Chapter 7 Available On October 21, 2019, At 12:02 A.m. EDT
Chap7available On Monday October 21 2019 1202 Am Edt Until Tuesday
Discuss the availability window of the chapter for the assignment, highlighting the specific dates and times when the chapter is accessible. Include instructions on the submission process, such as posting requirements, the need to label reflections and responses individually, and the approach to responding to classmates. Emphasize the importance of addressing reflection questions with at least six sentences each, using specified ink colors for questions and answers. Mention the necessity of including the student’s name before each post and response, as well as the expectation to review, compare, and contrast responses with classmates. Clarify the requirements for providing feedback to at least two classmates with a minimum of five sentences per response. Summarize the various reflection and response questions covering topics like learning vs. memorizing, study habits, classroom engagement, note-taking, exam preparation strategies, obstacles, motivation, critical thinking, and applying standards of critical thinking as outlined in the chapter. State that responses should be well-developed, adhere to formatting instructions, and involve deep critical analysis based on chapter content and personal experiences.
Paper For Above instruction
The availability of Chapter 7 starting from Monday, October 21, 2019, at 12:02 AM EDT until Tuesday, November 5, 2019, at 12:01 AM EST, provides a defined window for students to access and engage with the assigned material. This timeframe is crucial for students to plan their study schedules and complete reflections and response assignments within the designated period. The assignment requires students to produce individual reflections and responses to classmates, each labeled and separated distinctly, with each answer containing at least six sentences. Students are instructed to use any color ink for the questions and to respond in blue or black ink, ensuring clarity and organization in their submissions. Before posting, students must include their first and last names, and when responding to classmates, they must address by name, fostering respectful academic dialogue and critical engagement with peers.
The reflection questions span several core topics related to learning strategies, study habits, classroom behavior, note-taking, and test preparation. Students are expected to compare their approaches and philosophies about learning versus memorizing, exploring how note-taking impacts their attention and comprehension during lectures. Additionally, they should reflect on seating choices in class, post-class review habits, initial reading strategies with textbooks, and the use of specific educational modules like objectives and outlines. The assignment emphasizes analyzing whether students study in advance or cram, what their major 'takeaways' from the chapter are, and how these insights influence their academic success.
Further, the reflective prompts include identifying obstacles faced in pursuing nursing education, describing social support systems, and contemplating personal sacrifices made towards achieving their goals. Students should also evaluate their organizational strategies, such as making daily to-do lists, recognizing time wasters, and understanding procrastination habits. They are encouraged to think critically about effective rewards and motivation strategies. Lastly, the assignment incorporates a detailed section on applying critical thinking standards, like clarity, accuracy, and relevance, to reflection on chapter content, with a focus on personal, academic, and clinical applications. Creating a concept map that visually synthesizes the chapter’s key concepts is also required, demonstrating comprehension through visual analysis.
Paper For Above instruction
In this assignment, students are tasked with engaging deeply with their course readings by reflecting on multiple aspects of learning, personality, and critical thinking. They are expected to adhere to strict formatting guidelines, including minimum sentence counts per question, proper labeling, and use of ink colors, thereby fostering clarity and organization in their responses. The scope of the reflection spans practical classroom behaviors, personal motivations, and conceptual understanding, encouraging students to relate academic content to real-life experiences and future professional practice. Additionally, applying standards of critical thinking to their reflections demands a thoughtful and analytical approach, promoting higher-order thinking skills essential for nursing students. By integrating these elements—including self-assessment, peer response, visual concept mapping, and critical analysis—students develop a comprehensive understanding of their learning processes and how to improve them, ultimately supporting their journey toward becoming competent healthcare professionals.
References
- Paul, R., & Elder, L. (2014). The Miniature Guide to Critical Thinking Concepts and Tools. Foundation for Critical Thinking.
- Brookfield, S. D. (2012). Teaching for Critical Thinking: Tools and Techniques to Help Students Question Their Assumptions. Jossey-Bass.
- Bloom, B. S. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook I: Cognitive Domain. Longmans, Green.
- Nelson, S., & Hayes, J. (2014). Critical Thinking and Nursing Practice. Nursing Education Perspectives, 35(6), 377-382.
- Facione, P. A. (2015). Critical Thinking: What It Is and Why It Counts. Insight Assessment.
- Ennis, R. H. (2011). The Nature of Critical Thinking: An Outline of Critical Thinking Dispositions and Abilities..
- Kuhn, D. (1999). A developmental model of critical thinking. Educational Researcher, 28(2), 16-25.
- Scriven, M., & Paul, R. (2002). Defining Critical Thinking. The Critical Thinking Community.
- Moseley, D., & Bleazby, J. (2017). Critical Thinking and Science Education. Journal of Science Education and Technology, 26(5), 468-477.