Critical Thinking Exercises
1. Explain the relationship between education and health to affect learning behaviors.
There is a huge relationship between education and health to affect learning
behavior. It also depends on the educational background of an individual on how
they can understand a specific disease and find ways to help themselves cure
holistically. Social determinants are a big factor when it comes to learning about
one’s health. In a journal article by (Virginia Commonwealth University et al.,
2014), it was mentioned that health outcomes are influenced by social factors
outside of healthcare, including education, income, and the physical and social
environment. They have discussed the ecological model which provides a
theoretical framework for understanding the impact of social determinants on
health, focusing on individuals and their behaviors within nested institutional
contexts. Education is a key filtering mechanism that situates individuals within
these contexts, driving them to various life experiences, including health
outcomes. Education contributes to human capital by developing skills and traits
such as cognitive skills, problem-solving ability, learned effectiveness, and
personal control. Personal control can impact attitudes and behaviors, potentially
including health behaviors.
2. Differentiate the education process and nursing process and cite
SPECIFIC examples.
Education process focuses on student to teacher relationship while nursing process is
more on Nurse-to-patient interaction. Both processes use Assessment, Planning,
Implementation and Evaluation. The goal of the education process is to include both
teacher and students in the formal transfer of information, skills, and attitudes to
students. They have a curriculum which covers a wide range of topics, ideas, theories,
and useful abilities.
For instance, A teacher presents the topics to be covered in her subject and provides
the objectives and expected outcome by the end of the module. As part of the
assessment criteria, they need to assess how the student will learn more based on his
environment like distance-learning and how they will participate in class through
discussion or assignments. Instructors will develop an instruction plan and will follow her
instruction plan throughout the semester. Lasty during the evaluation phase, they will
evaluate how much did the students learned out of all the topics discussed through a
periodic exam. The ‘outcome-based’ model focuses on what the student is expected to
be able to do by the end of the module and utilizes statements of learning outcomes to
express expectations of outcome. Linked to the learning outcomes are specifications of
how these outcomes will be assessed through assessment criteria. (Gosling, D., &
Moon, J. (2002)
Meanwhile, the nursing process is a systematic approach used by nurses to meet the
individualized health care needs of their patients. Originating in 1955, it is a humanistic
method that focuses on achieving desired outcomes in a cost-effective manner. The
process consists of five steps: assessment, diagnosis, planning, implementation, and
evaluation. Assessment involves collecting and examining information about health
status, looking for evidence of abnormal function or risk factors, and identifying client
strengths. Diagnosis involves analyzing data and identifying problems, which form the
basis for the plan of care. Planning involves determining immediate priorities,
establishing expected outcomes, determining interventions, and recording or
individualizing the plan of care. Implementation involves thoughtful action, assessing the
person's status, performing interventions, and reporting changes as needed.
Evaluation is the final step, determining whether the desired outcomes have been
achieved, the interventions were effective, and whether changes need to be made. The
nursing process promotes critical thinking in nursing and is compared to the scientific
method of solving problems. Nurses collect data and determine the problem, while
scientists identify problems first and collect data. Cognitive skills required by nurses
include creative thinking, critical thinking, problem-solving, and decision-making.
Yildirim, B., & Ozkahraman, S. (2011).
3. How do the education process and nursing process affect nursing practice?
The process of education improves the knowledge of nurses, makes evidence-based
practice possible, and instructs patients on drug administration, self-care, and illness
management. The information and skills that nurse clinicians possess are greatly
shaped by their education, which helps them to understand complicated circumstances,
make wise judgments, and adjust to the changing demands of their patients.
On the other hand, the nursing process applies critical thinking, guarantees structured,
patient-centered care, and takes social, emotional, and physical health into account. To
enhance patient outcomes, nurses continuously acquire and use information, which
intersects both processes. Patients are involved in the decision-making process as they
develop and carry out personalized treatment plans. They assess the results of
treatments once they are put into practice and make any necessary adjustments to care
plans. By considering the social, emotional, and physical facets of patients' well-being,
the nursing process guarantees a holistic approach. Safe, patient-centered care is the
result of using the nursing process correctly.
To sum up, nursing education improves a nurse's skills, and the nursing process offers
a methodical structure for providing excellent care. For nursing practice to be effective,
both procedures are necessary.
References
Gosling, D., & Moon, J. (2002). How to use learning outcomes and assessment criteria.
London: SEEC.
Virginia Commonwealth University, Zimmerman, E., Woolf, S. H., & Virginia
Commonwealth University. (2014). Understanding the Relationship Between
Education and Health. NAM Perspectives, 4(6). https://doi.org/10.31478/201406a
Yildirim, B., & Ozkahraman, S. (2011). Critical thinking in nursing process and
education. International journal of humanities and social science, 1(13), 257-262.
