Reflection 2
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School
University of North Carolina, Pembroke *
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Course
111
Subject
Philosophy
Date
Jan 9, 2024
Type
docx
Pages
3
Uploaded by BailiffOryx606
Covid Crisis
Description of Life Experience:
When my mom and boyfriend contracted COVID-19, I faced a dilemma – whether to
provide assistance or maintain distance to protect myself. This situation required careful
consideration and critical thinking.
Strategies used:
I applied critical thinking to the situation and methodically weighed the advantages and
disadvantages of staying away from my boyfriend and helping my mom. I took into
account any medical conditions they may have had in the past that might have made
COVID-19 worse. I also evaluated how severe their symptoms were, understanding that
more serious cases might need more intensive care.
I looked into efficient COVID-19 prevention strategies so that I could make an informed
choice. This included being aware of the dynamics of transmission, using personal
protective equipment (PPE) appropriately, and following suggested hygiene procedures.
Speaking with medical experts was essential to understanding the unique requirements
of COVID-19 carriers and to obtain tailored advice on preventative measures.
I tried to minimize the possible risks of exposure while maximizing the advantages of
offering support by incorporating these factors into my decision-making process. This
all-encompassing strategy, driven by critical thinking, guaranteed a well-informed and
deliberate course of action catered to the particulars of my mom and boyfriend's health
as well as the characteristics of the COVID-19 virus.
Some specific strategies I used where
Information Analysis: Apply your critical evaluation skills to information. Examine the
sources' credibility with relation to COVID-19, symptoms, and safety precautions.
Finding Assumptions: Determine any presumptions you may have about helping others
or abstaining. Examine these presumptions in the context of the information at hand and
the individuals' individual medical situations.
Frameworks for Making Decisions:
Use the models of decision-making that are covered in the textbook. This could entail
assessing potential results, taking ethical considerations into account, and weighing
pros and cons.
Problem-Solving Strategies: Use the strategies for problem-solving that were covered in
the textbook. This could entail dissecting the choice into digestible parts and addressing
each one in turn.
Effective Communication: Make sure you comprehend the risks, benefits, and essential
safety measures by using the communication techniques covered in the textbook to
interview healthcare professionals.
Think back on your reasoning and decision-making process. Examine your decisions in
light of any biases, feelings, or personal beliefs you may have had, and determine
whether they were justified or required modification.
Think Creatively: Look for innovative ways to support while lowering risks. This might
entail adjusting to the particular situation and thinking beyond the box.
Result: By choosing to assist, both were able to fully recover. My support was essential
to their emotional health and compliance with medical advice, even as I took
precautions to prevent infection.
Growth Implications: By requiring me to strike a balance between empathy and
reasoned decision-making, this experience improved my critical thinking abilities. It
emphasized how crucial it is to keep up with changes in the field and modify one's
approach in response to new information.
Conclusion:
In future situations, I would maintain a similar approach, combining empathy and critical
analysis. This experience, paralleling nursing's demand for thoughtful decision-making,
showcases the applicability of academic critical thinking in real-life scenarios.
References
Cottrell, S. (2017).
Critical thinking skills: Developing effective analysis and
argument (3
rd
ed.)
. New York, NY: Palgrave Macmillan ISBN:
9781137550507
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