My Artifactant Is Using Critical Thinking: Learners

A: Exposure to actual or threatened death, serious injury, or sexual violence in (one or more) of the following: 1: Directly experiencing the traumatic event(S) 4: Experiencing repeated or exposure to aversive details of the traumatic event(S) B: Presence of one (or more) of the following intrusion symptoms associated with the traumatic event(S), beginning after the traumatic event(S) occurred: 1: Recurrent, involuntary, and intrusive distressing memories of the traumatic event(s) 3: Dissociative reactions in which individuals feels or acts as if the traumatic events were recurring C: Persistent avoidance of stimuli associated with the traumatic event(S) occurred, as evidenced by one or both of the following: 1: Avoidance of or efforts to avoid distressing memories,

Goal Statement Worksheet Module 2 • Identify target learner(s): Nursing Students • State what learners should know and be able to do in the performance context: Learner (s) should be able demonstrate the skill of obtain a blood pressure on patients. Student should be able to interpret blood pressuring readings. Students is able to record blood pressure in hospital chart and electronic system. Student is able to explain the importance of blood pressure measurements. Student is able to identify conditions related to blood pressure.

Nursing is a most trusted and gratifying profession. As a nurse educator, I will express my passion for teaching by incorporating features such as clinical assessments, practical application of theory, evaluation, and role modeling into advanced nursing practice, from previous experiences and current experience and clinical practicum to find success and gratification in students chosen profession as well empowering leaners to develop their own strengths, beliefs, and personal attributes to become a good professional. Personally, I do have a positive attitude towards the personal and professional growth, and value ongoing learning and will stive to instill the same into my students learnig journey .. My objective as a Nurse Educator

Allowing students to express their knowledge in more creative methods allows for all students to cultivate and nurture deeper critical thinking which can lead them to later success in academia and within the workplace. Critical thinking causes the individual to process and apply the knowledge in a way in which expresses their understanding. Throughout secondary and post secondary education, students are expected to express their understanding of a topic with a project that can demonstrate the knowledge they have retained. Using a more creative means of representing the ideas and concepts from the course can prove that the student is more comfortable with the concept and is familiar with the information.

Because of this implanted motivation, nurses are reinforced to reach higher levels of growth. Nurses also feel that they are valued when transformational leaders reach out to them; they get excited to participate and share their knowledge that also contributes to strong cooperation or openness. The real benefit goes to their patients during their intervention, when transformational nurse leader listens attentively to the needs of their patients. This leadership style also increases the image and reputation of the hospital or clinic within the community that they

Even though there are many barriers that can influence your critical thinking, I am frequently being influenced by my emotions and my family. In most cases, people consider someone close to them as influential and also most people tend to follow their heart instead of their head. Well, at least in nearly every scenario I have encountered.

1. I rated a 5 on “I accept responsibility when I make a mistake.” I believe that by accepting my mistakes, I demonstrate maturity and responsibility and I aim to be responsible individual in life and I believe that a lot of my motivation comes from this. I also believe that the best way to learn from mistakes and the first step to not repeating those mistakes in the future is to accept them. By accepting my mistakes, I acknowledge them and this motivates me to not repeat those mistakes.

https://searchebscohostcom.ezproxy.umary.edu/login.aspx?direct=true&db=asn&AN=131254810&site=ehost-live Finkelman, A. (2023). Professional nursing concepts: Competencies for quality leadership?(5th ed.). Jones & Bartlett Learning. Greiner, C., & Knebel E. (2003).

Learning such skills should start at university [12,13]. This helps them efficiently apply theoretical knowledge acquired at university in real-world situations where they are expected to solve patient ’s problems [12]. Given that the main goal of education in medical sciences including nursing is to develop professional competence, decision-making skills and problem-solving, nursing education is responsible for creating an environment where students can learn and acquire cognitive, affective and psychomotor skills. Therefore, nursing students are provided with practical skills, strategies, and approaches so that they will able to solve patient’s problems in real-world situations in the future

Critical Thinking Development Critical thinking can have different meanings, depending on the person. To me, critical thinking means advancing ones thinking to the level that one can properly certain situations and self-examine, as well as take a more in-depth view of the world’s complexities. Developing one’s critical thinking takes more than simply understanding the components of critical thinking. Studying and demonstrating the components help to better understand the concept and improve one’s thinking process. Although developing critical thinking skills isn’t the same as learning other skills and can take more work, it is definitely a skill worth having that will prove to be beneficial in every aspect of life.

Introduction: As an educator, I believe my role is to develop skills as important as the ones we use to read, write and calculate. These skills are social skills. My research hopes to explore using critical thinking to teach children to manage new social experiences. Freire expresses that ‘Critical thinking contrasts with naive thinking’ when he refers to its role in dialogue, communication and true education.

(Nursing Times). Nursing is gaining influence in all aspect of healthcare practice, therefore it is important for nurses to develop good leadership skills at the early stage of their practice which is the key to all nursing career and nurse managers can become good leaders with effective training and enhancement of their skills in leadership. Most nursing managers are tossed around by their leaders when they themselves are leaders in their capacities. A nursing manager aspiring to become a leader must be committed to excellence and passion for patient’s advocacy, employee’s protection and be a role model, living by example.

By the 1980’s, critical thinking was a popular term among professionals in education, and thus, made its way into curriculums throughout the world.

There are probably as many definitions of critical thinking as there are critical thinkers. One of the requirements for effective critical thinking is the ability to develop useful and practical definitions of key concepts, in light of the perspectives of others and one’s own intellectual experiences. For our purposes here, let’s consider critical thinking to be the intellectual process of defining clear and manageable problems; acquiring unbiased, reliable, and valid information bearing on the problems; manipulating that information in creative and appropriate ways in order to develop new and different perspectives on the situation; and developing reasonable and practical action plans based on these analyses. Underlying all these activities

The innate skill of critical thinking is undoubtedly lost by the time students reach third level education. However this is not through the fault of the students themselves. Our society and our education system value the knowledge of given assumptions over the search for the meaning behind, and evidence for these assumptions. This results in students losing the drive to question given knowledge and their longing to know, which Hooks (2010: 7) says is the ‘heartbeat of critical thinking’. They resort to memorizing information without exploring its accuracy.