Running head: SELF-ASSESSMENT OF REASONING 1

Self-Assessment of Reasoning for Health Promotion

M. Susan Nason
Ferris State University

SELF-ASSESSMENT OF REASONING 2

Self-Assessment of Reasoning for Health Promotion
For the purpose of this paper, the author will use the Elements of Reasoning (EOR) to
describe her own critical thinking processes regarding the assigned work this semester. The EOR
process evaluates ones own thinking about a chosen topic using specific criterion and
intellectual standards. The author believes she deserves the letter grade of B due to her
noticeable achievement in grasping the concepts of thinking. According to Ursuy (2011), B
level work at the end of the course is, on the whole, clear, precise, and well reasoned, though
with occasional lapses into weak reasoning (p. 16), and it is the authors belief that she fits into
this category. It is her belief that she has conquered several of the EOR, however there are a few
elements that still need development. Overall, the authors work displays competent reasoning
and problem-solving skills.
Significant Content
Over the course of this semester, many of the topics have caused this author to use her
critical thinking skills. The semester started with definitions of what health meant to each
student, and then moved into learning about the different health promotion models available for
nurses. The students learned techniques to use with their clients when empowering them to
achieve a healthier lifestyle; even in vulnerable populations. This semester, they created their
own health assessment and health promotion plans. In group discussions, the students planned a
theoretical health fair and learned about health promotion in the community. They also planned
how to approach teaching children about proper nutrition. Rest and sleep for nurses were other
topics of discussion this semester, as well as how stress relates to our overall health.


SELF-ASSESSMENT OF REASONING 3

Thoughts and Feelings
Before this semester, the author knew very little about health promotion, and how it
applies to nursing. The authors definition of health was appropriate and broad enough to
integrate health promotion. However, the author had much to learn about health promotion
models and how nurses should implement them. This author feels that she has done a poor job of
promoting health in her patients and their families, especially after learning the techniques and
tools available for nurses. Many of the topics this semester have pointed out issues that are
neglected by nurses (stating lack of time or resources as an excuse), including self-care.
Point of View or Assumptions
The authors point of view is that of a busy bedside nurse. Before this class, she assumed
health promotion was an idealist way of thinking that had no realistic place in the hospital setting
with acutely ill patients. In her opinion, it was something left to midlevel providers and
physicians. She believed health promotion took extra time that most nurses do not have. The
author, like many other nurses, made weak excuses as to why nurses do not promote their own
health. However, she does recognize that the medical community is moving toward health
promotion and prevention rather than just treating illness.
Analysis of Thinking
The author has shown some examples of weak reasoning, but overall she has displayed
sound reasoning and problem-solving skills. Her analyses of issues are clear and they stay within
the topic. The elements of reasoning are becoming less difficult for the author to use, and she
was able to apply them during discussion board postings and assignments. Because of this, the
author feels her work represents a letter grade of B.
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When outlining her plan for behavior change, she thought deliberately about the purpose
of the plan. The plan was clearly stated and the goals were measurable and precise. While
writing the health promotion research paper, the author chose a topic that was easy to back up
with scholarly information, including all points of view. The author believed the stated purpose
in her health promotion plan met the intellectual standards in that it was clear, accurate, relevant,
and logical.
During online discussions, the author learned to clearly and precisely state the question at
issue, and to express the question in several ways to clarify its meaning and scope. Furthermore,
this author frequently sought out additional information about the topics in order to understand
them more thoroughly and to gain a broader breadth of the subject. When writing about how to
teach children about proper nutrition, she searched for sufficient information that supported as
well as opposed her position. While planning the health fair, the author was open to new ideas
and ways of looking at problems. Ultimately, she ended up learning more from her classmates
than from the textbook about community health promotion.
Nevertheless, it is difficult for the author to consider the more abstract concept of what
she might be taking for granted in her work. It is hard for her to clearly identify her assumptions
and determine whether they are justifiable, or how they are shaping her point of view. According
to Ursuy (2011), at the B level The student's work demonstrates a mind beginning to take
charge of its own ideas; assumptions, inferences and intellectual processes but occasionally
seems to lack needed discipline and clarity(p. 16). Another problem area for this author is that
of identifying other ideas that may shed some insight into her topic. Additionally, it is hard for
the author to infer only what the evidence implies; she occasionally lets her assumptions lead her
SELF-ASSESSMENT OF REASONING 5

thinking. It is easy for her to interpret data, but to leave all other data, her own beliefs, and
nursing history out of the equation requires effort.
Summary
In conclusion, the author has shown some examples of weak reasoning this semester, but
overall she has displayed skilled reasoning and problem-solving skills. She demonstrates a
proficient grasp in knowing what thinking is, and feels her work strongly represents a letter grade
of B. Her work is improving with each assignment, and shows a general tendency to reason
carefully from clearly stated premises, and recognized important implications and consequences
(Ursuy, 2011, p. 16). She is looking forward to further honing her skills in each class she takes as
she continues her journey toward her degree.
Reference
Ursuy, P. (2011). NURS 310 Class Syllabus.