Thepurposeofthisreportistoconductacriticalappraisalofapublishedarticle. Carnwell(1997)describesacriticalappraisalasanunbiasedandbalanced scrutinyoftheresearchpapersothatbothitsstrengthsandweaknessesare highlighted.Thefocusoftheappraisalwithbeon"Promotingthehealthof peoplewithchronicobstructivepulmonarydisease;patientsandtheircarer's views"(Caressetal,2010)Theformatoftheappraisalwillbeformedarounda setofcriteria(seeappendix1).
Thejournallooksattheviewsofpatientsandtheircarer'sexperienceswithliving thechronicobstructivepulmonarydisease(COPD),itscauses,howtheymanage withthesymptoms,itsprogressionandwhatroleshowmorecontent Caressetal(2010)haveincludedliteraturefromasfar backas1968.Theliteraturedoesoffersomeepidemiologyinrelationtocause, distributionandcontrolofthediseasewiththepopulationbuttherehasbeenno researchliteratureputforwardfordiscussion.Thereisalsoonejournalincluded titles"Adescriptivestudyofmeaningofillnessinchronicrenaldisease"itcould bearguedthatthiswasn'treallyrelevanttotheresearchbeingcarriedout.
Therehasalsobeennomentionoffamilysystemstheoryasthiswouldhave beenquitebeneficialasitlooksatthebroaderpictureandtakesinto considerationtheimpactthatthediseasehasonotherfamilymembers.This couldhavesupportedthedecisionforincludingfamilymemberswithinthestudy.
CriticalAppraisalEssay
Caressetal(2010)successfullyobtainedethicalapproval;theystatethat
"Relevantethicalandinstitutional/governancewasobtained"howevertherewas nomentionofwhotheprofessionalbodywasthatapprovedthem.Beauchamp
andChildress(2001)identifyfourfundamentalprinciplesinachievingethical approval,autonomy,non–maleficence,benefinceandjustice.Autonomyrefersto theindividual'srighttofreelydecideiftheywishtoparticipatewithoutfearof coercion,Greaneyetal(2012)advisethatitisalsoimportanttogivepotential participantsadequatetimetofreelydecideifthey
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CriticalLiteracyEssay
PremiseforCriticalLiteracy
CriticalLiteracyhasmanydifferentforms,andcanbeverydifferentdependingonwhichclassroom itistakingplacein.ThebasicpremisethatIacquiredfromresearchingcriticalliteracyisthatit requirestheliterateconsumersofthetexttoadoptacriticalquestioningapproach(CriticalLiteracy, 2015)CriticalLiteracyisforminganindividualopiniononatopicthatisn'tonlysuperficial,but alsoindepthandmeaningful.Beingcriticallyliterateisn'taboutattainingliteracyforthepurposeof readinglettersonapage,itistoreadthewordsonthepageandbecomeengagedinadiscussion formulatingopinionsandexpressingideasopenlyBecomingcriticallyliteratemeansthatan individual...showmorecontent...
AcoupleofthemarePauloFreire,AllenLuke,HenryGiroux,andJoeKincheloe.Manyofthem sharethesamebeliefsaboutthistopic,butwithadifferentviewpoint.PauloFreirewasatwentieth–centuryBrazilianeducator.HewasbornSeptember19,1921anddiedMay2,1997.Freirewasa leadingadvocateforcriticalpedagogy,andcontributedtothephilosophyofeducationfromamore classicalapproachsuchasPlatoandmodernMarxist.Freirebelievedina'bankingmethod'whichis comparedtostudents.Heviewedstudentsasemptybankaccountswaitingtobefilledbythe teacher.AccordingtoFreire,byfillingstudentswiththisnewknowledgeittransformstheminto receivingobjects(PauloFreire,Wiki).PauloFreirebelievedthatCriticalthinkingwasnotaone–waydevelopment,not"somethingdoneforstudentsortothem"fortheirowngood(Freire,1989, 34).Freire'spedagogyfocusedonwriting,reading,andthingsbasedaroundthestudent'slife,and notrepetitivelecturing.OneofFreire'smoststressedphrases,Ibelieve,is"readingtheworld."
SomethingthatPaulosaysisthatwhenreadingwords,youareactuallyreadingdifferent perspectivesofthe
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Theconceptsofcriticalthinkingandcreativethinkingarebothgainingincreasingimportanceinthe worldtoday.Criticalthinkingallowspeopletounderstanddifficultconceptsinamannerthatis clearerandmoredefined.Theycanmorereadilyunderstandthoseconceptsiftheyemploycritical thinking.Inallportionsofeverydaylife,apersonisexpectedtomakeindependentjudgments. ThosejudgmentsarebasedonexperienceandknowledgeWithouttheabilitytothinkcritically, everysituationthatapersoncomesacrosswouldhavetobeconsideredinisolationfromallother situations.Whenapersonencountersaproblemthatisanewone,heorshemaybeabletouse criticalthinkingtosolvethoseproblemsOneshowmorecontent Criticalthinkingalsohelpsindecision–making.Bothproblemsolvinganddecision–makingabilities arevitaltoaprosperousbusiness.Personswhoarecriticalthinkerscanmakeadifferenceinthe companiesinwhichtheyareemployed.Today?scorporationsmustfirstrecognizethatthereisareal needforcriticalthinkers.Itisimportantforboththetopmanagementdowntheline.Critical thinkingmustbetaughtandbuiltintothewaythecompanyororganizationperformsitsbusiness Infact,companiesandorganizationsmustembracetheconceptofcriticalthinking.Criticalthinking canleadtosuccessstoryaftersuccessstory.Thistypeofimpactgivesanycompanyororganization credibility.AccordingtoSupon,oneofthefundamentalpurposesofteachingcriticalthinkingisto enhancetheabilitiesofstudentstobecomecriticalthinkers.Corporateleaders,educational researchers,employers,andparentshavecontinuallypushedteacherstoassisttheirstudentsinthe developmentofcriticalthinkingability.Criticalthinkingisaskillthat?involvednotonly knowledgeofcontentbyalsoconceptformationandanalysis,reasoninganddrawingconclusions, recognizingandavoidingcontradiction,andotheressentialcognitiveactivities?(Supon,1998) Thereareproposedreasonsfortheemphasisthatiscurrentlyoncriticalthinking.Manyfactorscan berelatedtothisemphasis.Theyincludethesocietalfactorsofeconomicshifts
EssayonCriticalThinking
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Criticalthinkingisasignificantandessentialtopicinrecenteducation.Thestrategyofcritical thinkingskillshelpsidentifyareasinone'scoursesasthesuitableplacetohighlight,expandanduse someproblemsinexamsthatteststudents'criticalthinkingskills.
Criticalthinkingmeansaccuratethinkinginthesearchofappropriateanddependableknowledge abouttheworld.Anotherwaytodescribeitissensible,insightful,responsible,andskillfulthinking thatisfocusedondecidingwhattobelieveordo.Criticalthinkingisnotbeingabletoprocess informationwellenoughtoknowtostopforredlightsorwhetheryouestablishedtherightchange atthesupermarket.
Myacademicdecisionscansometimesshowmorecontent
Myjobnowisn'tbad,butittakesforevertogetthere,becauseIdohaveacar.Ineedajobthat closertohomeandthatwouldgivememorehours.Icouldgatheralltheinformation,weighthe prosandconsandcometoasounddecisionPuttingmypersonalfeelingsasideandavoiderrorsin judgment.SometimesIneedtothinkwithoutmyemotions.Itwouldhelpmenottousesnap judgments,negativelabelingandstereotypesinmythoughtprocess.Ishouldalsotrylearningtouse amorecreativeproblemsolving,becauseithelpstoapproachproblemfromadifferentdirectionand exploresnewsoptions.Itmayalsohelpsolveeasierproblemsfirstandhelptackleharderproblems. ShouldIbea5thyearundergraduateorgraduatethisyear?
IdecidedlastyeartochangemysecondmajorandIwaspresentedwiththedecisiontograduateon timeandnothaveasecondmajororstayforanextrayearandpursuermysecondmajorIbriefly talkedtomyadvisorbeforewhenIwaschangingmysecondmajorandshetoldmetolookat everything.ShealwayssaidthatIwasn'ttoolatetochangemymind,butthedecisionwas completelyuptome.
Decision:Beinga5thyearundergraduate.
ProsCons
IwouldfinishundergradwithtwomajorsIwouldhavetofigureouthowtopayforit I'llbeabletostayinthecircusIwouldbeinschoolfor4moreyearsinsteadof3years IwouldgettoparticipateinDance
CriticalThinkingReflectionEssay
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ACriticalReviewofMusicTherapy'sEffectonPostoperativePain,Anxiety,andNoiseSatisfaction RossTapley
UniversityofMemphis
"TheEffectofComplementaryMusicTherapyonthePatient'sPostoperativeStateAnxiety,Pain Control,andEnvironmentNoiseSatisfaction"Thisisacriticalreviewofthearticle,"TheEffectof ComplementaryMusicTherapyonthePatient'sPostoperativeStateAnxiety,PainControl,and EnvironmentNoiseSatisfaction"ThisstudywasprintedintheMedsurgNursingJournalinOctober of2013.TheauthorsareTressaComeauxandSusanSteele–Moses.Thiscriticalreviewwillanalyze theexperimentalresearchpaperinvariousaspects.Thepurposeofthiscritiqueistodetermineifthe author'sresearchshowmorecontent
StrengthsandWeaknesses
TheproblembeingresearchedisclinicallysignificantThepurposeisclearlyexplainedand identifiesthereasonforthestudy.Thestudydidnotidentifywhowasblindedtothepatients,data collectors,orstaffincreasingthepotentialforbias.Thehypothesiscanonlybepartiallysupported duetovariousissuesregardingsamplesize,controlmanipulation,andthepatient'sreactionstoa negativediagnosis.Thetrainingofthedatacollectorswasnotclearlyexpressed.Thedatawas collectedethicallyandconsistentlythroughoutthestudy
InternalandExternalValidity
Theinstrumentsusedmeasuredindirectlyandwerenotalwaysreliableduetovariousissueswith patientsBecausethecontrolgroupwasnottoldtochangeanybehaviorssomeofthepatients listenedtomusicwhichtaintedtheirresponses.Theinstrumentationremainedthesamethroughout thestudy,butsomeparticipantsfoundthequestionnairetoodisturbingtoanswer.Theresearchers didprovideanadequatedescriptionofthemeasurementmethodsandcanfindtheextentoftheir errors.
Clinical
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ExampleOfACriticalReview
Aftercompletingthegrouptaskofpreparingapresentationon,transferringindividualfacilitation skillsintoagroupworksettingIwillcriticallyreflectuponmyownparticipation.Iwillevaluatemy self–awarenesswhileworkinginthegroup,aswellasthosearoundme.ThewaythatIpersonally dealtwithanyissuesthatarosewithinthegroupandhowthataffectedthegroupdynamics.Iwill alsobrieflydiscusstherolesinwhicheachmemberofthegrouptookandhowroleallocation affected,thegroupdynamicsandtheworkingrelationships.FinallyIwillevaluatemyworkhaving discusseditwithmyfellowgroupmembers.
Inordertoevaluatemyrolewithinthegroupitisimportanttoidentifywhatmakesagroup.Agroup mustshowmorecontent
SimilartoTuckman'sfivestagesofgroupdevelopmentisCoreyandCorey,theyclaimthatthefirst stage;Pregroupis"settingexpectations,establishinggrouprulesandprocedures,rolepreparation andskillsbuilding"(Corey,Corey,Corey2010p123)Thegroupdidwellinthisstage,asthegroup wasgivenaveryclearaim,wediscussedeachmembersskillsetsandwhilepreparingagroup contractwithouraimsobjectivesandrules.Agroupcontractisaveryusefulfacilitationtoolasit setsoutveryclearguidelinesforthegroupanddefineswhatisacceptableandunacceptable behaviourforthegroupmembers(Tuckman1965).Thegroupmemberswereabletogainclarity fromthegroupcontract,allowingthemtoidentifythenormsandboundariesofthegroupFor exampleourgroupdecidedthatifamemberwereforanyreasonnotbeabletoattendameeting theywouldhavetolettheteamknowinadvance,ifthisdidhappentherestoftheteamwouldrelay theinformationviaemailtothemissinggroupmember
Thenexttimethegroupmettheywereinthestormingstage(Tuckman1965).Thisstageiswhere anyconflicthappens,thegroupmemberexploretheirroleswithinthegroup.Withinthisstagethere canoftenbeastruggleforpower,statusandcontrol.Eventhoughconflict
CriticalAnalysisofGroupWorkEssayexample
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