Running head: SELF-ASSESSMENT OF REASONING
Self-Assessment of Reasoning
Maggie Siler
Ferris State University
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SELF-ASSESSMENT OF REASONING
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Abstract
This paper contains the author’s personal growth experience in Ferris State Universities Fall
2011 Transition into Professional Nursing course. Areas of interest to be reviewed include:
personal strengths and weaknesses in the use of the elements of reasoning/critical thinking skills,
attention to intellectual standards, and insights for improvement. Also critically presented is the
use of concise, accurate presentation, including supporting evidence and analysis of growth.
Correct APA format, sentence structure, and the importance of proper grammar usage are also
highlighted.
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Self-Assessment of Reasoning
The skills learned throughout this course have produced great personal and professional
growth for the author. Improved critical thinking and writing skills over the progression of this
semester are only two of the benefits conferred. Some of those abilities have not been utilized
educationally for many years and it is good to use them again. It is even better to learn new
skills while improving on the old. APA format is a newly learned skill. Using the elements of
reasoning is also a new and very thought provoking concept. The idea of 98.6˚ (or any other
subject) never had such detail before learning that method of thinking. Utilizing the grading
rubric and criteria for grades provided this student is deserving of an “A”. Each assignment has
been given full attention and best effort. Evidence of self-determined strengths and weaknesses
from previous work will be demonstrated below.
Specific Strengths
The author’s greatest strengths in the process of critical thinking using the elements of
reasoning are defined below. It is believed that strengths outweigh weaknesses, in reinforcement
of the above stated grade. Supporting examples of work, including analysis and commentary,
are provided.
Purpose
Ideas are presented in a clear, concise manner. Mastery of a wide vocabulary is
demonstrated. There is a distinct understanding of the written work by the author. It is easily
understood by the reader. Below is an example from week 7 critical thinking MCJ that supports
clarity of purpose.
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1) Purpose
98.6˚ is a unit of measure which is broadly accepted as a normal body temperature for
humans. There are many variations on normal which must always be considered.
Temperature measurement should be used comparatively and as part of an overall
assessment to evaluate problem areas. (Siler, 2011)
Inference and Interpretation
Topics are interpreted in a well-focused manner. The issues are summarized and applied
to current applications. This area of reasoning is addressed in a detailed, well thought out
manner. The writing is logical and readily demonstrates strong critical thinking skills. Below an
example is provided from week 9 Evidence Based Practice Proposal (EBPP) that supports good
use of inference and interpretation.
8) Inference and
I conclude that there is a growing body of evidence
interpretation
supporting the importance of a healthy work
environment for all nurses. The successful
achievement (or even approach to) this goal can have
many far reaching positive effects on our entire
healthcare system. It can directly result in happier,
more competent nurses. This will lead to improved,
safety, and more cost effective care for each patient.
(Siler, 2011, p. 5)
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Accuracy of Information
All information presented is accurate and readily accessible through the use of correct
APA reference formatting. All writing includes the support of professionally written and
reviewed scholarly journal articles. Good reasoning skills are clearly demonstrated. Below is an
example from the author’s annotated EBPP.
Weston, M. J. (2010, January 31). Strategies for enhancing autonomy and control over
nursing practice. The Online Journal of Issues in Nursing, 15. doi:
10.3912/OJIN.Vol15No01Man02
Marla Weston is a doctoral prepared nurse leader with over thirty years of
management experience. She is the Chief Executive Officer of the American Nurses
Association. For years her work has centered on enhancing autonomy and control in the
practice of nursing. This article is well organized and easy to read. It asserts that
increasing autonomy and control over the practice of nursing allows each nurse the power
to best contribute nursing specific knowledge and expertise to the benefit of all: nurses,
patients and the health care system. Achieving the goal of nursing autonomy requires
structure and processes which are outlined by the author in this article. Enhanced
autonomy can lead to improved professional engagement and ownership for each nurse in
their practice. The final outcome is to improve the health of the work environment thus
positively impacting the quality of patient care, organizational function, and professional
nursing satisfaction. (Siler, 2011, p. 2)
Point of View
The point of view is clearly introduced and presented. Without clear reasoning and
presentation, an author’s point of view statement is not supportive of the direction of the work.
SELF-ASSESSMENT OF REASONING
This author believes a defined point of view is presented and supported by the following
example from her evidence based practice proposal (EBPP).
3) Point of view
Unhealthy work environments add to stress levels, errors
and less than optimal outcomes. In this day of payment
based on evidence based care and positive outcomes, the
principle of healthy work environments cannot be ignored.
(Siler, 2011, p. 5)
Specific Weaknesses
It is believed that the author’s weaknesses related to critical thinking are in the minority.
To identify a limitation is the basis for improvement. Learning the elements of reasoning has
strengthened the author’s critical thinking abilities. Utilization of the elements of reasoning
provides a great base on which to improve these skills. Breaking down automatic thought
processes into smaller identifiable parts produces a whole new process. With time these
limitations can be built into strengths through use and practice. Examples and commentary are
provided below.
Question at Issue
The question at issue often becomes blurred with purpose. It seems that to discern the
question at issue is the same thing as the purpose of the written statement. In reality, they are
complimentary, but distinctly different. The purpose is meant to state what is to be
accomplished. The question at issue is the topic to be addressed. The lack of distinction
between question and purpose are demonstrated below from week eight’s metacognition journal
(MCJ).
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1) Purpose
Promoting healthy work environments allows all nurses to practice to the best of their
ability. This can lead to many far reaching positive implications.
2) Questions at issue or central problem
Healthy work environments improve patient safety and quality care delivery as well as
increase employee job satisfaction. (Siler, 2011)
Concept and Idea
The element of concept and idea was initially difficult to evaluate in the author’s initial
use of this method of thinking. Examining a topic with each element was a new experience.
Looking at the main concept and deciding how it fit into the main purpose is challenging. It is
believed that improved use of this element is noted in the EBPP. “If a patient should present
with a 102.6˚ temperature with localized pain/erythema further evaluation and care can be
prioritized based on these findings” (Siler, 2011) is an example of weaker utilization of the
concept element.
Assumptions
In this age of evidence based care an assumption is not a natural thing to do. As an
element of reasoning it must be examined. This would ensure that strong reasoning is used in the
thought process. To carefully evaluate one’s assumptions can clear any irrelevant information
from the thought process. “Healthy work environments are a critical component of increasing
patient safety as well as the recruitment and retention of quality staff” Siler, 2011) is an example
the author’s early use of the element of assumption.
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Implications and Consequences
Similar to the elements of question at issue and purpose, the elements of implications and
inference/ interpretation become blurred in the author’s thinking. They have great similarities
but are distinctly different. Again, it is difficult to stop and break down years of automatic
thought into eight distinct elements. With time and repetition the use of these elements will
become more natural leading to improved critical thinking skills. This process will gradually
raise the bar of the author’s intellectual standards. An apparently abnormal reading should
“require further evaluation to continue data collection or determine efficacy of interventions”
(Siler, 2011) is an example from week seven’s MCJ that demonstrates needed improvement of
the use of this element.
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References
Siler, M. A. (2011). 98.6 Critical thinking MCJ [Microsoft Word File].
Siler, M.A. (2011). Evidence based practice proposal [Microsoft Word File].
Siler, M.A. (2011). Healthy work environments MCJ [Microsoft Word File].
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Appendix
STUDENT declaration of SELF-ASSESSMENT
I, ___Margaret Anne Siler_____________, understand that the purpose of
this assignment is to assess my own performance of my thinking across
the semester in NURS 324. If successful, this report will make it possible
for those who read it to grasp explicitly what I have and have not learned
this semester in the way of thinking skills and abilities. It will itself display
critical thinking about my thinking. I will begin by stating the grade, which I
believe that I have the evidence to support. I will build a case for my
grade using the criteria below and excerpts from my own work as
substantiation. (Note: Ironically, a well-reasoned case for your getting a
low grade may well justify you’re getting a higher grade, while a poorlyreasoned and weakly supported case for getting a high grade will certainly
guarantee a lower grade. The most impressive response will be an
accurate assessment of your strengths and weaknesses leading to the
well-substantiated conclusion that you deserve the grade that you do in
fact deserve.)
My Areas of Strength: I am best at the thinking skills listed below (hint
there are 8 EOR). In each case, I will attach evidence from my work along
with accompanying analysis and commentary.
1. Purpose
2. Inference and interpretation
3. Information
4. Point of view
My Areas of Weakness: I am weakest at the thinking abilities listed
below. In each case, I will attach evidence from my work along with
accompanying analysis and commentary.
1. Question at issue
2. Concept and idea
3. Assumptions
4. Implications and consequences
My grade for the metacognitive journal should be: _A_, based on the
criteria for grades provided in the course materials. Attached is a
summary of the reasoning on which I base my judgment.