ABBREVIATIONS
| AACN | American Association of Colleges of Nursing |
| AP | Advanced Practitioner |
| CASP | Critical Appraisal Skills Programme |
| CATS | Credit Accumulation and Transfer Scheme |
| CPD | Continuing Professional Development |
| DH | Department of Health |
| FHEQ | The Framework for Higher Education Qualifications |
| HCPC | Health and Care Professions Council |
| HE | Higher Education |
| HEI | Higher Education Institute |
| ICMJ | International Committee of Medical Journal Editors |
| IT | Information Technology |
| NHSI | National Health Service Institute for Innovation |
| NICE | National Institute for Health and Clinical Excellence |
| NMC | Nursing and Midwifery Council |
| PhD | Doctor of Philosophy |
| QAA | Quality Assurance Agency for Higher Education |
| RCT | Randomised Controlled Trial |
| REF | Research Excellence Framework |
| SQ3R | Survey, Question, Read, etc. |
| SWOT | Strengths, Weaknesses, Opportunities and Threats |
| VLE | Virtual Learning Environment |
INTRODUCTION
In the current context of an increasing graduate workforce and the resulting development of postgraduate provision for continuing professional development (CPD), there is a general understanding in higher education (HE) circles that, at postgraduate level, students aim to be independent and self-directed learners. Therefore, within Master’s level courses there exists an expectation of relative independence alongside an emphasis on the centrality of the student’s individual learning needs. As experienced senior lecturers working in HE, we feel that there is a paucity of guidance to enable students to understand what becoming an ‘independent learner’ entails and on how to identify and recognise individual learning needs.
This text will therefore explore the world of Master’s study – its context, regulation and operation – in order to assist students to develop capability in both thinking and writing at Master’s level. This will be achieved through the use of practical and reflective activities aimed at recognising and developing the use of higher academic skills. Such skills include critical thinking, using literature and writing to demonstrate distinctive and independent thought with the synthesis of ideas and critical engagement with alternative views. Also, through being encouraged to think reflectively, analytical thinking skills and self-learning will be developed.
However, please note that this text will focus mainly on the needs of taught Master’s students (for our definition of what this is, please see Chapter 1). Also note that, although research as a discipline is not specifically addressed in the text, the thinking and writing skills required for undertaking a research project are developed throughout the book. Research skills will be referred to in the text and the students will be signposted to the plethora of texts that exist specifically to develop skills in research methods.
USING THIS BOOK
This book has been written to support students who are new to studying at postgraduate level and who want to understand the difference between studying at Bachelor’s level and studying at Master’s level. The book may also be useful to those students who would consider themselves established within a postgraduate course but who need to revisit the principles of studying at that level, and may even be a useful resource to those academic staff who are supporting students at Master’s level. While we would encourage you to read the book as a complete narrative, you may wish to dip in and out of chapters as your needs arise over the duration of your studies.
Content and coverage
Chapter 1, ‘What is Masterly?’ This chapter essentially sets the context for the book by introducing the reader to a number of different facts about, and approaches to, postgraduate study. By examining the difference between Bachelor’s level and Master’s level of study, it seeks to demystify learning outcomes by encouraging the student to consider both the specific personal aims of postgraduate study as well as considering the wider goals of postgraduate education, and to consider how these might be achieved and evidenced.
Chapter 2, ‘What is Critical Thinking?’ This chapter examines more closely one of the key skills of working and writing at Master’s level – that of critical thinking. The concept and theory of critical thinking will be explored and activities will be used to develop students’ critical thinking skills.
Chapter 3, ‘Becoming an Independent Learner’. This chapter examines the concept of independence as it applies to higher-level study. This is about strategies that the students can employ in order to manage their postgraduate studies effectively and includes support mechanisms for students during their programme of study.
Chapter 4, ‘Finding and Critiquing Literature’. This chapter aims to develop students’ ability to find high-quality literature, to critique it, to challenge theory, and to apply the findings within debate and argument. The issue of plagiarism will also be considered.
Chapter 5, ‘Writing at Master’s Level’. This chapter explores the expectations for students’ writing at postgraduate level. It covers addressing posed questions, pursuing arguments, structuring the argument, examining the skill of writing interesting and appropriate introductions and conclusions, and considers the use of abstracts. The use of theory, concepts and paradigms is also explored.
Chapter 6, ‘How to get Published’. This chapter presents and considers the obligation to share knowledge among the academic community and discusses both tools and tips for getting published.
Chapter 7, ‘Applying Postgraduate Knowledge and Skills in the Workplace’. This chapter looks at why it is so important to apply postgraduate skills within the workplace. The concept of employability will be explored and students will be encouraged to examine and develop the skills that make them ‘employable’. There is also a discussion of the benefits of Master’s thinkers in the workplace, including the impact on improving practice and the quality of care delivery.
THE AUTHORS
Debbie Casey is a senior lecturer in the Faculty of Health and Social Sciences at Leeds Metropolitan University. As a registered nurse she has held a range of senior clinical posts. She has been involved in supporting learning in the practice setting, within an education, development and training department of a large NHS Trust and as a lecturer for the Open University. Her current teaching portfolio includes continuing professional development for health and social care professionals across a range of academic levels. She holds an MA in health care studies.
Liz Clark is a Principal Lecturer in the Faculty of Health and Social Sciences at Leeds Metropolitan University, with wide experience of teaching undergraduate and postgraduate students