics of Metals
Oxides
Some characteristics of metal are determined by their oxides. Oxides can change the appearance and effect the metal’s lasting characteristics, either protecting or destroying it. To “oxidize” is to combine an element with oxygen or convert an element into an oxide. For example, when carbon burns, it combines with oxygen to form either carbon dioxide or carbon monoxide. Oxides are formed on any metal when exposed to the oxygen in the air. For example, iron combines with the oxygen in the air to form an iron oxide commonly known as rust.
Here are some common metals and their oxides:
- Aluminum — Aluminum oxide: A very tough, clear oxide that forms almost instantly, making soldering and welding difficult.
- Copper — Patina (copper sulfate): A very tough, green oxide. May also form in other colours.
- Iron (steel) — Iron oxide (rust): An oxide that flakes off, exposing metal underneath, which will also rust and flake off.
- Lead — Lead oxide: A very tough gray/black oxide that must be removed by scraping in order to solder.
- Stainless Steel — Chromium oxide: A clear, tough oxide that quickly forms and protects the metal.
Electrolysis/Galvanic Reaction
Another characteristic of metals is what’s called electrolysis or galvanic reaction. All metals will go through this process if dissimilar metals are in contact with one another with moisture is present. (Note that moisture is pretty much always present, even in the desert.)
Dissimilar metals must be kept from contacting with one another. Moisture promotes this condition and slowly disintegrates the metals at their points of contact. The severity of corrosion depends on the metals. If we refer to a galvanic chart, the further away the metals are, the worse the corrosion will be.
Media Attributions
- “Statue of Liberty” by Dominique James is licensed under a CC BY 2.0 licence.
- “Spark Test Mild Steel” by Corvi is licensed under a CC BY-SA 3.0 licence.
- “Galvanic Series Chart” by BCcampus is licensed under a CC BY 4.0 licence. Based on a chart by Harrison McCampbell in “Separating Galvanic Materials” in the Journal of Light Construction.
A chemical compound formed by metal and oxygen. Oxides can forms on metals when they're exposed to oxygen.
Metals or alloys that contain 5% or more of iron. Steel and stainless steel are considered ferrous metals.
Metals or alloys that contain less than 5% iron and in most cases, contain no iron (i.e., aluminum, copper, zinc, and lead). Examples of non-ferrous alloys are bronze and brass.
The degree to which a metal can endure mechanical indentation or abrasion without deformation.
|
pressbooks
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2025-03-22T05:09:26.405178
|
07-28-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/materials/chapter/methods-of-identifying-metals/#chapter-24-section-2",
"book_url": "https://pressbooks.bccampus.ca/materials/front-matter/introduction/",
"title": "F-1 Materials",
"author": "Brian Coey",
"institution": "",
"subject": "Building construction and materials, Building skills and trades, Metals technology / metallurgy"
}
|
https://pressbooks.bccampus.ca/materials/chapter/methods-of-identifying-metals/#chapter-24-section-3
|
2 Methods of Identifying Metals
Appearance
There are several ways to identify metals, but the most common is the appearance. First check the colour, as well as its visual elements. Brass is yellow and smooth. Copper is reddish in colour and turns green when oxidized, like an old penny. Aluminum is silvery but not shiny, and when broken, it appears coarse grained. Cast iron can be either white or greyish. A broken section will appear very coarse, like grains of sand.
Weight
The weight of metals will also help in their identification. Aluminum is very light. Steel, stainless steel, cast iron, and zinc are heavier. Lead is very heavy.
Ferrous vs. Non-Ferrous
You may determine whether a metal is ferrous or non-ferrous by testing it with a magnet or spark test. Ferrous metals are attracted to a magnet, while non-ferrous metals are not. Stainless steel is the exception, it may or may not be attracted to a magnet, depending on its composition. And all ferrous metals will spark.
Hardness
You can also test the hardness of iron and steel with a file as follows:
| Type of steel | Resistance to filing |
|---|---|
| Low carbon mild steel | Low resistance, file bites easily into metal. |
| Medium carbon steel | Low resistance, file bites into metal, but more pressure needed. |
| High carbon steel | High resistance to file, can only be filed with great difficulty. |
| Tool steel | Very high resistance, can be filed but the metal is almost as hard as the file. |
| Hardened tool steel | Maximum resistance, cannot be filed, metal is harder than the file. |
Characteristics of Metals
Oxides
Some characteristics of metal are determined by their oxides. Oxides can change the appearance and effect the metal’s lasting characteristics, either protecting or destroying it. To “oxidize” is to combine an element with oxygen or convert an element into an oxide. For example, when carbon burns, it combines with oxygen to form either carbon dioxide or carbon monoxide. Oxides are formed on any metal when exposed to the oxygen in the air. For example, iron combines with the oxygen in the air to form an iron oxide commonly known as rust.
Here are some common metals and their oxides:
- Aluminum — Aluminum oxide: A very tough, clear oxide that forms almost instantly, making soldering and welding difficult.
- Copper — Patina (copper sulfate): A very tough, green oxide. May also form in other colours.
- Iron (steel) — Iron oxide (rust): An oxide that flakes off, exposing metal underneath, which will also rust and flake off.
- Lead — Lead oxide: A very tough gray/black oxide that must be removed by scraping in order to solder.
- Stainless Steel — Chromium oxide: A clear, tough oxide that quickly forms and protects the metal.
Electrolysis/Galvanic Reaction
Another characteristic of metals is what’s called electrolysis or galvanic reaction. All metals will go through this process if dissimilar metals are in contact with one another with moisture is present. (Note that moisture is pretty much always present, even in the desert.)
Dissimilar metals must be kept from contacting with one another. Moisture promotes this condition and slowly disintegrates the metals at their points of contact. The severity of corrosion depends on the metals. If we refer to a galvanic chart, the further away the metals are, the worse the corrosion will be.
Media Attributions
- “Statue of Liberty” by Dominique James is licensed under a CC BY 2.0 licence.
- “Spark Test Mild Steel” by Corvi is licensed under a CC BY-SA 3.0 licence.
- “Galvanic Series Chart” by BCcampus is licensed under a CC BY 4.0 licence. Based on a chart by Harrison McCampbell in “Separating Galvanic Materials” in the Journal of Light Construction.
A chemical compound formed by metal and oxygen. Oxides can forms on metals when they're exposed to oxygen.
Metals or alloys that contain 5% or more of iron. Steel and stainless steel are considered ferrous metals.
Metals or alloys that contain less than 5% iron and in most cases, contain no iron (i.e., aluminum, copper, zinc, and lead). Examples of non-ferrous alloys are bronze and brass.
The degree to which a metal can endure mechanical indentation or abrasion without deformation.
|
pressbooks
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2025-03-22T05:09:26.419035
|
07-28-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/materials/chapter/methods-of-identifying-metals/#chapter-24-section-3",
"book_url": "https://pressbooks.bccampus.ca/materials/front-matter/introduction/",
"title": "F-1 Materials",
"author": "Brian Coey",
"institution": "",
"subject": "Building construction and materials, Building skills and trades, Metals technology / metallurgy"
}
|
https://pressbooks.bccampus.ca/materials/chapter/methods-of-identifying-metals/#chapter-24-section-4
|
2 Methods of Identifying Metals
Appearance
There are several ways to identify metals, but the most common is the appearance. First check the colour, as well as its visual elements. Brass is yellow and smooth. Copper is reddish in colour and turns green when oxidized, like an old penny. Aluminum is silvery but not shiny, and when broken, it appears coarse grained. Cast iron can be either white or greyish. A broken section will appear very coarse, like grains of sand.
Weight
The weight of metals will also help in their identification. Aluminum is very light. Steel, stainless steel, cast iron, and zinc are heavier. Lead is very heavy.
Ferrous vs. Non-Ferrous
You may determine whether a metal is ferrous or non-ferrous by testing it with a magnet or spark test. Ferrous metals are attracted to a magnet, while non-ferrous metals are not. Stainless steel is the exception, it may or may not be attracted to a magnet, depending on its composition. And all ferrous metals will spark.
Hardness
You can also test the hardness of iron and steel with a file as follows:
| Type of steel | Resistance to filing |
|---|---|
| Low carbon mild steel | Low resistance, file bites easily into metal. |
| Medium carbon steel | Low resistance, file bites into metal, but more pressure needed. |
| High carbon steel | High resistance to file, can only be filed with great difficulty. |
| Tool steel | Very high resistance, can be filed but the metal is almost as hard as the file. |
| Hardened tool steel | Maximum resistance, cannot be filed, metal is harder than the file. |
Characteristics of Metals
Oxides
Some characteristics of metal are determined by their oxides. Oxides can change the appearance and effect the metal’s lasting characteristics, either protecting or destroying it. To “oxidize” is to combine an element with oxygen or convert an element into an oxide. For example, when carbon burns, it combines with oxygen to form either carbon dioxide or carbon monoxide. Oxides are formed on any metal when exposed to the oxygen in the air. For example, iron combines with the oxygen in the air to form an iron oxide commonly known as rust.
Here are some common metals and their oxides:
- Aluminum — Aluminum oxide: A very tough, clear oxide that forms almost instantly, making soldering and welding difficult.
- Copper — Patina (copper sulfate): A very tough, green oxide. May also form in other colours.
- Iron (steel) — Iron oxide (rust): An oxide that flakes off, exposing metal underneath, which will also rust and flake off.
- Lead — Lead oxide: A very tough gray/black oxide that must be removed by scraping in order to solder.
- Stainless Steel — Chromium oxide: A clear, tough oxide that quickly forms and protects the metal.
Electrolysis/Galvanic Reaction
Another characteristic of metals is what’s called electrolysis or galvanic reaction. All metals will go through this process if dissimilar metals are in contact with one another with moisture is present. (Note that moisture is pretty much always present, even in the desert.)
Dissimilar metals must be kept from contacting with one another. Moisture promotes this condition and slowly disintegrates the metals at their points of contact. The severity of corrosion depends on the metals. If we refer to a galvanic chart, the further away the metals are, the worse the corrosion will be.
Media Attributions
- “Statue of Liberty” by Dominique James is licensed under a CC BY 2.0 licence.
- “Spark Test Mild Steel” by Corvi is licensed under a CC BY-SA 3.0 licence.
- “Galvanic Series Chart” by BCcampus is licensed under a CC BY 4.0 licence. Based on a chart by Harrison McCampbell in “Separating Galvanic Materials” in the Journal of Light Construction.
A chemical compound formed by metal and oxygen. Oxides can forms on metals when they're exposed to oxygen.
Metals or alloys that contain 5% or more of iron. Steel and stainless steel are considered ferrous metals.
Metals or alloys that contain less than 5% iron and in most cases, contain no iron (i.e., aluminum, copper, zinc, and lead). Examples of non-ferrous alloys are bronze and brass.
The degree to which a metal can endure mechanical indentation or abrasion without deformation.
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pressbooks
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2025-03-22T05:09:26.432968
|
07-28-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/materials/chapter/methods-of-identifying-metals/#chapter-24-section-4",
"book_url": "https://pressbooks.bccampus.ca/materials/front-matter/introduction/",
"title": "F-1 Materials",
"author": "Brian Coey",
"institution": "",
"subject": "Building construction and materials, Building skills and trades, Metals technology / metallurgy"
}
|
https://pressbooks.bccampus.ca/materials/chapter/methods-of-identifying-metals/#chapter-24-section-5
|
2 Methods of Identifying Metals
Appearance
There are several ways to identify metals, but the most common is the appearance. First check the colour, as well as its visual elements. Brass is yellow and smooth. Copper is reddish in colour and turns green when oxidized, like an old penny. Aluminum is silvery but not shiny, and when broken, it appears coarse grained. Cast iron can be either white or greyish. A broken section will appear very coarse, like grains of sand.
Weight
The weight of metals will also help in their identification. Aluminum is very light. Steel, stainless steel, cast iron, and zinc are heavier. Lead is very heavy.
Ferrous vs. Non-Ferrous
You may determine whether a metal is ferrous or non-ferrous by testing it with a magnet or spark test. Ferrous metals are attracted to a magnet, while non-ferrous metals are not. Stainless steel is the exception, it may or may not be attracted to a magnet, depending on its composition. And all ferrous metals will spark.
Hardness
You can also test the hardness of iron and steel with a file as follows:
| Type of steel | Resistance to filing |
|---|---|
| Low carbon mild steel | Low resistance, file bites easily into metal. |
| Medium carbon steel | Low resistance, file bites into metal, but more pressure needed. |
| High carbon steel | High resistance to file, can only be filed with great difficulty. |
| Tool steel | Very high resistance, can be filed but the metal is almost as hard as the file. |
| Hardened tool steel | Maximum resistance, cannot be filed, metal is harder than the file. |
Characteristics of Metals
Oxides
Some characteristics of metal are determined by their oxides. Oxides can change the appearance and effect the metal’s lasting characteristics, either protecting or destroying it. To “oxidize” is to combine an element with oxygen or convert an element into an oxide. For example, when carbon burns, it combines with oxygen to form either carbon dioxide or carbon monoxide. Oxides are formed on any metal when exposed to the oxygen in the air. For example, iron combines with the oxygen in the air to form an iron oxide commonly known as rust.
Here are some common metals and their oxides:
- Aluminum — Aluminum oxide: A very tough, clear oxide that forms almost instantly, making soldering and welding difficult.
- Copper — Patina (copper sulfate): A very tough, green oxide. May also form in other colours.
- Iron (steel) — Iron oxide (rust): An oxide that flakes off, exposing metal underneath, which will also rust and flake off.
- Lead — Lead oxide: A very tough gray/black oxide that must be removed by scraping in order to solder.
- Stainless Steel — Chromium oxide: A clear, tough oxide that quickly forms and protects the metal.
Electrolysis/Galvanic Reaction
Another characteristic of metals is what’s called electrolysis or galvanic reaction. All metals will go through this process if dissimilar metals are in contact with one another with moisture is present. (Note that moisture is pretty much always present, even in the desert.)
Dissimilar metals must be kept from contacting with one another. Moisture promotes this condition and slowly disintegrates the metals at their points of contact. The severity of corrosion depends on the metals. If we refer to a galvanic chart, the further away the metals are, the worse the corrosion will be.
Media Attributions
- “Statue of Liberty” by Dominique James is licensed under a CC BY 2.0 licence.
- “Spark Test Mild Steel” by Corvi is licensed under a CC BY-SA 3.0 licence.
- “Galvanic Series Chart” by BCcampus is licensed under a CC BY 4.0 licence. Based on a chart by Harrison McCampbell in “Separating Galvanic Materials” in the Journal of Light Construction.
A chemical compound formed by metal and oxygen. Oxides can forms on metals when they're exposed to oxygen.
Metals or alloys that contain 5% or more of iron. Steel and stainless steel are considered ferrous metals.
Metals or alloys that contain less than 5% iron and in most cases, contain no iron (i.e., aluminum, copper, zinc, and lead). Examples of non-ferrous alloys are bronze and brass.
The degree to which a metal can endure mechanical indentation or abrasion without deformation.
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pressbooks
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2025-03-22T05:09:26.446850
|
07-28-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/materials/chapter/methods-of-identifying-metals/#chapter-24-section-5",
"book_url": "https://pressbooks.bccampus.ca/materials/front-matter/introduction/",
"title": "F-1 Materials",
"author": "Brian Coey",
"institution": "",
"subject": "Building construction and materials, Building skills and trades, Metals technology / metallurgy"
}
|
https://pressbooks.bccampus.ca/materials/chapter/sizing-of-sheet-metal/
|
3 Sizing of Sheet Metal
The thickness of sheet metal is referred to as gauge. In a gauge system, the smaller the number, the thicker the material. Gauge systems typically use only even numbers with a few exceptions, like 11Ga. Sheets can be measured easily with a sheet gauge.
Sheet gauges are specific to the type of metal being measured and all have a slight difference. A manufactures standard gauge (MSG) is used for bare steel, U.S. Stand gauge (USG) is used for stainless steel, a Galvanized Sheet Gauge (GSG) is used for any coated steel and a non-ferrous or Brown and Sharpe (B&S) is used on aluminum and other non-ferrous metals.
Some metals don’t use gauge system. Instead they use weight. Copper and brass use ounces per square foot (oz/sq ft). Lead uses pounds per square foot (lbs/sq ft).
Because of so many different ways to measure sheet metal, today it is common to use decimals of an inch to size all metals. The use of decimals can eliminate some of the errors caused by using an incorrect sheet gauge.
Micrometers or caliper are how we measure such small thicknesses.
Metals or alloys that contain less than 5% iron and in most cases, contain no iron (i.e., aluminum, copper, zinc, and lead). Examples of non-ferrous alloys are bronze and brass.
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pressbooks
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2025-03-22T05:09:26.455634
|
07-28-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/materials/chapter/sizing-of-sheet-metal/",
"book_url": "https://pressbooks.bccampus.ca/materials/front-matter/introduction/",
"title": "F-1 Materials",
"author": "Brian Coey",
"institution": "",
"subject": "Building construction and materials, Building skills and trades, Metals technology / metallurgy"
}
|
https://pressbooks.bccampus.ca/materials/chapter/sheet-plate-and-shapes/
|
4 Sheet, Plate and Shapes
Sheet Metal
Sheet metal is formed in a long continuous roll or is cut into individual sheets of various dimensions.
The sheets are formed in a rolling mill where the almost white-hot slabs of steel are passed through a succession of rollers. Each pair of rollers is set slightly closer to each other than the previous pair. The metal is squeezed thinner as it passes through each pair of rollers. Rolling continues until the metal is the desired thickness or gauge.
Sheet metal may be made from many different metals, including steel, aluminum, copper or brass. It may be rolled hot or cold, depending on the properties desired. For cold rolling, the metal is rolled hot at first, then cooled before the final rolling processes. Cold rolling increases the strength and hardness of the metal by work hardening, as well as producing a more accurate thickness than hot rolling.
Sheet metal may be used for roof covering, heating and cooling ducts, door cladding and work surfaces on benches. Sheet metal is widely used in the manufacturing of simple items such as instrument panels, as well as more complex items such as automobile bodies and engine covers. When sheet steel requires protection from corrosion it is usually galvanized (coated with zinc).
Sheet goods are commonly be stored in horizontal racks. However, storing sheets this way requires quite a bit of floor space and may lead to surface damage as the sheets are dragged from the pile. Sheet metal can also be stored on edge, in racks that permit you to tilt each sheet to expose both faces. The rack should allow you to lift or slide out any sheet you choose. Lifting light sheets may be done by hand, but clamps and an overhead crane or forklift should be used if the sheets are too heavy.
If sheet metal is supplied in rolls, it should be stored mounted on its horizontal axle to permit the desired amount to be removed. Avoid storing rolls on end, as this makes unrolling difficult.
Almost all types of metals are subject to corrosion. Even stainless steel or galvanized metal will show discolouration and corrosion if allowed to sit in water. One of the prime concerns with storing ferrous metals is to prevent moisture accumulation. If storing ferrous metals on racks outdoors, a light coating of oil can temporarily protect the metal from rusting. This is usually done from the factory.
Specialty Sheets
Perforated Sheet Metal
Perforated sheet metal is sheets of metal that have holes or shapes punched into it. Most commonly, a series of round holes in a specific pattern are used. Perforated sheets can be used for many applications such as decorative panels, screens/filters, or in duct work for sound attenuation.
Expanded Metal
Expanded metal is sheet material which has been slit in a particular pattern and then stretched. It can be either flat or profiled. It is seen commonly for stair treads, walkways and fan housings. It can be very sharp and caution should be taken with handling expanded metal.
Attention must be taken when shearing perforated and expanded metal as small pieces may stick to shear blades. These must be cleaned off with extreme caution and the machine must be “locked-out” before doing so. It is a good idea to block the upper blade with wood so it is impossible for it to come down.
Plate
Metal is also available in a form known as plate. Plate is similar to sheet metal, but thicker. Sheets of metal are considered plate if they are at least [latex]\frac{3}{16}″[/latex] thick. Like sheet metal, plate is available in sheets of various widths and lengths.
Plate is formed by the same rolling process as sheet. Hot-rolled steel plate has a dark blue, scaly surface, while cold-rolled steel plate is smoother and has a sheen. Plate is used in heavy industry and manufacturing. It is used for equipment manufacturing, truck decks and general fabrication.
Solid Stock-Round and Flat Bar
Many different shapes are available as solid stock. Round bar and flat bar are the most common and available in many different metals. Most are available in lengths up to 2′. Small diameter round bar is commonly referred to as rod.
Flat bar is similar to plate except it is never wider than 6″. Flat bar is available either hot rolled or cold rolled.
Solid stock is used in a wide range of manufacturing and construction processes such as shafts and brackets.
They should be stored in horizontal racks to prevent the round bar from rolling. Sometimes the sides of the racks are marked off at 1′ intervals to allow for quick identification of each item’s length. Stock of different sizes and metal types should not be stored in the same rack. Once the lengths are too short, stand them vertically in racks. This method of storage permits quick and easy selection of required lengths.
Structural Shapes
Structural metal shapes can be extremely heavy and have potential to cause serious injury. Always make sure that you wear the appropriate safety equipment. Protect your hands by wearing gloves and always keep your hands out of areas where they could be pinched by shifting material. Never attempt to lift structural shapes by hand, always use proper lifting devices and correct rigging practices.
Storage of these structural shapes depends on their size and how long they must be stored. Large sections may be too cumbersome to (replace picture) place in racks. It is just as convenient to store large sections of I-beams and channel on dunnage (wood blocking) on the floor.
Smaller sections can be stored in horizontal or vertical racks in much the same way as flat bar stock. Care should be taken to nest one section into another to prevent any shifting of the stock during removal.
Angle
Angle-shaped metal is also available in many different metals, including steel, aluminum, and wrought iron. The shape is used in manufacturing and fabricating and is more rigid than round or flat bar. Angle may be ordered in a variety of leg dimensions and lengths.
Channel
Channel is available in many different materials and various dimensions and lengths. Channel is used extensively in construction and manufacturing.
I-beam
The I-beam shape is a structural shape used mostly in large steel structures such as buildings.
The shape provides rigidity in two directions while keeping weight to a minimum. Structural shapes include standard I-beam and wide flange I-beam.
Pipe and Tubing
Pipe and tubing are commonly referred to as the same, but they are not. They are similar in the sense that they are hollow shapes, but it is in the shape and the way they are sized which makes them different. Tubing is measured “outside” and pipe is measured “inside.” As well, pipe is always round and tubing is available in different shapes, such as round, square or oval.
Tubing is available made from many different materials in different wall thickness. It is commonly used for such items as handrails and table legs. Tubing is always measured to an accurate outside dimension.
Pipe is commonly available in steel and aluminum. It is measured by a “nominal” inside dimension. Like lumber, a 2×4, which actually measures [latex]1\frac{1}{2}″\times3\frac{1}{2}″[/latex], pipe doesn’t necessarily measure exactly what you think it will. We must refer to a chart to get the true measurements. The thickness of pipe is referred to as “schedule.” Pipe has many uses such as structural components, like roll cages.
Storage of Metals and Metal Shapes
The purpose in storing any product is to:
- Provide easy access to materials
- Provide easy identification of materials
- Protect the products from damage
- Protect personnel from injury by materials
- Facilitate inventory of stock
- Protect the finish of the product
- Prevent theft
- Prevent loss
Depending on the type and shape of metal, different storage practices may be followed to achieve the above goals.
Media Attributions
- “Steel Coils” by Arosset is licensed under a CC BY-SA 4.0 licence.
- “Perforated Sheet Metal” by rkit is licensed under a Pixabay licence.
- “Expanded Metal” is CC0 public domain.
- “Steel Bar” by Tudor Barker is licensed under a CC BY-NC-SA 2.0 licence.
- “Angle-shaped metal” is CC0 public domain.
- “Steel Channel” by justincobb1 is licensed under a Pixabay licence.
- “I-beam raw material at WP Welding” by W.carter is CC0 public domain.
- “Geometric Stairs” is CC0 public domain.
- “Pipe” is CC0 public domain.
The strength different materials display when placed under tension. In the imperial system, tensile strength is measured in pounds per square inch (PSI).
The degree to which a metal can endure mechanical indentation or abrasion without deformation.
A process of hardening a material by means of forming. Bending or rolling done without heating will harden the material. The degree of hardening depends on the process and material. Each time we form a piece of metal, it becomes "work hardened" or "strain hardened" in the area of the forming.
|
pressbooks
|
2025-03-22T05:09:26.474031
|
07-28-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/materials/chapter/sheet-plate-and-shapes/",
"book_url": "https://pressbooks.bccampus.ca/materials/front-matter/introduction/",
"title": "F-1 Materials",
"author": "Brian Coey",
"institution": "",
"subject": "Building construction and materials, Building skills and trades, Metals technology / metallurgy"
}
|
https://pressbooks.bccampus.ca/materials/chapter/sheet-plate-and-shapes/#chapter-28-section-1
|
4 Sheet, Plate and Shapes
Sheet Metal
Sheet metal is formed in a long continuous roll or is cut into individual sheets of various dimensions.
The sheets are formed in a rolling mill where the almost white-hot slabs of steel are passed through a succession of rollers. Each pair of rollers is set slightly closer to each other than the previous pair. The metal is squeezed thinner as it passes through each pair of rollers. Rolling continues until the metal is the desired thickness or gauge.
Sheet metal may be made from many different metals, including steel, aluminum, copper or brass. It may be rolled hot or cold, depending on the properties desired. For cold rolling, the metal is rolled hot at first, then cooled before the final rolling processes. Cold rolling increases the strength and hardness of the metal by work hardening, as well as producing a more accurate thickness than hot rolling.
Sheet metal may be used for roof covering, heating and cooling ducts, door cladding and work surfaces on benches. Sheet metal is widely used in the manufacturing of simple items such as instrument panels, as well as more complex items such as automobile bodies and engine covers. When sheet steel requires protection from corrosion it is usually galvanized (coated with zinc).
Sheet goods are commonly be stored in horizontal racks. However, storing sheets this way requires quite a bit of floor space and may lead to surface damage as the sheets are dragged from the pile. Sheet metal can also be stored on edge, in racks that permit you to tilt each sheet to expose both faces. The rack should allow you to lift or slide out any sheet you choose. Lifting light sheets may be done by hand, but clamps and an overhead crane or forklift should be used if the sheets are too heavy.
If sheet metal is supplied in rolls, it should be stored mounted on its horizontal axle to permit the desired amount to be removed. Avoid storing rolls on end, as this makes unrolling difficult.
Almost all types of metals are subject to corrosion. Even stainless steel or galvanized metal will show discolouration and corrosion if allowed to sit in water. One of the prime concerns with storing ferrous metals is to prevent moisture accumulation. If storing ferrous metals on racks outdoors, a light coating of oil can temporarily protect the metal from rusting. This is usually done from the factory.
Specialty Sheets
Perforated Sheet Metal
Perforated sheet metal is sheets of metal that have holes or shapes punched into it. Most commonly, a series of round holes in a specific pattern are used. Perforated sheets can be used for many applications such as decorative panels, screens/filters, or in duct work for sound attenuation.
Expanded Metal
Expanded metal is sheet material which has been slit in a particular pattern and then stretched. It can be either flat or profiled. It is seen commonly for stair treads, walkways and fan housings. It can be very sharp and caution should be taken with handling expanded metal.
Attention must be taken when shearing perforated and expanded metal as small pieces may stick to shear blades. These must be cleaned off with extreme caution and the machine must be “locked-out” before doing so. It is a good idea to block the upper blade with wood so it is impossible for it to come down.
Plate
Metal is also available in a form known as plate. Plate is similar to sheet metal, but thicker. Sheets of metal are considered plate if they are at least [latex]\frac{3}{16}″[/latex] thick. Like sheet metal, plate is available in sheets of various widths and lengths.
Plate is formed by the same rolling process as sheet. Hot-rolled steel plate has a dark blue, scaly surface, while cold-rolled steel plate is smoother and has a sheen. Plate is used in heavy industry and manufacturing. It is used for equipment manufacturing, truck decks and general fabrication.
Solid Stock-Round and Flat Bar
Many different shapes are available as solid stock. Round bar and flat bar are the most common and available in many different metals. Most are available in lengths up to 2′. Small diameter round bar is commonly referred to as rod.
Flat bar is similar to plate except it is never wider than 6″. Flat bar is available either hot rolled or cold rolled.
Solid stock is used in a wide range of manufacturing and construction processes such as shafts and brackets.
They should be stored in horizontal racks to prevent the round bar from rolling. Sometimes the sides of the racks are marked off at 1′ intervals to allow for quick identification of each item’s length. Stock of different sizes and metal types should not be stored in the same rack. Once the lengths are too short, stand them vertically in racks. This method of storage permits quick and easy selection of required lengths.
Structural Shapes
Structural metal shapes can be extremely heavy and have potential to cause serious injury. Always make sure that you wear the appropriate safety equipment. Protect your hands by wearing gloves and always keep your hands out of areas where they could be pinched by shifting material. Never attempt to lift structural shapes by hand, always use proper lifting devices and correct rigging practices.
Storage of these structural shapes depends on their size and how long they must be stored. Large sections may be too cumbersome to (replace picture) place in racks. It is just as convenient to store large sections of I-beams and channel on dunnage (wood blocking) on the floor.
Smaller sections can be stored in horizontal or vertical racks in much the same way as flat bar stock. Care should be taken to nest one section into another to prevent any shifting of the stock during removal.
Angle
Angle-shaped metal is also available in many different metals, including steel, aluminum, and wrought iron. The shape is used in manufacturing and fabricating and is more rigid than round or flat bar. Angle may be ordered in a variety of leg dimensions and lengths.
Channel
Channel is available in many different materials and various dimensions and lengths. Channel is used extensively in construction and manufacturing.
I-beam
The I-beam shape is a structural shape used mostly in large steel structures such as buildings.
The shape provides rigidity in two directions while keeping weight to a minimum. Structural shapes include standard I-beam and wide flange I-beam.
Pipe and Tubing
Pipe and tubing are commonly referred to as the same, but they are not. They are similar in the sense that they are hollow shapes, but it is in the shape and the way they are sized which makes them different. Tubing is measured “outside” and pipe is measured “inside.” As well, pipe is always round and tubing is available in different shapes, such as round, square or oval.
Tubing is available made from many different materials in different wall thickness. It is commonly used for such items as handrails and table legs. Tubing is always measured to an accurate outside dimension.
Pipe is commonly available in steel and aluminum. It is measured by a “nominal” inside dimension. Like lumber, a 2×4, which actually measures [latex]1\frac{1}{2}″\times3\frac{1}{2}″[/latex], pipe doesn’t necessarily measure exactly what you think it will. We must refer to a chart to get the true measurements. The thickness of pipe is referred to as “schedule.” Pipe has many uses such as structural components, like roll cages.
Storage of Metals and Metal Shapes
The purpose in storing any product is to:
- Provide easy access to materials
- Provide easy identification of materials
- Protect the products from damage
- Protect personnel from injury by materials
- Facilitate inventory of stock
- Protect the finish of the product
- Prevent theft
- Prevent loss
Depending on the type and shape of metal, different storage practices may be followed to achieve the above goals.
Media Attributions
- “Steel Coils” by Arosset is licensed under a CC BY-SA 4.0 licence.
- “Perforated Sheet Metal” by rkit is licensed under a Pixabay licence.
- “Expanded Metal” is CC0 public domain.
- “Steel Bar” by Tudor Barker is licensed under a CC BY-NC-SA 2.0 licence.
- “Angle-shaped metal” is CC0 public domain.
- “Steel Channel” by justincobb1 is licensed under a Pixabay licence.
- “I-beam raw material at WP Welding” by W.carter is CC0 public domain.
- “Geometric Stairs” is CC0 public domain.
- “Pipe” is CC0 public domain.
The strength different materials display when placed under tension. In the imperial system, tensile strength is measured in pounds per square inch (PSI).
The degree to which a metal can endure mechanical indentation or abrasion without deformation.
A process of hardening a material by means of forming. Bending or rolling done without heating will harden the material. The degree of hardening depends on the process and material. Each time we form a piece of metal, it becomes "work hardened" or "strain hardened" in the area of the forming.
|
pressbooks
|
2025-03-22T05:09:26.491098
|
07-28-2023
|
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"url": "https://pressbooks.bccampus.ca/materials/chapter/sheet-plate-and-shapes/#chapter-28-section-1",
"book_url": "https://pressbooks.bccampus.ca/materials/front-matter/introduction/",
"title": "F-1 Materials",
"author": "Brian Coey",
"institution": "",
"subject": "Building construction and materials, Building skills and trades, Metals technology / metallurgy"
}
|
https://pressbooks.bccampus.ca/materials/chapter/sheet-plate-and-shapes/#chapter-28-section-2
|
4 Sheet, Plate and Shapes
Sheet Metal
Sheet metal is formed in a long continuous roll or is cut into individual sheets of various dimensions.
The sheets are formed in a rolling mill where the almost white-hot slabs of steel are passed through a succession of rollers. Each pair of rollers is set slightly closer to each other than the previous pair. The metal is squeezed thinner as it passes through each pair of rollers. Rolling continues until the metal is the desired thickness or gauge.
Sheet metal may be made from many different metals, including steel, aluminum, copper or brass. It may be rolled hot or cold, depending on the properties desired. For cold rolling, the metal is rolled hot at first, then cooled before the final rolling processes. Cold rolling increases the strength and hardness of the metal by work hardening, as well as producing a more accurate thickness than hot rolling.
Sheet metal may be used for roof covering, heating and cooling ducts, door cladding and work surfaces on benches. Sheet metal is widely used in the manufacturing of simple items such as instrument panels, as well as more complex items such as automobile bodies and engine covers. When sheet steel requires protection from corrosion it is usually galvanized (coated with zinc).
Sheet goods are commonly be stored in horizontal racks. However, storing sheets this way requires quite a bit of floor space and may lead to surface damage as the sheets are dragged from the pile. Sheet metal can also be stored on edge, in racks that permit you to tilt each sheet to expose both faces. The rack should allow you to lift or slide out any sheet you choose. Lifting light sheets may be done by hand, but clamps and an overhead crane or forklift should be used if the sheets are too heavy.
If sheet metal is supplied in rolls, it should be stored mounted on its horizontal axle to permit the desired amount to be removed. Avoid storing rolls on end, as this makes unrolling difficult.
Almost all types of metals are subject to corrosion. Even stainless steel or galvanized metal will show discolouration and corrosion if allowed to sit in water. One of the prime concerns with storing ferrous metals is to prevent moisture accumulation. If storing ferrous metals on racks outdoors, a light coating of oil can temporarily protect the metal from rusting. This is usually done from the factory.
Specialty Sheets
Perforated Sheet Metal
Perforated sheet metal is sheets of metal that have holes or shapes punched into it. Most commonly, a series of round holes in a specific pattern are used. Perforated sheets can be used for many applications such as decorative panels, screens/filters, or in duct work for sound attenuation.
Expanded Metal
Expanded metal is sheet material which has been slit in a particular pattern and then stretched. It can be either flat or profiled. It is seen commonly for stair treads, walkways and fan housings. It can be very sharp and caution should be taken with handling expanded metal.
Attention must be taken when shearing perforated and expanded metal as small pieces may stick to shear blades. These must be cleaned off with extreme caution and the machine must be “locked-out” before doing so. It is a good idea to block the upper blade with wood so it is impossible for it to come down.
Plate
Metal is also available in a form known as plate. Plate is similar to sheet metal, but thicker. Sheets of metal are considered plate if they are at least [latex]\frac{3}{16}″[/latex] thick. Like sheet metal, plate is available in sheets of various widths and lengths.
Plate is formed by the same rolling process as sheet. Hot-rolled steel plate has a dark blue, scaly surface, while cold-rolled steel plate is smoother and has a sheen. Plate is used in heavy industry and manufacturing. It is used for equipment manufacturing, truck decks and general fabrication.
Solid Stock-Round and Flat Bar
Many different shapes are available as solid stock. Round bar and flat bar are the most common and available in many different metals. Most are available in lengths up to 2′. Small diameter round bar is commonly referred to as rod.
Flat bar is similar to plate except it is never wider than 6″. Flat bar is available either hot rolled or cold rolled.
Solid stock is used in a wide range of manufacturing and construction processes such as shafts and brackets.
They should be stored in horizontal racks to prevent the round bar from rolling. Sometimes the sides of the racks are marked off at 1′ intervals to allow for quick identification of each item’s length. Stock of different sizes and metal types should not be stored in the same rack. Once the lengths are too short, stand them vertically in racks. This method of storage permits quick and easy selection of required lengths.
Structural Shapes
Structural metal shapes can be extremely heavy and have potential to cause serious injury. Always make sure that you wear the appropriate safety equipment. Protect your hands by wearing gloves and always keep your hands out of areas where they could be pinched by shifting material. Never attempt to lift structural shapes by hand, always use proper lifting devices and correct rigging practices.
Storage of these structural shapes depends on their size and how long they must be stored. Large sections may be too cumbersome to (replace picture) place in racks. It is just as convenient to store large sections of I-beams and channel on dunnage (wood blocking) on the floor.
Smaller sections can be stored in horizontal or vertical racks in much the same way as flat bar stock. Care should be taken to nest one section into another to prevent any shifting of the stock during removal.
Angle
Angle-shaped metal is also available in many different metals, including steel, aluminum, and wrought iron. The shape is used in manufacturing and fabricating and is more rigid than round or flat bar. Angle may be ordered in a variety of leg dimensions and lengths.
Channel
Channel is available in many different materials and various dimensions and lengths. Channel is used extensively in construction and manufacturing.
I-beam
The I-beam shape is a structural shape used mostly in large steel structures such as buildings.
The shape provides rigidity in two directions while keeping weight to a minimum. Structural shapes include standard I-beam and wide flange I-beam.
Pipe and Tubing
Pipe and tubing are commonly referred to as the same, but they are not. They are similar in the sense that they are hollow shapes, but it is in the shape and the way they are sized which makes them different. Tubing is measured “outside” and pipe is measured “inside.” As well, pipe is always round and tubing is available in different shapes, such as round, square or oval.
Tubing is available made from many different materials in different wall thickness. It is commonly used for such items as handrails and table legs. Tubing is always measured to an accurate outside dimension.
Pipe is commonly available in steel and aluminum. It is measured by a “nominal” inside dimension. Like lumber, a 2×4, which actually measures [latex]1\frac{1}{2}″\times3\frac{1}{2}″[/latex], pipe doesn’t necessarily measure exactly what you think it will. We must refer to a chart to get the true measurements. The thickness of pipe is referred to as “schedule.” Pipe has many uses such as structural components, like roll cages.
Storage of Metals and Metal Shapes
The purpose in storing any product is to:
- Provide easy access to materials
- Provide easy identification of materials
- Protect the products from damage
- Protect personnel from injury by materials
- Facilitate inventory of stock
- Protect the finish of the product
- Prevent theft
- Prevent loss
Depending on the type and shape of metal, different storage practices may be followed to achieve the above goals.
Media Attributions
- “Steel Coils” by Arosset is licensed under a CC BY-SA 4.0 licence.
- “Perforated Sheet Metal” by rkit is licensed under a Pixabay licence.
- “Expanded Metal” is CC0 public domain.
- “Steel Bar” by Tudor Barker is licensed under a CC BY-NC-SA 2.0 licence.
- “Angle-shaped metal” is CC0 public domain.
- “Steel Channel” by justincobb1 is licensed under a Pixabay licence.
- “I-beam raw material at WP Welding” by W.carter is CC0 public domain.
- “Geometric Stairs” is CC0 public domain.
- “Pipe” is CC0 public domain.
The strength different materials display when placed under tension. In the imperial system, tensile strength is measured in pounds per square inch (PSI).
The degree to which a metal can endure mechanical indentation or abrasion without deformation.
A process of hardening a material by means of forming. Bending or rolling done without heating will harden the material. The degree of hardening depends on the process and material. Each time we form a piece of metal, it becomes "work hardened" or "strain hardened" in the area of the forming.
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pressbooks
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2025-03-22T05:09:26.507134
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07-28-2023
|
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"url": "https://pressbooks.bccampus.ca/materials/chapter/sheet-plate-and-shapes/#chapter-28-section-2",
"book_url": "https://pressbooks.bccampus.ca/materials/front-matter/introduction/",
"title": "F-1 Materials",
"author": "Brian Coey",
"institution": "",
"subject": "Building construction and materials, Building skills and trades, Metals technology / metallurgy"
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|
https://pressbooks.bccampus.ca/materials/chapter/sheet-plate-and-shapes/#chapter-28-section-3
|
4 Sheet, Plate and Shapes
Sheet Metal
Sheet metal is formed in a long continuous roll or is cut into individual sheets of various dimensions.
The sheets are formed in a rolling mill where the almost white-hot slabs of steel are passed through a succession of rollers. Each pair of rollers is set slightly closer to each other than the previous pair. The metal is squeezed thinner as it passes through each pair of rollers. Rolling continues until the metal is the desired thickness or gauge.
Sheet metal may be made from many different metals, including steel, aluminum, copper or brass. It may be rolled hot or cold, depending on the properties desired. For cold rolling, the metal is rolled hot at first, then cooled before the final rolling processes. Cold rolling increases the strength and hardness of the metal by work hardening, as well as producing a more accurate thickness than hot rolling.
Sheet metal may be used for roof covering, heating and cooling ducts, door cladding and work surfaces on benches. Sheet metal is widely used in the manufacturing of simple items such as instrument panels, as well as more complex items such as automobile bodies and engine covers. When sheet steel requires protection from corrosion it is usually galvanized (coated with zinc).
Sheet goods are commonly be stored in horizontal racks. However, storing sheets this way requires quite a bit of floor space and may lead to surface damage as the sheets are dragged from the pile. Sheet metal can also be stored on edge, in racks that permit you to tilt each sheet to expose both faces. The rack should allow you to lift or slide out any sheet you choose. Lifting light sheets may be done by hand, but clamps and an overhead crane or forklift should be used if the sheets are too heavy.
If sheet metal is supplied in rolls, it should be stored mounted on its horizontal axle to permit the desired amount to be removed. Avoid storing rolls on end, as this makes unrolling difficult.
Almost all types of metals are subject to corrosion. Even stainless steel or galvanized metal will show discolouration and corrosion if allowed to sit in water. One of the prime concerns with storing ferrous metals is to prevent moisture accumulation. If storing ferrous metals on racks outdoors, a light coating of oil can temporarily protect the metal from rusting. This is usually done from the factory.
Specialty Sheets
Perforated Sheet Metal
Perforated sheet metal is sheets of metal that have holes or shapes punched into it. Most commonly, a series of round holes in a specific pattern are used. Perforated sheets can be used for many applications such as decorative panels, screens/filters, or in duct work for sound attenuation.
Expanded Metal
Expanded metal is sheet material which has been slit in a particular pattern and then stretched. It can be either flat or profiled. It is seen commonly for stair treads, walkways and fan housings. It can be very sharp and caution should be taken with handling expanded metal.
Attention must be taken when shearing perforated and expanded metal as small pieces may stick to shear blades. These must be cleaned off with extreme caution and the machine must be “locked-out” before doing so. It is a good idea to block the upper blade with wood so it is impossible for it to come down.
Plate
Metal is also available in a form known as plate. Plate is similar to sheet metal, but thicker. Sheets of metal are considered plate if they are at least [latex]\frac{3}{16}″[/latex] thick. Like sheet metal, plate is available in sheets of various widths and lengths.
Plate is formed by the same rolling process as sheet. Hot-rolled steel plate has a dark blue, scaly surface, while cold-rolled steel plate is smoother and has a sheen. Plate is used in heavy industry and manufacturing. It is used for equipment manufacturing, truck decks and general fabrication.
Solid Stock-Round and Flat Bar
Many different shapes are available as solid stock. Round bar and flat bar are the most common and available in many different metals. Most are available in lengths up to 2′. Small diameter round bar is commonly referred to as rod.
Flat bar is similar to plate except it is never wider than 6″. Flat bar is available either hot rolled or cold rolled.
Solid stock is used in a wide range of manufacturing and construction processes such as shafts and brackets.
They should be stored in horizontal racks to prevent the round bar from rolling. Sometimes the sides of the racks are marked off at 1′ intervals to allow for quick identification of each item’s length. Stock of different sizes and metal types should not be stored in the same rack. Once the lengths are too short, stand them vertically in racks. This method of storage permits quick and easy selection of required lengths.
Structural Shapes
Structural metal shapes can be extremely heavy and have potential to cause serious injury. Always make sure that you wear the appropriate safety equipment. Protect your hands by wearing gloves and always keep your hands out of areas where they could be pinched by shifting material. Never attempt to lift structural shapes by hand, always use proper lifting devices and correct rigging practices.
Storage of these structural shapes depends on their size and how long they must be stored. Large sections may be too cumbersome to (replace picture) place in racks. It is just as convenient to store large sections of I-beams and channel on dunnage (wood blocking) on the floor.
Smaller sections can be stored in horizontal or vertical racks in much the same way as flat bar stock. Care should be taken to nest one section into another to prevent any shifting of the stock during removal.
Angle
Angle-shaped metal is also available in many different metals, including steel, aluminum, and wrought iron. The shape is used in manufacturing and fabricating and is more rigid than round or flat bar. Angle may be ordered in a variety of leg dimensions and lengths.
Channel
Channel is available in many different materials and various dimensions and lengths. Channel is used extensively in construction and manufacturing.
I-beam
The I-beam shape is a structural shape used mostly in large steel structures such as buildings.
The shape provides rigidity in two directions while keeping weight to a minimum. Structural shapes include standard I-beam and wide flange I-beam.
Pipe and Tubing
Pipe and tubing are commonly referred to as the same, but they are not. They are similar in the sense that they are hollow shapes, but it is in the shape and the way they are sized which makes them different. Tubing is measured “outside” and pipe is measured “inside.” As well, pipe is always round and tubing is available in different shapes, such as round, square or oval.
Tubing is available made from many different materials in different wall thickness. It is commonly used for such items as handrails and table legs. Tubing is always measured to an accurate outside dimension.
Pipe is commonly available in steel and aluminum. It is measured by a “nominal” inside dimension. Like lumber, a 2×4, which actually measures [latex]1\frac{1}{2}″\times3\frac{1}{2}″[/latex], pipe doesn’t necessarily measure exactly what you think it will. We must refer to a chart to get the true measurements. The thickness of pipe is referred to as “schedule.” Pipe has many uses such as structural components, like roll cages.
Storage of Metals and Metal Shapes
The purpose in storing any product is to:
- Provide easy access to materials
- Provide easy identification of materials
- Protect the products from damage
- Protect personnel from injury by materials
- Facilitate inventory of stock
- Protect the finish of the product
- Prevent theft
- Prevent loss
Depending on the type and shape of metal, different storage practices may be followed to achieve the above goals.
Media Attributions
- “Steel Coils” by Arosset is licensed under a CC BY-SA 4.0 licence.
- “Perforated Sheet Metal” by rkit is licensed under a Pixabay licence.
- “Expanded Metal” is CC0 public domain.
- “Steel Bar” by Tudor Barker is licensed under a CC BY-NC-SA 2.0 licence.
- “Angle-shaped metal” is CC0 public domain.
- “Steel Channel” by justincobb1 is licensed under a Pixabay licence.
- “I-beam raw material at WP Welding” by W.carter is CC0 public domain.
- “Geometric Stairs” is CC0 public domain.
- “Pipe” is CC0 public domain.
The strength different materials display when placed under tension. In the imperial system, tensile strength is measured in pounds per square inch (PSI).
The degree to which a metal can endure mechanical indentation or abrasion without deformation.
A process of hardening a material by means of forming. Bending or rolling done without heating will harden the material. The degree of hardening depends on the process and material. Each time we form a piece of metal, it becomes "work hardened" or "strain hardened" in the area of the forming.
|
pressbooks
|
2025-03-22T05:09:26.523075
|
07-28-2023
|
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"url": "https://pressbooks.bccampus.ca/materials/chapter/sheet-plate-and-shapes/#chapter-28-section-3",
"book_url": "https://pressbooks.bccampus.ca/materials/front-matter/introduction/",
"title": "F-1 Materials",
"author": "Brian Coey",
"institution": "",
"subject": "Building construction and materials, Building skills and trades, Metals technology / metallurgy"
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|
https://pressbooks.bccampus.ca/materials/chapter/sheet-plate-and-shapes/#chapter-28-section-4
|
4 Sheet, Plate and Shapes
Sheet Metal
Sheet metal is formed in a long continuous roll or is cut into individual sheets of various dimensions.
The sheets are formed in a rolling mill where the almost white-hot slabs of steel are passed through a succession of rollers. Each pair of rollers is set slightly closer to each other than the previous pair. The metal is squeezed thinner as it passes through each pair of rollers. Rolling continues until the metal is the desired thickness or gauge.
Sheet metal may be made from many different metals, including steel, aluminum, copper or brass. It may be rolled hot or cold, depending on the properties desired. For cold rolling, the metal is rolled hot at first, then cooled before the final rolling processes. Cold rolling increases the strength and hardness of the metal by work hardening, as well as producing a more accurate thickness than hot rolling.
Sheet metal may be used for roof covering, heating and cooling ducts, door cladding and work surfaces on benches. Sheet metal is widely used in the manufacturing of simple items such as instrument panels, as well as more complex items such as automobile bodies and engine covers. When sheet steel requires protection from corrosion it is usually galvanized (coated with zinc).
Sheet goods are commonly be stored in horizontal racks. However, storing sheets this way requires quite a bit of floor space and may lead to surface damage as the sheets are dragged from the pile. Sheet metal can also be stored on edge, in racks that permit you to tilt each sheet to expose both faces. The rack should allow you to lift or slide out any sheet you choose. Lifting light sheets may be done by hand, but clamps and an overhead crane or forklift should be used if the sheets are too heavy.
If sheet metal is supplied in rolls, it should be stored mounted on its horizontal axle to permit the desired amount to be removed. Avoid storing rolls on end, as this makes unrolling difficult.
Almost all types of metals are subject to corrosion. Even stainless steel or galvanized metal will show discolouration and corrosion if allowed to sit in water. One of the prime concerns with storing ferrous metals is to prevent moisture accumulation. If storing ferrous metals on racks outdoors, a light coating of oil can temporarily protect the metal from rusting. This is usually done from the factory.
Specialty Sheets
Perforated Sheet Metal
Perforated sheet metal is sheets of metal that have holes or shapes punched into it. Most commonly, a series of round holes in a specific pattern are used. Perforated sheets can be used for many applications such as decorative panels, screens/filters, or in duct work for sound attenuation.
Expanded Metal
Expanded metal is sheet material which has been slit in a particular pattern and then stretched. It can be either flat or profiled. It is seen commonly for stair treads, walkways and fan housings. It can be very sharp and caution should be taken with handling expanded metal.
Attention must be taken when shearing perforated and expanded metal as small pieces may stick to shear blades. These must be cleaned off with extreme caution and the machine must be “locked-out” before doing so. It is a good idea to block the upper blade with wood so it is impossible for it to come down.
Plate
Metal is also available in a form known as plate. Plate is similar to sheet metal, but thicker. Sheets of metal are considered plate if they are at least [latex]\frac{3}{16}″[/latex] thick. Like sheet metal, plate is available in sheets of various widths and lengths.
Plate is formed by the same rolling process as sheet. Hot-rolled steel plate has a dark blue, scaly surface, while cold-rolled steel plate is smoother and has a sheen. Plate is used in heavy industry and manufacturing. It is used for equipment manufacturing, truck decks and general fabrication.
Solid Stock-Round and Flat Bar
Many different shapes are available as solid stock. Round bar and flat bar are the most common and available in many different metals. Most are available in lengths up to 2′. Small diameter round bar is commonly referred to as rod.
Flat bar is similar to plate except it is never wider than 6″. Flat bar is available either hot rolled or cold rolled.
Solid stock is used in a wide range of manufacturing and construction processes such as shafts and brackets.
They should be stored in horizontal racks to prevent the round bar from rolling. Sometimes the sides of the racks are marked off at 1′ intervals to allow for quick identification of each item’s length. Stock of different sizes and metal types should not be stored in the same rack. Once the lengths are too short, stand them vertically in racks. This method of storage permits quick and easy selection of required lengths.
Structural Shapes
Structural metal shapes can be extremely heavy and have potential to cause serious injury. Always make sure that you wear the appropriate safety equipment. Protect your hands by wearing gloves and always keep your hands out of areas where they could be pinched by shifting material. Never attempt to lift structural shapes by hand, always use proper lifting devices and correct rigging practices.
Storage of these structural shapes depends on their size and how long they must be stored. Large sections may be too cumbersome to (replace picture) place in racks. It is just as convenient to store large sections of I-beams and channel on dunnage (wood blocking) on the floor.
Smaller sections can be stored in horizontal or vertical racks in much the same way as flat bar stock. Care should be taken to nest one section into another to prevent any shifting of the stock during removal.
Angle
Angle-shaped metal is also available in many different metals, including steel, aluminum, and wrought iron. The shape is used in manufacturing and fabricating and is more rigid than round or flat bar. Angle may be ordered in a variety of leg dimensions and lengths.
Channel
Channel is available in many different materials and various dimensions and lengths. Channel is used extensively in construction and manufacturing.
I-beam
The I-beam shape is a structural shape used mostly in large steel structures such as buildings.
The shape provides rigidity in two directions while keeping weight to a minimum. Structural shapes include standard I-beam and wide flange I-beam.
Pipe and Tubing
Pipe and tubing are commonly referred to as the same, but they are not. They are similar in the sense that they are hollow shapes, but it is in the shape and the way they are sized which makes them different. Tubing is measured “outside” and pipe is measured “inside.” As well, pipe is always round and tubing is available in different shapes, such as round, square or oval.
Tubing is available made from many different materials in different wall thickness. It is commonly used for such items as handrails and table legs. Tubing is always measured to an accurate outside dimension.
Pipe is commonly available in steel and aluminum. It is measured by a “nominal” inside dimension. Like lumber, a 2×4, which actually measures [latex]1\frac{1}{2}″\times3\frac{1}{2}″[/latex], pipe doesn’t necessarily measure exactly what you think it will. We must refer to a chart to get the true measurements. The thickness of pipe is referred to as “schedule.” Pipe has many uses such as structural components, like roll cages.
Storage of Metals and Metal Shapes
The purpose in storing any product is to:
- Provide easy access to materials
- Provide easy identification of materials
- Protect the products from damage
- Protect personnel from injury by materials
- Facilitate inventory of stock
- Protect the finish of the product
- Prevent theft
- Prevent loss
Depending on the type and shape of metal, different storage practices may be followed to achieve the above goals.
Media Attributions
- “Steel Coils” by Arosset is licensed under a CC BY-SA 4.0 licence.
- “Perforated Sheet Metal” by rkit is licensed under a Pixabay licence.
- “Expanded Metal” is CC0 public domain.
- “Steel Bar” by Tudor Barker is licensed under a CC BY-NC-SA 2.0 licence.
- “Angle-shaped metal” is CC0 public domain.
- “Steel Channel” by justincobb1 is licensed under a Pixabay licence.
- “I-beam raw material at WP Welding” by W.carter is CC0 public domain.
- “Geometric Stairs” is CC0 public domain.
- “Pipe” is CC0 public domain.
The strength different materials display when placed under tension. In the imperial system, tensile strength is measured in pounds per square inch (PSI).
The degree to which a metal can endure mechanical indentation or abrasion without deformation.
A process of hardening a material by means of forming. Bending or rolling done without heating will harden the material. The degree of hardening depends on the process and material. Each time we form a piece of metal, it becomes "work hardened" or "strain hardened" in the area of the forming.
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pressbooks
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2025-03-22T05:09:26.539087
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07-28-2023
|
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"url": "https://pressbooks.bccampus.ca/materials/chapter/sheet-plate-and-shapes/#chapter-28-section-4",
"book_url": "https://pressbooks.bccampus.ca/materials/front-matter/introduction/",
"title": "F-1 Materials",
"author": "Brian Coey",
"institution": "",
"subject": "Building construction and materials, Building skills and trades, Metals technology / metallurgy"
}
|
https://pressbooks.bccampus.ca/materials/chapter/271/
|
Primary Navigation
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Book Contents Navigation
Introduction
1. Types of Materials
2. Methods of Identifying Metals
3. Sizing of Sheet Metal
4. Sheet, Plate and Shapes
5.
Glossary
Previous/next navigation
F-1 Materials Copyright © by Brian Coey is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
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pressbooks
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2025-03-22T05:09:26.553201
|
07-28-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/materials/chapter/271/",
"book_url": "https://pressbooks.bccampus.ca/materials/front-matter/introduction/",
"title": "F-1 Materials",
"author": "Brian Coey",
"institution": "",
"subject": "Building construction and materials, Building skills and trades, Metals technology / metallurgy"
}
|
https://pressbooks.nscc.ca/groupwork/chapter/chapter-1/
|
1
For reflection
- How does group work support learning?
- Which of your course objectives require students to work in groups/teams successfully
Many courses include learning outcomes that relate to students’ skills working collaboratively with others in team settings. Often, this is because our students require these skills to be successful in professional settings. Some examples of learning outcomes that include a group or team component include:
English 1100: Plan, analyze, revise, and edit writing in response to instructor and/or peer feedback.
Foundations in Design 1100: Collaborate effectively in team-centered activities.
Biology 1110: Cooperate with group members to complete tasks in a shared learning environment.
Trades: Shared responsibilities for workplace learning.
When we think about our goals for a group project, making the connection between the project and the course learning outcomes it serves is a helpful first step in considering how we design the project task and facilitate student learning. As you think about the goals of a group project in your course, consider:
(1) Is the project’s primary purpose to fulfill content learning objectives, or
(2) Is the project’s primary purpose to fulfill objectives related to group work skills, or
(3) Does the project include a combination of product and process goals?
When designing projects, we want to connect assessment to the learning objectives of the project. If developing group work skills is an intended outcome, we want to shape the project design and assessment to reflect this. We also want students to clearly understand the purpose of working in teams.
Strategies to Help Students Understand the Objectives of Group Work
Here are some examples of content you might share with students to help them understand the purpose of group work.
- Many workplace environments require strong teamwork skills. The Conference Board of Canada lists a number of teamwork skills as key to employability. These include the ability to recognize and respect diversity, the ability to share your expertise, and the ability to manage conflict when working in a team (Conference Board of Canada, n.d.).
- Cooperative teams can be used to develop constructive and supportive relationships that prepare you to work in a multicultural or global context. Intercultural skills are highly valuable in the global business world. KPU’s diverse student population provides an excellent learning place for developing these skills, but you must proactively work to develop relationships with classmates whose experiences differ from your own (Adapted from A. Macpherson, 2017).
References
Conference Board of Canada. (n.d.). Employability skills. Centre for Skills and Post-Secondary Education. https://www.conferenceboard.ca/edu/employability-skills.aspx?AspxAutoDetectCookieSupport=1
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pressbooks
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2025-03-22T05:09:26.564567
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06-19-2023
|
{
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"url": "https://pressbooks.nscc.ca/groupwork/chapter/chapter-1/",
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https://pressbooks.nscc.ca/groupwork/chapter/compare-strategies-for-forming-teams/
|
2
For reflection
When you assign a group project, how do you decide how to form teams?
- Allow students to choose their own teams?
- Pre-assign teams randomly?
- Pre-assign teams based on skills, student attributes, or other criteria?
- What do you think are the pros and cons or your usual strategy?
The video below compares strategies for developing student teams for group projects. If you prefer reading to watching videos, you will find a transcript below the video. When you are finished reviewing this content, click the next arrow to move on to the next chapter.
Video Transcript[1]: Can the way you assign students to teams in group projects change the outcome of the students’ work together?
In this video, you will explore the pros and cons of different strategies for forming teams when assigning group projects.
There are three main strategies that instructors use when forming teams for group projects.
- Allowing students to choose their own teams.
- Randomly assigning students to teams, AND
- Assigning students to teams strategically
Which of these strategies is most effective?
Several studies have found that allowing students to choose their own teams can be more effective than putting students into instructor-selected groups. This is because students often already have relationships with one another, and are likely to fulfill their commitments to the group. Students selected groups also have a lower incidence of conflict.
But there’s a but…
Most of these studies compare student selected groups with random groups. What about the third option – assigning students to teams strategically? In 2018, Lora Harding conducted a study where she surveyed students at the beginning of the course. She asked them about their motivation level on the project, as well as their schedules and available time. Students were grouped with other students with similar levels of motivation and schedules. She found that this improved student performance and decreased social loafing. Why might this be?
Sometimes, students who are juggling multiple commitments might legitimately struggle to make group meetings, through no ill-will of their own. By grouping them with other students with similar needs, they are less likely to face conflict over time commitment to the project.
This strategy also recognizes the differences in student motivation. Some students may view the course as central to their study or career goals, and be highly motivated to put a great deal of work into the project. By grouping these students with similarly motivated others, they are less likely to be frustrated with what they perceive as the lesser contributions of others. The scenario where this student does the work for others is less likely to occur. There may also be similar benefits to grouping students by ability or skill sets.
What other factors might instructors want to consider? Smaller groups, for example, groups of 2-3 students, are often more effective than larger groups. In addition, students sometimes share that they prefer instructor assigned groups, as they remove the pressure of working with friends who might not be a good fit for the project, and the fear of being left without a group.
So, what’s the takeaway? Even though student-selected groups are better than random groups, there are some strong benefits to strategic instructor selected groups. What criteria would you use to group students together for group projects in your course.
Harding, L. M. (2018). Students of a feather “flocked” together: A group assignment method for reducing free-riding and improving group and individual learning outcomes. Journal of Marketing Education, 40(2), 117–127. https://doi.org/10.1177/0273475317708588
- Page, Christina. (2019, March 26) Strategies for Forming Teams. [Video file]. Retrieved from https://youtu.be/bcvJ-_Qtzzs ↵
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pressbooks
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2025-03-22T05:09:26.577619
|
06-19-2023
|
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"url": "https://pressbooks.nscc.ca/groupwork/chapter/compare-strategies-for-forming-teams/",
"book_url": "https://pressbooks.nscc.ca/groupwork/front-matter/introduction/",
"title": "Facilitating Student Collaboration in Groups and Teams",
"author": "Christina Page, Nishan Perera, Lisa Gedak",
"institution": "",
"subject": "Teaching skills and techniques"
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|
https://pressbooks.nscc.ca/groupwork/chapter/incorporate-explicit-teaching-about-team-processes/
|
3
For reflection
- What problems do students bring to you when they are working on group projects?
- What instruction do you give students to help prevent these issues?
Incorporate Teaching on Team Processes into Your Course
“What we know… successful teamwork happens when instructors actively provide instruction on the skills and processes for working collaboratively” (Channon et al., 2017). What might teaching on team processes include?
- An initial instructional session on teams and teamwork
- Initial activities to help teams develop their roles and working procedures (team charters and team contracts)
- Scaffolded assignment guidelines that include the process steps to be achieved, and how teams can work together towards creating the product
- Peer and self-assessment mechanisms to guide the process
This chapter introduces the first part of the process, which includes theory and concepts about team life that may be valuable to teach to students in the first part of their orientation to team projects.
Content for Initial Teamwork Sessions
Much of what we consider to be good team process is implicit; we assume that students know how to work in a team, but rarely teach them about the elements of well-functioning, interdependent teams. Content for class sessions or assigned reading on teams might include:
- Elements of a cooperative team
- Stages of team life (e.g. Tuckman’s stages of team development)
- Communication skills for teams
Elements of a Cooperative Team
What is a team? A Team is two or more people, working together, on a Common Goal (or goals) (A. Macpherson). Groups become teams when a goal is in place, and the team attends to both interpersonal and task-related functions.
Johnson et al., (1991) identified five key elements that characterize successful cooperative teams.
- Positive interdependence: The group understands that they will “sink or swim” together, depending on each other to achieve a common goal. A team with positive interdependence focuses on establishing strong group performance, creates common goals, and shares resources and expertise that contribute to reaching that goal.
- Individual accountability: Each team member takes on responsibility for meeting their part of the team’s goal. Each team member produces work that meets the agreed upon quality and quantity standards that the group has set.
- Promotive interaction (face to face or online): Team members help and support each others’ efforts to learn. This can occur during face to face meetings, or in virtual settings as agreed upon by the team.
- Interpersonal communication skills: Successful teams put into practice the skills they have learned about leadership, building trust, active listening, respecting diversity, communication, and problem solving.
- Group processing: At the end of a work period, the group evaluates its own performance. Questions to ask include: (1) What did each group member to to support the success of the team? (2) What could each group member do to make the group work better?
Stages of Team Life
At this stage, there is a growing consensus among group members as to the roles that each person will play, the way group interactions will typically play out, and the direction of the group. Leaders that began to emerge have typically gained the support of other group members, and group identity begins to solidify. The group may now be recognizable by those on the outside, as slogans, branding, or patterns of interaction become associated with the group. This stage of group development is key for the smooth operation of the group. Norms bring a sense of predictability and stability that can allow a group to move on to the performing stage of group development. Norms can also bring with them conformity pressures that can be positive or negative. In general, people go along with a certain amount of pressure to conform out of a drive to avoid being abnormal that is a natural part of our social interaction (Ellis & Fisher, 1994). Too much pressure, however, can lead people to feel isolated and can create a negative group climate.
Explicit rules may also guide group interaction. Rules are explicitly stated guidelines for members and may refer to things like expected performance levels or output, attitudes, or dress codes. Rules may be communicated through verbal instructions, employee handbooks, membership policies, or codes of conduct (Hargie, 2011). Groups can even use established procedures to manage the flow of conversations and decision-making procedures. Group members can contest or subvert group rules just as they can norms. Violations of group rules, however, typically result in more explicit punishments than do violations of norms.
Performing
During the performing stage of group development, group members work relatively smoothly toward the completion of a task or achievement of a purpose. Although interactions in the performing stage are task focused, the relational aspects of group interaction provide an underlying support for the group members. Socialization outside of official group time can serve as a needed relief from the group’s task. During task-related interactions, group members ideally begin to develop a synergy that results from the pooling of skills, ideas, experiences, and resources. Synergy is positive in that it can lead group members to exceed their expectations and perform better than they could individually. Glitches in the group’s performance can lead the group back to previous stages of group development. Changes in membership, member roles, or norms can necessitate a revisiting of aspects of the forming, storming, or norming stages. One way to continue to build group cohesion during the performing stage is to set short-term attainable group goals. Accomplishing something, even if it’s small, can boost group morale, which in turn boosts cohesion and productivity.
Adjourning
The adjourning stage of group development occurs when a group dissolves because it has completed its purpose or goal, membership is declining and support for the group no longer exists, or it is dissolved because of some other internal or external cause. Some groups may live on indefinitely and not experience the adjourning stage. Other groups may experience so much conflict in the storming stage that they skip norming and performing and dissolve before they can complete their task. For groups with high social cohesion, adjourning may be a difficult emotional experience. However, group members may continue interpersonal relationships that formed even after the group dissolves. In reality, many bonds, even those that were very close, end up fading after the group disbands. This doesn’t mean the relationship wasn’t genuine; interpersonal relationships often form because of proximity and shared task interaction. Once that force is gone, it becomes difficult to maintain friendships, and many fade away. For groups that had negative experiences, the adjourning stage may be welcomed.To make the most out of the adjourning stage, it is important that there be some guided and purposeful reflection. Many groups celebrate their accomplishments with a party or ceremony. Even groups that had negative experiences or failed to achieve their purpose can still learn something through reflection in the adjourning stage that may be beneficial for future group interactions. Often, group members leave a group experience with new or more developed skills that can be usefully applied in future group or individual contexts. Even groups that are relational rather than task focused can increase members’ interpersonal, listening, or empathetic skills or increase cultural knowledge and introduce new perspectives.
Communication Skills for Teams
Effective communication skills practiced within a team environment are the prime attributes of an effective team. While the methods may differ from team to team, the outcomes should include the following.
- Members acknowledge all contributions made with a serious intent.
- Members check to make sure they know what a speaker means before they agree or disagree with his or her contribution.
- Each member speaks only for themselves and lets others speak for themselves.
- Members view all contributions as belonging to the group, to use or not as the group decides.
- All members participate, but may do so in different and complementary ways.
- Whenever the group senses it is having trouble getting work done, it tries to find the reason.
- The group recognizes that what it does is what it has chosen to do. No group can avoid making decisions; it cannot choose whether to decide, only how to decide. Thus, an effective group makes decisions openly rather than by default.
- The group brings conflict into the open and deals with it.
- The group looks upon behaviour that hinders its work as happening because the group allows or even wants it; it is not just as the result of a problem member.
References
Channon, S. B., Davis, R. C., Goode, N. T., & May, S. A. (2017). What makes a ‘good group’? Exploring the characteristics and performance of undergraduate student groups. Advances in Health Sciences Education, 22(1), 17–41. https://doi.org/10.1007/s10459-016-9680-y
Ellis, D.G. & Fisher, B.A. (1994). Small group decision making: Communication and the group process (4th Ed.). New York: McGraw-Hill.
Hargie, O. (2011). Skilled interpersonal interaction: Research, theory, and practice (5th Ed.). London: Routledge.
Johnson, D. W., Johnson, R. T., & Smith, K. A. (1991). Active learning: Cooperation in the college classroom. Interaction Book Co.
Tuckman, B.W. & Jensen, M.C. (1977). Stages of small-group development revisited. Group and organizational studies, 2(4): 419–27.
Resources to support instruction on team processes
Attribution
The Stages of Team Life section of this chapter is an adaptation of Chapter 8.2 “Team work” in “Introduction to Professional Communications” by M. Ashman and is used under a a CC-BY-NC 4.0 International license.
The Stages of Team Life section of this chapter is an adaptation of Chapter 13.2 “Small group development” in The Word on College Reading and Writing by M. Babin, C. Burnell, S. Pesznecker, N. Rosevear, and J. Wood and is used under a CC-BY-NC 4.0 International license.
The Communication Skills for Teams section of this chapter is adapted from work by Alice Macpherson.
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06-19-2023
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https://pressbooks.nscc.ca/groupwork/chapter/facilitate-the-process-of-effective-team-formation-and-group-work/
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4
Another key component to support effective teamwork is providing scaffolded exercises that lead students through the steps of effective team formation and ongoing team processes. This includes:
- Exercises that help teams get to know one another in the context of a diverse team.
- Exercises that lead students through the process of developing a team charter or other document to guide their work together.
It is often helpful to allocate class time for completing these activities to provide a supported beginning to the team process. In online courses, consider creating forums for each team as a mechanism for beginning communication.
Exercises to Support Relationship Development in Teams
Exercise 1: Getting to Know One Another
In order to form a team, you must first establish who your teammates are. In this exercise you will use a “go-around” process where everyone on the team answers each question. Start with the first question, and allow everyone a chance to answer. When everyone has on the team has spoken, move on to the next question.
Practice:
Introduce yourself to those in your group using the “go around process” (everyone has a turn to answer the question, one by one, before moving to the next question).
a. What is your name? What do you prefer to be called?
b. Where are you from?
c. Tell me about one of your grandmothers.
d. What is one thing you are passionate about?
Note: Why use the question “tell me about one of your grandmothers”? The question “tell me about one of your grandmothers offers group members a chance to share about their cultural background and values in a way that is relatively non-threatening. It is recommended especially when forming culturally diverse teams (Holmes, 2017).
Exercise 2: Discover Strengths and Competencies
In order to determine team roles and tasks, it is helpful to discover the strengths and skills of your teammates. Remember – you will want to balance working in your own areas of strength, with challenging yourself to develop additional skills through the project.
| Team member | Strengths that will support this project |
|
|
Exercises to Establish Team Norms, Goals, and Processes
Exercise 3: Establish Team Norms
As a team, you will want to develop a “culture” that describes the way that your team chooses to work together. Though these norms may be different from the individual preferences of group members, in this stage of team building you will work to agree on a set of rules that will determine how you will interact and work together. Consider the following questions:
- Attendance: How many absences from meetings are acceptable? If you are late, how will you notify team members?
- Socialization: How much time at each meeting will be spent getting to know one another? Will this be at the beginning or end of meetings? How will you transition from your social interactions into your work time?
- Team roles: How will work be divided among the team? What deadlines will be established for project tasks?
- Communication: How will team members communicate with one another (e-mail, text)? How quickly is a response expected? How will team members distribute project work and resources to one another?
Exercise 4: Identify Team Goals
What are SMART goals?
Specific: Your goal will clearly define what you are going to accomplish. You will ask and answer the What and Why of your goal.
Measurable: You will identify criteria for measuring progress toward the attainment of each goal you set. This will be the definition of How you will attain your goal.
- How will you know when the result that you want has been achieved?
- How will you verify your achievement/performance of this goal?
Attainable: Is it possible for you to achieve your desired goal? Can you see a path to your accomplishment? You are the Who in this goal setting process. It is your positive attitude that will allow you to draw on your current strengths and develop new ones as you meet your goal.
Relevant: Realistic goals must represent an objective toward which you are willing to work and which are relevant to you. You need to identify Where this goal will take you. A goal can be both high and realistic; you are the only one who can decide just how high your goal should be. Just be sure that each of your goals represents substantial progress.
Time Bound: You need to create a sense of personal urgency by setting times for each step along the way. Knowing When you have to accomplish a task keeps to on track and accountable. What needs to be done by when? Be timely!
Discuss your goals for the project. What do you hope to achieve? Create goals that are:
S.M.A.R.T: Specific, measurable, attainable, relevant, and time-bound.
| Goal 1 | |
| Goal 2 |
Exercise 5: Form a Conflict Management Plan
Though few people enjoy conflict, it is wise to plan how you will address conflicts that may arise in your team. Conflict occurs where there are different ideas and points of view. When there is no difference of opinion you need to beware of groupthink! Difference opens up the discussion and a chance to increase creativity and so, conflict can be a proactive rather than a destructive process. Conflict management is the process of limiting the negative aspects of conflict while increasing the positive aspects of conflict.
This process must be viewed as fair by everyone:
- It must meet legitimate needs.
- It is intended to reach a point of agreement between the participants.
- It strengthens participant’s abilities for future cooperative work.
What process will you use when conflict arises?
The following are some suggestions that each group needs to customize.
Identify the issue: The very first step in managing conflict is to agree on the description of the issue or problem. This requires excellent communication.
Communicate: Conflicts are often caused by problems in communication. One person may have misunderstood what the other person has said. Or the other person may not have said what they meant to say. Sometimes when we’re angry we don’t hear what the other person is saying. Sometimes when there is a conflict, people do not tell each other, which causes even more conflict.
Listen: Keeping eye contact, leaning closer, nodding your head when you understand a particular point, and ignoring distractions that are going on around you are some of the ways to send the right “body talk” messages.
Summarize: When a person is finished expressing a thought, summarize the facts and emotions behind what they have said so that they know you have understood what they’ve said and how they are feeling.
Clarify: Ask questions to clarify or make clearer different parts of the problem to make sure that you fully understand the other person’s perspective.
Speak clearly: When you speak, try to send a clear message, with a specific purpose, and with respect to the listener. Say how you are affected by the situation.
Avoid sidetrackers: Don’t interrupt, criticize, laugh at the other person, offer advice, bring up your own experiences, or change the subject.
Brainstorm Once the problem is agreed on, try to come up with as many ideas as possible. During this process, any idea that comes to mind should be expressed and written down. Don’t judge whether the ideas are good or bad, or even discuss the ideas. Just try to come up with as many possible solutions as possible.
Find Win-Win options: Look for ideas that could help both sides. Stick to interests and desired outcomes. When we focus on interests instead of positions we find solutions.
Find a fair solution: Then go through the ideas using fair criteria to see which idea might be best. Using fair criteria means to judge each idea with both people’s interests in mind. Try to use reason and not emotion to judge an idea, and with respect to each person’s difference in perception. A fair solution respects the interests of all sides.
Identify a potential conflict that could happen in a course team:
Identify 3 strategies you might use to manage this conflict:
Create a Team Charter
The exercises above may also be integrated into the process of forming a team charter. A team charter is a document that a group creates together that governs its work together. The charter may include:
- Team expectations, roles and norms.
- Team member roles and responsibilities, listed out specifically for each team member.
- Procedures for group meetings, decision making, and managing conflict.
Resources to support team development
- Team Charter Template (PDF | Word )
- Project Planning Template
References
Doran, G. T. (1981). There’s a SMART way to write management’s goals and objectives. Management review, 70(11), 35-36.
Holmes, S. (2017, June 23). Facilitating more inclusive interaction in multicultural student teams. Society for Teaching and Learning in Higher Education, Halifax, Canada.
Locke, E. A. (1968). Toward a theory of task motivation and incentives. Organizational behavior and human performance, 3(2), 157-189.
Attributions:
Content in the Identify Goals section is borrowed from: Kwantlen Polytechnic University Learning Centres (n.d.) Creating Smart Goals. Retrieved from: http://www.kpu.ca/sites/default/files/Learning%20Centres/Time_SetGoals_LA_0.pdf which is used under a CC-BY-SA 4.0 International license.
Content in the Form a Conflict Management Plan is borrowed from: Kwantlen Polytechnic University Learning Centres (n.d.) Conflict Management. Retrieved from: https://kpu.ca/sites/default/files/Learning%20Centres/Comm_ConflictManage_LA.pdf which is used under a CC-BY-SA 4.0 International license.
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pressbooks
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2025-03-22T05:09:26.620147
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06-19-2023
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https://pressbooks.nscc.ca/groupwork/chapter/support-team-formation-in-online-environments/
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5
For reflection
- Consider your own experiences working on a virtual team. What were the challenges involved? What factors led to a successful experience?
- What additional skills are required for working in virtual teams, beyond those required in a face-to-face environment?
Saghafian and O’Neill (2018) discovered that while there are some common themes in team development in face-to-face and online environments, the differences between the two modalities mean that additional team development skills for online learning may need to be specifically addressed.
As with face-to-face team learning, scaffolding teamwork skills remains important in the online environment. Consider embedding the structured activities presented in the previous two chapters. This may take place in an online synchronous session with breakout rooms to facilitate team interaction, or in structured asynchronous activities in online group forums.
In addition, the technical aspects of online teamwork may also require scaffolding and support. Students may feel confused about how to begin teamwork with classmates that they have not met face to face; orienting students to the technologies that can support their work may provide clearer insights on how they might work in virtual teams. Consider the following questions:
- Do students know how to use the document sharing features within Office 365? Learners may assume that using another technology, such as Google Docs, is the only available method to create shared work. Orienting students to shared Office documents allows them to use institutionally supported tools for their shared work.
- Do students have access to a tool for synchronous meetings (e.g. access to Big Blue Button rooms, access to Teams?
- Are students able to identify the privacy risks connected to the tools they may choose, and to make informed decisions? Jung and Gunawardena (2014) suggest that learners may collaborate more effectively on more familiar platforms that are outside of the learning management system; however, students may require tools to make informed choices about how they share information online.
Online learners value the flexibility that the modality offers, but report additional challenges with the logistics of connecting with teammates (Saghafian & O’Neill, 2018). In an online course, additional questions that teams may need to consider as they form and develop team charters include:
- Do we wish to meet face-to-face? If so, what time is suitable for all group members, taking time zones into account?
- What technology do we choose to use for our work?
- If we choose not to meet synchronously (in real time), how will we choose to stay in contact?
- What are the expected response times for responding to messages?
- What communication etiquette will we use to prevent misunderstandings (particularly in written communication)?
References
Jung, I., & Gunawardena, C. N. (2014). Looking ahead: A cultural approach to research and practice in online learning. In I. Jung & C. N. Gunawardena (Eds.), Culture and online Learning: Global perspectives and research (pp. 186–195). Stylus Publishing, LLC. http://ebookcentral.proquest.com/lib/kwantlen-ebooks/detail.action?docID=3037645
Saghafian, M., & O’Neill, D. K. (2018). A phenomenological study of teamwork in online and face-to-face student teams. Higher Education, 75(1), 57–73. https://doi.org/10.1007/s10734-017-0122-4
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pressbooks
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2025-03-22T05:09:26.632754
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06-19-2023
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https://pressbooks.nscc.ca/groupwork/chapter/facilitate-team-development-in-culturally-diverse-teams/
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6
“I do not like my teammates. I want to change teams.”
“I cannot work with my team. They did not hand in their part of the paper on time.”
“My team members did not contribute at all. I had to do all the work.”
“I contributed but they never took me seriously. They just ignored my points of view.”
“I wanted to contribute. But they don’t let me. They don’t give me any parts to do.”
“They speak so fast. I have a hard time participating. Whenever I tried to say something, I was cut off.”
“They never show me any respect.”
“They speak their own language. I am excluded all the time.”
“Only if my teammates would know how to do team work the way I know it”. (Chao and Purdy, 2017)
Group work in the context of an internationalizing university facilitates the development of intercultural skills for both domestic and international students. The KPU 2023 Academic plan includes a mandate to “foster a culturally and globally aware curriculum, being prepared to meet the needs of an international workplace, whether in Canada or internationally”. This mandate, combined with course and program learning outcomes that include intercultural team skills, adds an additional layer to the team development process.
Culturally diverse teams support creative thinking and the development of strong solutions, as team members can bring a wider range of experiences and perspectives to the task than is possible on a monocultural team (Tadmor et al., 2012). However, culturally diverse teams can also struggle with miscommunication and misundrestandings that hinder a successful team process. Intercultural teams have the potential to be most successful when intercultural skills are explicitly discussed and scaffolded in the course and project design.
Considerations for intercultural teamwork
Consider the relationship of intercultural teamwork with your course learning outcomes, and the ways in which the process skills involved in intercultural teams might be evaluated as a part of the group project. Nederveen Pieterse et al., (2013) found that intercultural teams with stronger learning orientations engaged with each other more effectively, whereas a focus on task performance can undermine intercultural communication in teams. In other words, if students are primarily focused on being graded on the product they submit, they may be less motivated to move through the challenging process of building intercultural team relationships. Consider including a process component in the overall assignment grade, for example, a reflective activity on intercultural skills development within the context of the team project.
Consider what specific training in intercultural skills might be needed for students. Students may need support in cultivating an intercultural mindset that includes recognition and respect for differences. An intercultural mindset also includes recognition of one’s own biases, and how these impact interactions with others. Students may need support in understanding that the ways in which we communicate, organize time, work with others, and provide feedback may be shaped by prior experiences and culturally-influenced values. In the resources section of this chapter, you will find an example lesson that includes content and learning activities that support students in developing self-reflective, cognitive, and interpersonal skills for working in intercultural teams.
Arkoudis et al. (2013) recommend six practices for facilitating intercultural interaction throughout courses; these practices can support students in developing the skills and relationships that will support their success in group projects.
- Planning for interaction: Plan for learning activities throughout the course that bring students from diverse backgrounds together.
- Creating environments for interaction: Use icebreakers, breakout rooms, and other low-stakes activities to foster intercultural interaction before assigning a larger group project.
- Supporting interaction: Set clear expectations for peer interaction, modelling respect for diverse viewpoints and ways of being.
- Engaging with subject knowledge: Incorporate tasks within the group project that are specifically designed to draw on learners’ diverse knowledges.
- Developing reflexive processes: Support reflection and peer feedback processes.
- Fostering communities of learners: Incorporate community building activities throughout the course, for example socially-oriented online forums.
Consider students’ present abilities teamwork abilities. Working in an intercultural team is more complex than working in a monocultural team. If intercultural team development is not an outcome of the assignment, monocultural teams might improve student comfort. Consider the rubric below from Chao and Pardy (2017) when evaluating students’ broader competency in teamwork and how it might affect assignment design. This may involve scaffolding team assignments in a single course, or even across courses, to facilitate a structured movement from monocultural to more intentionally culturally diverse teams.
Ensure that the assignment design facilitates authentic intercultural collaboration. Many group projects ask students to submit a single report with a single author voice, which may lead to a product-oriented focus, and a “divide and conquer” approach to the assignment. Chao and Pardy (2017) recommend creating assignments that require analysis from multiple perspectives, such as the analysis of a case through the perspective of multiple stakeholders. Another approach is to require the submission of a portfolio with team members submitting various integrated components, rather than a report-style assignment.
Provide a team-building activity that facilitates reflection on values and practices that may be influenced by culture. Encourage team members to share their reflections and note similarities and differences; a next step may be for the team to explicitly outline their desired team culture.
Build mentoring into the team process. Gunawardena et al. (2019) suggest that intercultural learning communities benefit from mentoring at a variety of levels. Mentors that support the team project can come from within the team, and be external to the team. For example:
- As team members share their strengths and skills, they may identify areas in which they can provide peer mentoring to one another internally in the team.
- Team members may require technical mentoring early in the process to use their communications and learning technologies well. Connecting with a peer tutor is one strategy for providing technical mentoring external to the team.
- Team members may also benefit from pedagogical mentoring, or mentoring on their collaborative strategies. This type of mentoring could be instructor-provided, in scheduled office hour meetings, or achieved by connecting teams with group learning strategist sessions early in their project process.
Consider building a reflection session into the course after the group assignment, where students are offered the opportunity to integrate their intercultural learning in the project.
Supporting the Process
Reid and Garson (2017) provide an example of a scaffolded group work process that enhanced student satisfaction with group work, and positively shifted student attitudes towards intercultural collaborations. Their process includes the following steps, which incorporate the principles discussed above.
- Provide an initial orientation session where students identify the characteristics of successful teams.
- Ask students to identify key strengths and skills that they can contribute to a team project.
- Use information about student strengths to strategically form teams (Reid and Garson allowed students to choose one team member, but otherwise strategically formed the groups).
- Use a class session to provide instruction on intercultural communication and working in diverse teams.
- Ensure that the assignment grading reflects a focus on process (such as peer evaluation and self reflection).
- Conclude the assignment by asking students to reflect on their experience working in a diverse team.
Resources to support work in intercultural teams
- Preparing to Work in a Diverse Team Example Lesson (PDF | Word)
- Team Culture Development Exercise (for culturally diverse teams) (PDF | Word)
- Suggestions for Building a Cultural Bridge (student Learning Aid)
References
Arkoudis, S., Watty, K., Baik, C., Yu, X., Borland, H., Chang, S., . . . Pearce, A. (2013). Finding common ground: Enhancing interaction between domestic and international students in higher education. Teaching in Higher Education, 18(3), 222-235. doi:10.1080/13562517.2012.719156
Chao, I. T., & Pardy, M. (2017). Your way or my way? Integrating cultural diversity into team-based learning at Royal Roads University. In S. L. Grundy, D. Hamilton, G. Veletsianos, N. Agger-Gupta, P. Márquez, V. Forssman, & M. Legault (Eds.), Engaging students in life-changing learning: Royal Roads University’s learning and teaching model in practice. Royal Roads University. https://learningandteachingmodel.pressbooks.com/
Gunawardena, C. N., Frechette, C., & Layne, L. (2018). Culturally inclusive instructional design: a framework and guide. Routledge.
Nederveen Pieterse, A., Van Kippenberg, D., & Van Dierendonck, D. (2013). Cultural diversity and team performance: The role of team member goal orientation. Academy of Management Journal, 56(3), 782–804. Business Source Complete.
Reid, R., & Garson, K. (2017). Rethinking multicultural group work as intercultural learning. Journal of Studies in International Education, 21(3), 195–212. https://doi.org/10.1177/1028315316662981
Tadmor, C. T., Satterstrom, P., Jang, S., & Polzer, J. T. (2012). Beyond individual creativity: The superadditive benefits of multicultural experience for collective creativity in culturally diverse teams. Journal of Cross-Cultural Psychology, 43(3), 384–392. https://doi.org/10.1177/0022022111435259
Attribution Statement: The quotations at the beginning of this chapter, and the Pedagogical Considerations for Diversity in Team Composition are both borrowed without changes from Chao, I. T., & Pardy, M. (2017). Your way or my way? Integrating cultural diversity into team-based learning at Royal Roads University. In S. L. Grundy, D. Hamilton, G. Veletsianos, N. Agger-Gupta, P. Márquez, V. Forssman, & M. Legault (Eds.), Engaging students in life-changing learning: Royal Roads University’s learning and teaching model in practice. Royal Roads University. https://learningandteachingmodel.pressbooks.com/ and used under a CC-BY 4.0 International License.
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pressbooks
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2025-03-22T05:09:26.651163
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06-19-2023
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https://pressbooks.nscc.ca/groupwork/chapter/use-strategies-to-minimize-the-possibility-of-social-loafing/
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7
For reflection
- When have you had students complain about other group members not contributing? How did you respond?
What is Social Loafing?
Social loafing (or free-riding) is the tendency to put in less work/effort when working in a group project as compared to working alone.
Why does social loafing occur?
Our first thought when we observe social loafing is to assume laziness – the student(s) involved simply want to rest on the work of their teammates. What other causes might there be? Harding (2018) suggests that educators consider other possible causes of social loafing:
- Actual or perceived ability to execute the project tasks.
- Schedule conflicts that limit ability to contribute to meetings or projects.
Reducing social loafing
We have already explored some of the strategies that can reduce social loafing. Providing instruction on the purposes of group work, and having students develop their initial team processes can create motivation and accountability to work well on the task. Grouping students effectively (e.g. forming smaller groups, using a thoughtful grouping strategy) also supports more effective group participation.
Another strategy for reducing social loafing is evaluating team process through individual and peer accountability. If the collaborative process is already a learning objective the project fulfills, this is even more relevant.
Providing formative assessment
Gunawardena et al. (2019) suggest that formative assessment is a key strategy for supporting successful group work. Both self and peer evaluations are helpful; however, many learners are still developing the metacognitive skills needed to accurately assess their own performance, and may need formative feedback on their evaluations of self and others before completing graded assessments later in the process. Sources of data that can support formative assessment include:
- Recordings of synchronous group meeting sessions.
- Data from asynchronous discussion logs and planning worksheets
- Synchronous creation of a document (e.g. brainstorming, mind-mapping) that indicates individual contributions and group process.
By providing smaller formative self and peer assessments throughout the process, learners are able to more accurately evaluate their own contributions and those of others. Additionally, social loafing, if it occurs, can be addressed earlier in the project process.
Strategies for individual and peer assessment
- Self-evaluations (see resources section for an example)
- Peer-evaluations (see resources section for an example)
- Individual journals
- Task inventory (see resources section for an example)
- Asking teams to divide contribution marks between members according to their contribution (e.g. the team receives 100 marks, to be divided according to the contribution level of each member)
- Team journals
- Team check-ins (with you, for formative assessment)
- Scheduling a brief individual verbal interview with each team member to evaluate their team contributions and experiences
For reflection
- Which of the above approaches might be most useful in your course?
- Are there any disadvantages to these approaches? What might they be?
Developing criteria for peer evaluations
Consider the following as you develop peer evaluations for team projects.
- Develop objective criteria (e.g. attendance and punctuality at group meetings, contributes to group discussions, allowed other group members to contribute to tasks/discussions, completes assigned tasks by agreed-upon dates). Another option is to work with teams to develop their own objective criteria based on their team charter
- Use peer assessment multiple times throughout the project/semester. This will provide formative feedback that helps students improve, and allows emerging issues to be resolved.
Resources to support self and peer evaluation
References
Dukewich, K. (2019). Designing & assessing group work assignments to prevent social loafing. Kwantlen Polytechnic University.
Gunawardena, C. N., Frechette, C., & Layne, L. (2018). Culturally inclusive instructional design: a framework and guide. Routledge.
Harding, L. M. (2018). Students of a feather “flocked” together: A group assignment method for reducing free-riding and improving group and individual learning outcomes. Journal of Marketing Education, 40(2), 117–127. https://doi.org/10.1177/0273475317708588
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06-19-2023
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https://pressbooks.nscc.ca/groupwork/chapter/explore-strategies-for-evaluating-team-projects/
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8
For reflection
- Why might students perceive grades from group projects as unfair? What strategies might mitigate this issue?
Reflecting back on the objectives of your project, consider whether you want to assess:
- individual or group contributions
- product and/or process. The relative weight given to produce and process will correspond to the learning outcomes you are measuring with the assignment.
Assessing group process/ teamwork skills
UNSW Sydney (2018) outline a list of process skills that may be considered in assessment:
- ability to arrive at consensus
- ability to manage and resolve difficulties
- effectiveness in project management (e.g. timelines and milestones)
- effectiveness in giving and accepting support and advice
- commitment to group processes (e.g. participating, taking responsibility)
- extent of contribution (e.g. gathering and researching information, preparing written reflections)
- quality of contribution (e.g. applying higher order critical evaluation and problem solving skills).
These can be assessed through team logs, journals, or peer assessment checklists/rubrics.
Options for distributing group work marks
| Options for assessing the product of group assignments |
|
| Type of mark | This mark may be based on… |
| Shared group mark | This strategy may apply when a group submits a single product (e.g. oral presentation, written report) as the product of their group assignment. With this strategy, the product is graded as a whole, and individual contributions are not assessed. The strategy may encourage collaboration, but disadvantage strong students and allow for social loafing. |
| Individual mark | Students receive an individual mark based on their contribution to a group project, OR students produce an individual product as the outcome of their group work. This strategy can be motivating to students if they perceive they are being fairly rewarded for their contributions. However, the strategy can discourage collaboration. If the task has a shared product, it can be difficult to distribute work equally to all students in the group. |
| Combination of group average and individual mark | The group product is marked, but the marks are adjusted based on individual contributions to the project (as assessed by the instructor, or as reflected in team logs, reflective journals, or peer assessments). The group is awarded a single mark, which is then adjusted for each member based on contributions. This approach can be perceived as equitable by students, but may create conflict if peer assessments are not perceived as fair. |
| Options for assessing the process of group assignments | |
| Individual mark (adjusted from group average) | This strategy assesses the group process as a whole, then adjusting marks to account for individual contributions (rewarding strong contributors, while lowering grades for weak contributions). This strategy requires the use of evidence from direct observation, group logs, and reflective journals on the team process. |
| Group average mark | This strategy assigns a single mark to the group for their group process, as reflected in observations, group logs, and reflective journals. This strategy can encourage strong collaboration and commitment to a strong group process, but can disadvantage stronger contributors. |
| Individual mark | Students are assigned a mark based on a separate assignment (e.g. a reflective paper) on the group process, that includes information on their own contribution and that of their team members. |
Table adapted from: UNSW Sydney. (2018, December 14). Assessing by Group Work. Teaching. https://teaching.unsw.edu.au/assessing-group-work
References
Crebert, G., Patrick, C.-J., Cragnolini, V., Smith, C., Worsfold, K., & Webb, F. (2011). Teamwork skills toolkit. Griffith University.
UNSW Sydney. (2018, December 14). Assessing by Group Work. Teaching. https://teaching.unsw.edu.au/assessing-group-work
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pressbooks
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2025-03-22T05:09:26.681914
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06-19-2023
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https://pressbooks.nscc.ca/groupwork/chapter/summary/
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9
Group projects can have a reputation for “going off the rails” because of social loafing or student conflict. These challenges can be reduced by considering both the process of teamwork, and the process of facilitating effective teamwork. Process that lead to effective team projects include:
- Considering the objectives of the team project, and helping students to see the purpose of group work.
- Grouping students strategically.
- Incorporating teaching on teamwork into your course.
- Facilitating group processes (first meetings, team charters, check-ins).
- Specifically addressing the benefits and challenges of working in diverse teams.
- Combatting social loafing with peer and self-assessment activities.
- Using evaluation strategies that promote accountability and reward successful group process.
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pressbooks
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2025-03-22T05:09:26.690879
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06-19-2023
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https://openpress.universityofgalway.ie/firstyearin/chapter/chapter-1/
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1 The University of Galway Library and Academic Skills
Learning Objectives
In this chapter you’ll learn
- How the Library’s Academic Skills Team can help
- Who are the Academic Skills Team
- How to get in touch with the Academic Skills Team
- That the Library’s book collection contains lots of helpful study and information skills resources and guides
Academic Skills Team in the Library
The Academic Skills Team in the Library support the information needs of Undergraduate and Taught Master’s Students. We can help you with questions such as the following:
- How do I find relevant books and articles for my research/assignment?
- How do I find and use eBooks for my research?
- How do I find information on the Library catalogue?
- How do I know which databases are suitable for my subject area?
- How do I evaluate information I find on websites?
- How do I avoid plagiarism?
- How do I cite and reference correctly?
Meet the Team
Get in touch with us
We can meet with you in-person, arrange a virtual meeting over Microsoft Teams or help over email.
During term time you can simply drop-in at the Academic Skills Hub or you can make an appointment to meet with us by clicking on the button below. The Academic Skills Hub is located in the foyer of the James Hardiman Library. It is situated to the left of the Library & IT Service Desk. You can also contact us at: academicskills@universityofgalway.ie
The Library is an excellent place to go for further help on transitioning to third-level education. To keep learning, check out the following from our collections.
Skills Resources from the Library Collections
We have lots of self-directed help as part of the Library’s collections. Have a look at the following:
Starting University
O’Connor, C. (2013) Cracking the college code: a practical guide to making the most of the first year college experience. Dublin: CJ Fallon.
Topics include:
- making informed choices
- preparing for change
- getting to know how the third level system works
- the first weeks and months at college
- the challenges of living at home or away
Citing & Referencing
Pears, R. and Shields, G. (2022) Cite them right: the essential referencing guide, 12th ed., London: Bloomsbury Publishing.
Cite them right provides clear and comprehensive coverage of citing and referencing. This 12th edition continues to provide detailed examples for all print and electronic sources, business, government, technical and legal publications, and works of art and images. This book is available in print and also as an eBook.
Study Skills
Cottrell, S. (2019) The Study Skills Handbook, 5th ed. London: Macmillan Education.
An invaluable guide for undergraduates of all disciplines as well as postgraduates, mature students and international students. Prepares students for what to expect before, during and after studies at university. This guide shows students how to tailor their learning to their individual needs in order to boost their grades, build confidence and increase employability. This book is available in print and also as an eBook.
Critical Thinking
Cottrell, S. (2023) Critical thinking skills: effective analysis, argument and reflection, 4th ed. London: Bloomsbury Publishing.
Essential resources for students looking to refine their thinking, reading and writing skills. This student-centered approach demystifies critical thinking and breaks down a complex subject into manageable chunks. Clear explanations, relevant examples and plenty of exercises. This book is available in print and also as an eBook.
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2025-03-22T05:09:26.708153
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01-14-2025
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https://openpress.universityofgalway.ie/firstyearin/chapter/assignments-and-expectations/
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2 Finding information for your assignments
Learning Objectives
In this chapter you will learn
- About what is expected of you at an academic institution
- About getting started with your assignment work
- About key sources you can use for your assignments: books and journal articles
Academic expectations
“Beginning University is exciting, but can also be daunting, particularly when remote learning is involved. It is important to seek the many supports available to you. Don’t be afraid to reach out to us as lecturers, we want to help as much as we can. Learn to ask questions, learn to think critically and learn to be open to new experiences.”
Catherine Haughton, Senior Lecturer, School of Nursing & Midwifery, University of Galway
Getting started with your assignments
One of the toughest parts of third-level work can simply be knowing how to get started with an assignment. The Library catalogue which is accessible via the Library website, is your go-to information source for your assignments. Check out the following videos on how to find and log in to the Library catalogue and how to carry out a search for information on a particular topic.
Find and log in to the Library catalogue
Carry out a search on a particular topic
The Library holds many different types of resources in its collections. The main ones you are likely to use at the moment are books and journals. Books can be great for finding out background information and context about a topic – but you will often be able to find more current information published in an academic journal article. Academic or scholarly journals are very particular kinds of information sources. They are where scholars working in their specialised fields of study publish articles to let other specialists, students and anyone else interested know the latest of what’s going on in their work. Due to factors like technical or specialised language academic journals can be challenging at first, but are well worth digging into and are very important sources of information for your assignments.
Finding books
The Library provides you with access to both print and electronic books. Some books are available only in one format – only print or only electronic – however lots of titles are available in both formats. You use the Library catalogue to find out: what books (both print and electronic) are available, where print books are located in the Library, and to access electronic books or ‘EBooks’. The following videos show you how to do this.
Search for print books using the Library catalogue
Locate a print book in the Library
Search and access electronic books using the Library catalogue
Finding journals articles
The vast majority of journals are available in electronic format. These may be accessed directly from the Library catalogue as demonstrated in the following video. As a registered student you can access all electronic resources in the Library’s collection at any time, and from any location with internet access; the only requirement is that you are logged in to your Library account. A small number of journals are available in print, click through to Part 2 of the video to learn how to find these in the Library.
Search for journal articles using the Library catalogue
What is peer-review?
Finally, you might have heard or will hear people talk about ‘peer-reviewed’ journals and journal articles. Peer-review is an important part of the publication of scholarly information, including journal articles. Articles that appear in peer-reviewed journals are scrutinised not only by an editor but also by a panel of experts in the subject area who provide feedback and might make recommendations. This is why peer-reviewed scholarly information is considered to be very authoritative – not only is it produced by experts; is it then reviewed by other experts before it can be published in the peer-reviewed academic journal. Not all academic journals are peer-reviewed, however most are. You can use the filters in the Library catalogue to refine your search to peer-reviewed journals only.
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01-14-2025
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https://openpress.universityofgalway.ie/firstyearin/chapter/what-is-scholarship/
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3 Critical thinking and information
Learning Objectives
In this chapter you will learn
- How to evaluate information and why this is important
Being able to evaluate information is an important part of critical thinking. Critical thinking is an essential skill to develop and apply during your third-level education and will come in useful as a skill for employment and in general for making your way in a world awash with fake news, deep fakes, and misinformation. Scholarly information is not immune – some of the world’s most long-standing hoaxes are rooted in bad science, for example in poorly conducted research that has had to be retracted from scholarly journals.
Evaluating Information
The following video explains the importance of ‘information literacy,’ which is critical thinking applied in particular to the world of information. It explains concepts such as ‘currency’ and ‘authority’ as part of a test that you can use to help think through the quality of information to evaluate it: the CRAAP test.
‘Scholarly’ information is information written by specialists of a particular field, usually someone holding a PhD in that field and who works at a third-level institution. In terms of the CRAAP test, scholarly information scores particularly high on ‘A’ for ‘Authority.’ This is the case not just because it is written by specialists, but because it usually goes through a process of what is called ‘peer-review.’ Peer-review refers to when where other specialists in the same field do a thorough check of a scholarly researchers work before it is then published as a journal article, book chapter, or occasionally other formats, as explained in the previous page.
The CRAAP Test
What is the CRAAP test? Developed by the Library at California State University, Chico, the CRAAP test is a handy checklist for critically evaluating web sources (or indeed ANY sources) for use in your assignments. The test provides a list of questions to ask yourself when deciding whether or not a source is reliable and credible enough to use in your assignment. CRAAP stands for Currency, Relevance, Authority, Accuracy, and Purpose. For more information, please see below.
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pressbooks
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2025-03-22T05:09:26.733439
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01-14-2025
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https://openpress.universityofgalway.ie/firstyearin/chapter/academic-integrity/
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4 Academic Integrity
Learning Objectives
In this chapter you’ll learn
- What academic integrity is
- How to cite and reference properly as an important part of avoiding plagiarism
- About supports and resources available in the Library to support academic integrity
What is Academic Integrity?
Academic Integrity is fundamental to learning. The International Center for Academic Integrity (ICAI) (2020) defines academic integrity as “a commitment to six fundamental values: honesty, trust, fairness, respect, responsibility, and courage” (p. 4).
How does the Library support Academic Integrity?
A key element of undertaking an academic course is to gain knowledge and skills that can be taken into the workplace. The Library supports students in developing information literacy skills which are fundamental in the demonstration of academic integrity. The ACRL (2015) defines information literacy as “the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning” (p. 8). During term time we offer drop-in classes and workshops on finding, using and managing information.
Citing and Referencing
Citing and referencing are two words for the same process: of documenting where you have found your information from when that information is not your own. You must refer to all sources you quote or paraphrase within your document. You should always briefly cite the sources you use in your work within the text of your paper as this will refer your reader to your reference list or bibliography where you will provide the full details of the source.
| Citing & Referencing | |
|
Pears, R. and Shields, G. (2022) Cite them right: the essential referencing guide. 12th ed. London: Bloomsbury Publishing. Cite them right provides clear and comprehensive coverage of citing and referencing. This 12th edition continues to provide detailed examples for all print and electronic sources, business, government, technical and legal publications, and works of art and images. This book is available in print and also as an eBook. |
References
International Center for Academic Integrity (ICAI) (2021) The fundamental values of academic integrity. 3rd edn. Available at: www.academicintegrity.org/the-fundamental-valuesof-academic-integrity (Accessed: 16 November 2023).
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pressbooks
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2025-03-22T05:09:26.749274
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01-14-2025
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https://openpress.universityofgalway.ie/firstyearin/chapter/jargon-buster/
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5 Top ten things you should know about the Library
Learning Objectives
In this chapter you will learn
- The answers to some of the most common questions about the Library
I. How to find the Library on campus and online
2. How to search the Library catalogue to find books and journal articles
3. How to find a book on the Library shelf, how to access electronic resources
4. How to borrow and return books
5. How to consult the Library’s Archives and Special Collections
6. How the Academic Writing Centre can help
7. How to find study spaces and book Group Study Rooms
I0. This is YOUR library and staff are here to help
1. How to find the Library on campus and online
The Main University Library is located in the South Campus, adjacent to the Arts/Science Building (Concourse). It is situated in the Hardiman Building which is Number 20 on the map at the following link.
Access to the Library is via a row of turnstiles and you must have your student card to enter the Library. As well as using your student card to access the Library you will need to use it to borrow books via the self-issue machines and to access the printers/photocopiers.
Willow the Dog reminds you to bring your Library card! Willow is a regular visitor to the Library during study weeks and before exams.
The Library website is https://library.universityofgalway.ie/ . Here you will find lots of information on the services and supports offered by the Library.
Tips:
- Click on the ‘Studying’ tab to find information particularly relevant to undergraduate students.
- Click on the ‘Login’ button on the top right-hand corner of the homepage to search the Library catalogue for books, journals, journal articles and other resources.
2. How to search the Library catalogue to find books and journal articles.
The Library catalogue is accessible via the Library website:
https://library.universityofgalway.ie/
Click on the ‘Login’ button on the top right-hand corner of the home page to sign in and reach the main search bar of the Library catalogue.
Click on the following to learn more about how to sign in to the Library catalogue and how to search for print and electronic books, and journal articles.
If you do not have the name of book or article that you need, or if you want to find out additional information on a topic, you can do a keyword search of the catalogue. Watch the video below to learn more about this.
3. How to find a book on the Library shelf, how to access electronic resources.
How to find a book on the Library shelf
Click on the button below to learn how to locate a book on the Library shelf.
How to access electronic books
Click on the button below to learn how to access electronic books (EBooks) via the Library catalogue. If you already know how to search the catalogue and identify books available in electronic format you can skip to the final section on this video and check out Part 2 for an overview of the functionality of EBooks.
How to access electronic journal articles
Click on the button below to learn how to access journal articles via the Library catalogue. If you already know how to search the catalogue and identify journal articles that are available in electronic format you can skip to section five of this video.
4. How to borrow and return books
You can borrow books using any of the self-issue machines in the Library; there are easy to follow instructions on the screen. You will need your student card to use the self-self issue machine.
This is a photograph of one of the self-issue machines in the Library Foyer, close to the Library & IT Service Desk. Self-issue machines are also located on Floors 1 and 2, close to the front entrance/exit to the floors
How long can I keep a book?
Most books are loanable for seven days at a time – however it is important to note that this loan period may be shortened if the book comes into high demand and is requested by another person. If this happens you will be notified of the shortened loan period by email to your University of Galway email address. In contrast, if no one requests the book it will, (provided you have no fines or overdue items) automatically renew on your Library account for another seven days; automatic renewals may take place up to nine times.
Some books are loanable for a period of three days – however, as in the case of the seven day (or ‘standard’) loans, if no one requests the book it will, (provided you have no fines or overdue items) automatically renew for another three days; this may take place up to nine times. If the Three Day Loan does not automatically renew you will receive an email to your University of Galway email address to let you know it must be returned. A Three Day Loan book may be identified by the sticker on its spine and/or by the date that appears on the self-issue machine when you check out the book.
Some books are loanable for one day only. Please note that One Day Loans do not renew and must be returned by close of business the following day. A One Day Loan book may be identified by the sticker on its spine and/or by the date that appears on the self-issue machine when you check out the book.
How to return a book
If the Library is closed you can return books to the out of hours returns box located to the left of the sliding doors at the entrance to the Hardiman Building.
Please click on the link below for more information on borrowing books.
5. How to consult the Library’s Archives and Special Collections
The Library Archives contain more than 400 collections dating from the fifteenth century to the present day. Archive collections comprise material in a variety of formats that provide evidence, information, and understanding on the past, as well as on the present. Some archives are accessible electronically from any location, while for others you will need to visit the Archives & Special Collections Reading Room.
Special Collections is the section of the Library which looks after old and rare items as well as material in different formats such as maps and newspapers. You will need to visit the Archives & Special Collections Reading Room to consult this material.
To find out more about the Library’s Archives & Special Collections, and how to access the Reading Room please click on the links below.
Click here to find out more about the Library’s Archive Collections
Click here to find out more about the Library’s Special Collections
6. How the Academic Writing Centre can help
The Academic Writing Centre provides one-on-one tutorials and email consultations on essay writing. The centre also supports student writing through workshops, modules, and competitions.
The Academic Writing Centre can help with the following:
- Brainstorming your essay topic and outline
- Structuring an argument
- Developing a thesis statement
- Improving sentence structure and punctuation
- Avoiding plagiarism
- Editing and proofreading techniques
Check out their webpage at the link below.
Click here to find out more about the Academic Writing Centre
7. How to find study spaces and book Group Study Rooms
There are study spaces located on each floor of the Library. Individual study spaces are available on a first-come, first-served basis. To avoid desk hogging there is a study break policy in place during peak times, click on the link below to find out more.
Click here to find out about the different types of study spaces that are available.
While the majority of study spaces are individual and silent, it is possible to book a Group Study Room where you can meet to work collaboratively. Group Study Rooms are located on Floor 2 of the Main Library and Floor 1 of the Nursing Library Annexe (accessible via the Main Library). You can book a Group Study Room by clicking on the link which is found at the bottom of the ‘Studying‘ tab on the Library website. Click on the image below to go directly there, and while you are on the page why not check out the other helpful links that are available there!
8. How to print and photocopy
The print service allows you to print, copy and scan documents using the Multi-Function Devices located around the Library (and wider campus). This multi-functionality is offered by each device. You use your student card to access the machine (or you can type in your student number and password).
You will need to top up your account with print credit before you can print, scan or photocopy. You can use cash or card at the kiosk on the ground floor of the Library, in the area just beside the Library and IT Service Desk or you can top up online.
There are three ways to send a print job to the printers:
- Send a job from any networked computer – for example the computers on Floor 1 or Floor 2 of the Library. These computers will give you the option to print to ‘BW_Release’ (Black & White printing only) or ‘Colour_Release’ (Colour printing). You then go to any of the Multi-Function Devices, swipe your student card and your print job will download to that machine.
- Download wireless print drivers to your computer and print over Wi-Fi – this is very convenient! Again, go to any of the Multi-Function Devices, swipe your student card and your Wi-Fi print job will download to that machine.
- Email a job directly to the printer network – you must use your University of Galway email account to do this. This is good for small jobs – do not use this method for a large print job! Again, go to any of the Multi-Function Devices, swipe your student card and your email print job will download to that machine.
Further information and full instructions on how to print using any of the methods above is available at the link below.
Click here to find out more about how to print at University of Galway
9. How to connect to Wi-Fi
University of Galway students can use Eduroam Wi-Fi on campus and also in other Eduroam enabled institutions.
Instructions on how to connect to Eduroam are available by clicking on the following link.
Click here to find out more about Wi-Fi at University of Galway
10. This is YOUR library and staff are here to help
Remember that the Library is here to support YOU in YOUR academic journey. It is your gateway to scholarly information and a source of supports and services some of which, such as the Academic Skills Hub and Academic Writing Centre, have been highlighted in this guide. Take a look at the Library website to find out more about these and other supports. The ‘Studying‘ tab on the Library website is a good place to start when looking for services and supports.
The Library is a friendly and welcoming space; please do not hesitate to approach us with any questions you have. You can find the opening hours of the Library, the Academic Skills Hub and the Library & IT Service Desk at the link below. You can chat with us in-person during Desk opening hours. You can also email library@universityofgalway.ie at any time and we will respond at first opportunity.
Click here to see Library opening hours
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pressbooks
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2025-03-22T05:09:26.790063
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01-14-2025
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"url": "https://openpress.universityofgalway.ie/firstyearin/chapter/jargon-buster/",
"book_url": "https://openpress.universityofgalway.ie/firstyearin/front-matter/introduction/",
"title": "First Year In: FYI",
"author": "University of Galway Library",
"institution": "",
"subject": "Library and information services"
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https://openpress.universityofgalway.ie/firstyearin/chapter/academic-writing-centre/
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6 Academic Writing Centre
Learning Objectives
In this chapter you will learn
- About University of Galway’s Academic Writing Centre and how to engage with it
The Academic Writing Centre (AWC) provides one-on-one tutorials and email consultations on essay writing. These are free and available to everyone, regardless of experience or grade average. The AWC also supports student writing through workshops, modules, and competitions.
The AWC is located on Floor 2 of the Library. You can find the opening hours on the Centre’s website, available at the link below. You can simply drop in during opening hours, there is no need to make an appointment.
Academic Writing Centre Website
Meet Ira from the AWC and get an introduction to the service
The AWC offers help in the following areas
- Brainstorming your essay topic and outline
- Structuring an argument
- Developing a thesis statement
- Improving sentence structure and punctuation
- Avoiding plagiarism
- Editing and proofreading techniques
What the AWC doesn’t do
- We don’t do the work for you, but we do support you in becoming a better writer
- We don’t work as proofreaders, but we can teach you to proofread your own work
- We do not assess essays or comment on grades they received
- We do not judge anyone for any writing issues
Contact the AWC
You can contact the AWC by dropping in, or get in touch via email at: academicwritingcentre@universityofgalway.ie
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pressbooks
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2025-03-22T05:09:26.802611
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01-14-2025
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{
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"url": "https://openpress.universityofgalway.ie/firstyearin/chapter/academic-writing-centre/",
"book_url": "https://openpress.universityofgalway.ie/firstyearin/front-matter/introduction/",
"title": "First Year In: FYI",
"author": "University of Galway Library",
"institution": "",
"subject": "Library and information services"
}
|
https://openpress.universityofgalway.ie/firstyearin/chapter/quiz-review/
|
Primary Navigation
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Book Contents Navigation
Welcome
1. The University of Galway Library and Academic Skills
2. Finding information for your assignments
3. Critical thinking and information
4. Academic Integrity
5. Top ten things you should know about the Library
6. Academic Writing Centre
7. Quiz review
8. Contact us
Take this short quiz to test your knowledge of what’s in the FYI handbook!
Back to Top
Previous/next navigation
First Year In: FYI Copyright © 2024 by University of Galway Library is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
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pressbooks
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2025-03-22T05:09:26.822558
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01-14-2025
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://openpress.universityofgalway.ie/firstyearin/chapter/quiz-review/",
"book_url": "https://openpress.universityofgalway.ie/firstyearin/front-matter/introduction/",
"title": "First Year In: FYI",
"author": "University of Galway Library",
"institution": "",
"subject": "Library and information services"
}
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https://openpress.universityofgalway.ie/firstyearin/chapter/contact-us/
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8 Contact us
If you would like any support with finding, using and managing information please do not hesitate to get in touch.
During term time you can drop-in at the Academic Skills Hub, click here to check our opening hours. You can make an appointment to meet with us either in-person, or virtually over Microsoft Teams. You can also reach us by email at: academicskills@universityofgalway.ie
Meet the Team
How We Can Help
We can help you with the following questions:
- How to I find relevant books and articles for my research/assignment?
- How do I find and use eBooks for my research?
- How do I find information on the library catalogue?
- How do I know which databases are suitable for my subject area?
- How do I know how to evaluate information I find on websites?
- How do I avoid plagiarism?
- How do I cite and reference correctly?
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pressbooks
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2025-03-22T05:09:26.835050
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01-14-2025
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://openpress.universityofgalway.ie/firstyearin/chapter/contact-us/",
"book_url": "https://openpress.universityofgalway.ie/firstyearin/front-matter/introduction/",
"title": "First Year In: FYI",
"author": "University of Galway Library",
"institution": "",
"subject": "Library and information services"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/genre/
|
Before You Read
Think About Genre
Audio
There are many kinds of stories. Each story type is called a genre. Here are some common genres:
- Adventure: These stories are about exciting journeys. The characters often face challenges and dangers as they explore new places or search for something important.
- Mystery: In mystery stories, the main character tries to solve a problem or crime, like finding out who committed a murder. These stories keep readers guessing until the end.
- Fantasy: Fantasy stories take place in imaginary worlds with magic, strange creatures, or heroes with special powers.
- Science Fiction (Sci-Fi): These stories explore ideas about the future, space, technology, and scientific discoveries. They might involve robots, aliens, or time travel.
- Romance: Romance stories are about love and relationships. The main characters usually fall in love, face challenges, and eventually have a happy ending together.
Each genre helps people understand what kind of story they are about to experience. Some people enjoy reading one type of genre more than others, depending on what interests them the most.
Write it down.
- What genres do you like?
- What genres do you dislike?
- Make a guess about what genre Flash Flood might be.
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pressbooks
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2025-03-22T05:09:26.848471
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11-16-2024
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/flashflood/chapter/genre/",
"book_url": "https://pressbooks.bccampus.ca/flashflood/front-matter/introduction/",
"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/background-knowledge/
|
Before You Read
Think About Background Knowledge
Audio
Before you start reading a new book, it helps to think about what you already know. This is called “background knowledge.” It means the information and experiences you have from your own life. When you connect your background knowledge to a story, you can understand it better and enjoy it more.
Let’s think about Flash Flood. This story is about a storm, a flood, and trying to stay safe. If you think about times you’ve been in a big storm, that experience helps you understand what the characters are feeling.
Why does background knowledge matter?
- It Helps You Make Sense of the Story
If you know a little about what’s happening in the story, like a flood or storm, you can understand what the characters are going through. - It Makes Reading More Interesting
When you connect what you know to the story, it makes it feel real. For example, if you’ve seen a big rainstorm, you can imagine the sounds and sights of the rain in Flash Flood. This makes reading more exciting. - It Builds Confidence
When you use your background knowledge, you feel more confident because you already know something about the topic. This can help you feel ready to read and understand.
Before starting Flash Flood, take a moment to think about any storms or natural disasters you have experienced. This helps you feel connected to the story and ready to read.
Try the quiz below to get your brain thinking about natural disasters.
Exercise
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pressbooks
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2025-03-22T05:09:26.864594
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11-16-2024
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{
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"url": "https://pressbooks.bccampus.ca/flashflood/chapter/background-knowledge/",
"book_url": "https://pressbooks.bccampus.ca/flashflood/front-matter/introduction/",
"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/story-elements/
|
Before You Read
Think About Story Elements
Audio
Stories have many elements:
- Setting: This is where and when the story takes place. It’s like the background of the story. For example, it could be in a forest, at a school, or even in space. The setting helps tell the reader what the world of the story looks like.
- Character: Characters are the people or animals in the story. They do things, make decisions, and help move the story forward. The main character is the one the story is mostly about, while other characters are there to help or cause problems.
- Plot: The plot is what happens in the story. It’s made up of the events that move the story along, starting from the beginning, going through problems or challenges, and ending with a solution or conclusion.
Write it down
Predict
- Make some guesses about the setting of the story Flash Flood.
- Make some guesses about the two characters shown on the cover of the book. Who are they? How old are they? How do they know eachother?
- Make some guesses about the plot of the story. What problems or challenges do you think the characters will face? Be as specific as you can.
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pressbooks
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2025-03-22T05:09:26.878515
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11-16-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/flashflood/chapter/story-elements/",
"book_url": "https://pressbooks.bccampus.ca/flashflood/front-matter/introduction/",
"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/get-story-ready/
|
Before You Read
Get Story Ready
Audio
How do you get your mind and body ready to read a story? These ideas might help:
- Find a quiet place with nothing to distract you (like tv, phone, or people).
- Keep a drink near by – water, tea, or something else you enjoy.
- Get comfortable.
- Take some deep breaths.
- Think about why you want to read this story. For fun? To build new skills? To learn about the world? To grow as a person?
- Be patient. Give yourself the time you need to understand. If your mind wanders, go back and re-read.
- Make pictures in your mind that match the text.
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pressbooks
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2025-03-22T05:09:26.890759
|
11-16-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/flashflood/chapter/get-story-ready/",
"book_url": "https://pressbooks.bccampus.ca/flashflood/front-matter/introduction/",
"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/story-elements-in-chapter-1/
|
Primary Navigation
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Book Contents Navigation
Introduction
Think About Genre
Think About Background Knowledge
Think About Story Elements
Get Story Ready
Chapter 1 Setting
Chapter 1 Characters
Chapter 1 Plot
Chapter 1 Vocabulary
Chapter 1 Critical Thinking
Chapter 1 Journal Topics
Chapter 2 Vocabulary
Chapter 2 Characters
Chapter 2 Sequence
Chapter 2 Cause & Effect
Chapter 2 Critical Thinking
Chapter 2 Journal Topics
Chapter 3 Vocabulary
Chapter 3 Setting
Chapter 3 Characters
Chapter 3 Plot
Chapter 3 Journal Topics
Chapter 4 Vocabulary
Chapter 4 Characters
Chapter 4 Plot
Chapter 4 Critical Thinking
Chapter 4 Journal Topics
Chapter 5 Vocabulary
Chapter 5 Plot
Chapter 5 Imagery
Chapter 5 Journal Topic
Chapter 6 Vocabulary
Chapter 6 Sequence
Chapter 6 Setting
Chapter 6 Characters
Chapter 6 Cause & Effect
Chapter 6 Journal Topics
Chapter 7 Vocabulary
Chapter 7 Setting
Chapter 7 Cause & Effect
Chapter 7 Inferences about Characters
Chapter 7 Sequence
Chapter 7 Critical Thinking
Chapter 7 Journal Topics
Chapter 8 Vocabulary
Chapter 8 Setting
Chapter 8 Characters
Chapter 8 Sequence
Chapter 8 Cause & Effect
Chapter 8 Critical Thinking
Chapter 8 Journal Topics
Summary
Character Analysis
Theme: Misunderstandings and Forgiveness
Theme: Resilience & Survival
Letter to Grandfather
Chapter 1
Setting refers to where and when a story takes place.
Exercise
Previous/next navigation
Flash Flood Workbook Copyright © 2024 by Shantel Ivits is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
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pressbooks
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2025-03-22T05:09:26.916752
|
11-16-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/flashflood/chapter/story-elements-in-chapter-1/",
"book_url": "https://pressbooks.bccampus.ca/flashflood/front-matter/introduction/",
"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
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