From completing this class, I gained a great deal of material. To begin with, this class involved reading articles and writing reflections about chosen topics. It enabled me to understand how to analyze arguments because the class required students to read, analyze and reflect on written materials; not just giving summaries (Gloudemans et al. 2013). Now I know factors entailing a strong argument and a weak argument. I have learned the art of good listening and how to question what is being said. Before taking this class, I used to be easily swayed by what I perceived were strong arguments. However, after this class, now I know how to listen to what a speaker is saying and evaluate whether it is a fallacy, true or valid argument. Though my structuring of arguments is sometimes wrong, I have learned how to pick out the premise and to identify the conclusion (Rubenfeld & Scheffer, 2015).Therefore, I believe these are the most significant things I gained from completing this course.
In the nursing field, clinical skills are important. Nevertheless, critical thinking skills form the foundation of a successful nurse (Gloudemans et al. 2013). This course will impact me in my personal nursing practice because the skills I have acquired are what I will use in my daily practice to prioritize and make key decisions and make important decisions that save lives. As a practicing nurse, I will from time to time confront situations that have multiple treatments and solutions. In such situations, I will be tasked with deciding the solution, which offers the best possible outcome for my clients. In every scenario, I must be able to confidently and quickly assess situations in order to come up with the best possible care decisions (Rubenfeld & Scheffer, 2015).
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During this course, I discovered the kind of learner I am. Immediately I completed the video assignment, I noticed I tend to retain a lot of information after watching videos. Other than videos, I also realized that I enjoy using charts and diagrams to analyze information on different topics. For example, I can confidently use a visual diagram to explain the game theory. Before joining this class, I could not do such a task.
References
Gloudemans, H., Reynaert, W., &Schalk, R. (January 01, 2013). The relationship between critical thinking skills and self efficacy beliefs in mental health nurses. Nurse Education Today, 33, 275-280.
Rubenfeld, M. G., &Scheffer, B.K. (2015). Critical thinking TACTICS for nurses: Achieving the IOM competencies (3rd ed.). Sudbury, MA: Jones and Bartlett.
