STCC anyone?

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Hi, I was just wondering if there were any other students (or alumni or instructors) from Springfield Technical Community College on here.

Specializes in OR-ortho, neuro, trauma.

I'm just taking it in small parts as we go along and doing the nclex questions at the end of each chapter. I plan on doing the study guide as a good review before the test. I think it's really important that we go with the advice of "don't read into the question" and just relax and be confident that we know the material.

Don't worry I'm sure you'll do great!!

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I've just been keeping up with the reading. I do think it helps a bit for me. Today someone said that an senior told them to just focus on the lecture information and not worry about the reading. But for me, it helps. I like that whether I read it before or after, I know already what is being discussed and what else to expect as it goes along. I really need to get an move on it with those study guides though, especially if they potentially check them! :no: I really do not enjoy doing them at all. I rather just read all day than do those. That is more or less all I've been doing for now.

Has anyone done more than pick their topics for papers?

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Specializes in OR-ortho, neuro, trauma.

I have yet to get mine signed off on. So hopefully this weekend I will at least get the research done. I found out from that library assignment that I'm really bad at APA format!

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so fellow stcc nursing students what do you think about the program so far? honestly, because unlike web advisor nobody knows who we are on here!

i think

-the test was easier than i expected

-the professors are not what i expected (some nicer than i first thought, some more strict)

-as much as they strive for continuity, talking to others, lab is different for each section that meets and so is clinical

-the school is strict on some things that do not seem as important and lax on things that do.

-they were not kidding when they said you needed a good support system, they run it like a business and don't really care (they can't/shouldn't i guess) what is going on in your life, if there was an accident on the highway that made you 5 minutes late, if you are placed in the clinical that is the farthest from your house, etc.

-i feel like i am in highschool all over again some days.

i do love it and i am on-time and haven't had any issues personally, i just feel bad for those who are having a hard time because they worked so hard to get here and invested so much money in books, supplies, pre-req's and i hate to see people wanting to give up already.

also, how about the test grades, i know the average was an 83 but i have heard some people did really poorly (like in the 50's) so that can bring down the average. has anyone talked to others to get a feel of how people did?

anyway, good luck to everyone!!!:D

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Specializes in OR-ortho, neuro, trauma.

i'm definately not a big discussion board fan myself! i do find it quite amusing though. as the days go by i find the professors less and less scary!

i'm loving it so far!! i got an 83 on the test. i'm sure i would have done better if i wasn't an idiot and didn't go back and second guess/change a few answers. i've heard that some people got below the 77. i wonder if they just didn't study? bad test takers? bummer to work so hard to get in and throw it all away.

i'm also one of those that is at class 10 minutes early. i can't stand the late people and it's good to see them cracking down on it, teaches people to be professional. though i think everyone is at the age where they should know better.

i'm glad to see others enjoying it too! good luck to everyone!!!

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hey everyone! i am really enjoying school so far...i was so nervous at first. i got an 87 on the exam...i really wanted an A but its so close. i think all of the professors are really nice and helpful. i dont really have a social life anymore but it will be worth it in the end haha. hope everyone is keeping their head up! im trying lol

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A few people had said that their downfall was focusing in on the extra information in the text that was not covered in lecture. For me, I passed and stayed in the 80's. So I'll take it. Not thrilled, but I'll just aim to do better on the next one. It's funny actually, I really did not even believe what my grade was. I checked blackboard about 4 times that day to see if maybe my grade changed somehow. But I realized how I can more effectively take tests and study. So hopefully that will help me!

It just seems to me that underlining all of what may be important in the questions, and maybe even labeling the multiple choice with my critical thinking process will be helpful for some questions. That way I have an clear visual of what I have to deal with. As well as be sure to thoroughly go through the exam after I'm done. I usually do go through it again, but just skimming over it to make sure I put the correct answer down and going over questions I'm unsure of. I also noticed that I did worse on specific sections of the test. For example, the termination-orientation question. Obviously my attention span has to improve, I'm going to get an huge cup of coffee for specific lectures from now on! But I think I like the smaller groups, it's more conductive to learning. lol.

I agree that I like that they are reinforcing being on time. Especially now that lectures start at 10:10am, there shouldn't be so many late people coming in anyways. I can understand being late though. I was late once for our second clinical orientation. Things happen, many of us have children as well.

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A few people had said that their downfall was focusing in on the extra information in the text that was not covered in lecture. For me, I passed and stayed in the 80's. So I'll take it. Not thrilled, but I'll just aim to do better on the next one. It's funny actually, I really did not even believe what my grade was. I checked blackboard about 4 times that day to see if maybe my grade changed somehow. But I realized how I can more effectively take tests and study. So hopefully that will help me!

It just seems to me that underlining all of what may be important in the questions, and maybe even labeling the multiple choice with my critical thinking process will be helpful for some questions. That way I have an clear visual of what I have to deal with. As well as be sure to thoroughly go through the exam after I'm done. I usually do go through it again, but just skimming over it to make sure I put the correct answer down and going over questions I'm unsure of. I also noticed that I did worse on specific sections of the test. For example, the termination-orientation question. Obviously my attention span has to improve, I'm going to get an huge cup of coffee for specific lectures from now on! But I think I like the smaller groups, it's more conductive to learning. lol.

I agree that I like that they are reinforcing being on time. Especially now that lectures start at 10:10am, there shouldn't be so many late people coming in anyways. I can understand being late though. I was late once for our second clinical orientation. Things happen, many of us have children as well.

I was stumped on that question too but then I remembered Prof P saying like three times that you need to think about ending the relationship as soon as you start it. My mind started wandering and then I pictured meeting someone for a first date, saying hi, thinking "wow this guy is great" then saying to myself "how am I going to end this relationship?" LOL I need to try to stay focused more in lecture too I guess! I actually have one question that I kind of want to challenge, I know they said that we could but I don't want to offend the teacher, plus they went through the exam questions so fast and we aren't able to write down the answers so how can we even effectively try to do it? I don't know it is only 1 question it's not really going to change my grade that much plus the reprocussions might make it not worth it.., I think I will post to you fellow classmates my rationale and please let me know what you think!

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I think the question was #26 It was about teaching kids or adolescents ( I don't even remember what we were teaching them).

The correct answer was A. role play I understand that because it says in our lecture from that day a great way to teach in the affective domain is to role play and also in our notes is says to stimulate all the senses and get the people involved. Also that active participation is key to learning and to encourage immediate practice.

I put C which was to identify what the person you are teaching feels are problem areas and build the teaching around that (no idea what the actual wording was-my memory is not THAT good...lol) My rationale on this is in our notes it stresses the importance of identify what the clients immediate needs are, not repeating information they already know,determine the problem, and develop the plan collaborately with the client that builds on client present knowledge, provides new information, and increases the clients understanding. It says several times that Collaborative developement of teaching will increase compliance.

I know that they said sometimes there will be more than one correct answer and we need to chose the BEST answer but in this case I tried to put the answers into scenarios and by doing so I feel that C is the best answer.

If I was teaching and I decided to do what answer A says, role play, I build a few scenarios for the kids to act out - by me doing this I did not involve the kids iin the planning, I have no idea what they already know and what they need to know. I might have built scenarios based on knowledge they already know and left out important things they need to know.

If I was teaching and I went with C I would be working with them to identify what needs to be learned and I could build my teaching off that information eliminating repeat knowledge and inforcing areas the patient and I collaborately defined as important. My teaching could still include role playing but the role playing would be focused on the individual patient needs.

So what do you think? Like I said I might not be remembering exactly what the question/answers said and I might be missing something in answer C that makes it wrong. I just feel that based on what we learned involving the patient © is a better choice than (A). Any comments good or bad would be appreciated!!:)

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Specializes in OR-ortho, neuro, trauma.

I actually put A for that one but your rationale makes sense! I put A because I remember from when I was younger and learning things that that was the best way I learned and when I was a camp counselor, like 10 years ago, we would teach them things through role play a lot of the time. Hope that helps a little bit at least!

Glad to see others did well too. I'm def liking the smaller groups for lecture. I'm hoping to take the suggestions from Tero80 in another post and boost my grade from a B to an A! I noticed in the review that the ones I got wrong are ones that I had the right answer and changed! :banghead: Lesson learned!

Hope you guys have a good rest of the weekend and a good time at clinical!!

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I actually put A for that one but your rationale makes sense! I put A because I remember from when I was younger and learning things that that was the best way I learned and when I was a camp counselor, like 10 years ago, we would teach them things through role play a lot of the time. Hope that helps a little bit at least!

Glad to see others did well too. I'm def liking the smaller groups for lecture. I'm hoping to take the suggestions from Tero80 in another post and boost my grade from a B to an A! I noticed in the review that the ones I got wrong are ones that I had the right answer and changed! :banghead: Lesson learned!

Hope you guys have a good rest of the weekend and a good time at clinical!!

THATS A BUMMER :(

(ABOUT THE ANSWER CHANGING)

I TOTALLY AGREE THAT ROLE PLAYING IS A GREAT WAY FOR KIDS TO LEARN AND IT WAS MY FIRST THOUGHT BUT C GOT ME THINKING ABOUT THE IMPORTANCE OF INVOLVING THE LEARNER. I WAS THINKING THAT C COULD INVOLVE ROLE PLAYING TOO BUT GEARED TOWARD WHAT THE LEARNERS NEED TO KNOW. I FIGURE EVEN IF MY RATIONALE MADE PERFECT SENSE THAT THEY 1. WILL NOT CHANGE MY GRADE ANYWAY 2. IF SOME MIRACLE HAPPENED AND THEY DID CHANGE MY GRADE THEY WOULD SAY THAT ANYONE WHO PUT A OR C WOULD GET CREDIT (maybe that point isn't super important to my grade but someone else it might make the difference between a C & B or B & A). GEEZ I JUST REALIZED I AM IN CAPS, sorry. Do you think the Prof. would be offended at my "challenge" or that they would just appreciate that I am critically thinking? I don't want to get off on the wrong foot with anyone or seem ungreatful since I did get an A on this test. I am SOOO over thinking about this! I should probably just forget it. :)

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I chose A as well. I can understand where you are coming from on your rationale, I looked at C for an moment as well as an possible answer too. Then thought, since it's an teenager....A would be best due to what we learned about developmental stages. I had thought yes, C might work. But I felt the key word was "develop your teaching plan" or whatever it had said. I'm a little hazy on the correct wording too. But, it does not specify what kind of learning will be developed, it could be anything under the sun. That was just my rationale.

As for approaching the professors about challenging, I think they are pretty set on their answers. Just from what I interpreted during the exam review, it seems that way. If you do approach them, I think you should make sure to seem like you just don't understand their reasoning or why yours doesn't work. I'm sure that is the case anyways or you wouldn't be here asking, but be sure to convey that sentiment of not understanding. Sometimes people may misinterpret what one says or their intentions just from something simple. One of my pet peeves is at the Gynocologist's......when the nurses asks "How many partner's do you have." Well.....one. But if you mean how many I've had in my lifetime, that'd be completely an different answer. Just an example. But, it just goes to show that how the set up of an sentence can be interpreted differently.

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