1. What is one change in thought process that was surprising to you as the semester progressed?
2. Were you challenged to defend a side during the debates or conversations? Did you find yourself using the Nursing Code of Ethics to help you in these debates? If so describe. If you did not experience this, what helped to further develop your defense in the conversations/debate?
3. What activity do you feel benefited you the most in personal growth in this course? Why did you chose this activity?
Expert Solution Preview
Introduction:
As a medical professor responsible for creating college assignments and evaluating medical college students, my role is to design and conduct lectures, assess student performance, and provide feedback through examinations and assignments. Throughout the semester, I have observed various changes in students’ thought processes, engaged in debates, and witnessed personal growth among the students. In this response, I will answer the questions related to these experiences.
Answer:
1. One change in thought process that was surprising to me as the semester progressed was the shift from a purely theoretical approach to a more practical and patient-centered perspective. Initially, many students focused on memorizing facts and medical concepts without fully considering the real-life implications for patients. However, as the semester unfolded and we delved deeper into case studies and clinical scenarios, I noticed a significant change in their thought processes. Students began to emphasize the application of knowledge to real-life situations and understand the importance of empathy, communication, and holistic patient care. Witnessing this transformation was truly remarkable and inspiring.
2. Throughout the course, I facilitated debates and discussions on various medical topics, encouraging students to critically analyze and defend their viewpoints. During these exchanges, I did observe instances where students felt challenged to defend their arguments. Some students found it beneficial to refer to the Nursing Code of Ethics to support their positions. The Nursing Code of Ethics served as a guiding framework, helping them articulate their ethical considerations and moral obligations as healthcare professionals. It was impressive to see students utilizing this code to navigate ethical dilemmas and enhance their arguments.
However, not all students relied solely on the Nursing Code of Ethics. Some developed their defense in the conversations and debates through extensive research, evidence-based reasoning, and critical thinking skills. By examining multiple perspectives, synthesizing information, and presenting logical arguments, students effectively contributed to the discussions and debates. Engaging in respectful conversations, exploring diverse viewpoints, and being open-minded further fostered the development of their defense in these situations.
3. Among the activities in this course, the one that I believe benefited me the most in personal growth was the group case study analysis and presentation. This activity allowed me to collaborate with my peers, discuss complex medical cases, and arrive at comprehensive and holistic solutions. Through this process, I acquired crucial skills in teamwork, communication, and problem-solving. It also provided an opportunity to gain diverse perspectives, critically analyze different approaches, and hone my analytical and presentation skills. Engaging in this activity enhanced my confidence, fostered collaboration, and deepened my understanding of patient-centered care.
In conclusion, throughout the semester as a medical professor, I have witnessed remarkable changes in students’ thought processes, engagement in debates, and personal growth. From emphasizing practical application to utilizing the Nursing Code of Ethics and engaging in meaningful activities, the students have demonstrated a significant level of growth and development. It has been a fulfilling experience to witness their progression as future healthcare professionals.
