Assessment Task 3: Critical Analysis of Learning Outcomes, Evidence, Judgment and Further Action in Nursing

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Assessment Task 3
Name
Institution

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Assessment Task 3
Introduction
At the beginning of the semester, I was able to set enthusiastic goals to be achieved after
completing the course. As a trainee nurse, I have always strived towards ensuring that the
services I offer to my clients meet the set global standards through advancement of effective
personal judgments, use of scholarly and proven scholarly evidences when making decisions and
enhancement of my reflection capabilities in fostering clinical assessments and judgments. Some
of these objectives included:
 To inculcate evidence based practices when advancing professional decisions
 To identify a competent nurse in practice as a role model in my decision making
processes
 To acquaint myself with professionally and clinically proven assessment techniques
The ensuing sections of the study undertake a critical analysis of the judgments based on the
learning sessions of this course throughout the semester. Pertinent issues such as the learning
outcomes, evidence, judgment and further action are assessed. Murray et al. (2015) and Patterson
et al. (2016) describe the Gibb’s reflective model as one of the most effective frameworks of
analyzing nursing modules that call for implementation contemplative writing. On the other
hand, Lestander, Lehto and Engström (2016) explain that Gibb’s model embraces a reflective
cycle with six stages that are identified as description, feelings, evaluation, analysis, conclusion
and action plan.
Learning Outcomes
At the beginning of the course, I had developed higher levels of optimism that the module
would play a significant role in stirring my critical thinking abilities, my potencies in making

ASSESSMENT TASK 3 3
clinical judgments that are well informed and based on scholarly evidences. Further, I had
developed the vision of enhancing my interactions through the multiple media considered as
avenues of enhancing the delivery of content for the module. Similarly, I had developed great
expectations on the module’s ability to instill sober ways of developing my career as a future
nurse by inculcating the skills needed to identify and do away with personal, interpersonal and
institutional factors that could act as barriers to effective decision making.
The module was highly effective I developing my abilities to make clinical decisions that
depict higher levels of professionalism. According to Dreifuerst (2015), Shaban, (2015) and Ten
Cate et al. (2016), decision making in nursing as an area of practice calls for inclusion of avenues
aimed at fostering critical reasoning, judicious reflections and decisive judgments. On the other
hand, Jefford and Fahyz (2015); Gerber, Thevoz and Ramelet (2015); and Øberg, Normann and
Gallagher (2015) reveal that a nurse’s levels of effectiveness in making decisions that are based
on skillful thinking greatly rely on the scholarly knowledge acquired during training as well as
their ability to pay attention on the issues of care that need to be prioritized. Consequently, the
efficacy of the module in enlightening me on how advanced and skilled practitioners in nursing
make their clinical decisions played a crucial role in developing my ability to explicate the issues
of practice that could be considered to be salient as well as the capacity to avail evidence based
responses to the prevailing situations.
Similarly, the inherent capabilities of the instructors to teach pertinent topics contained in
this module such as the barriers to effective decision making, advancing clinical judgments,
relating the procedures of clinical evaluation to patient care and the essential roles of reflection
in clinical practice played an essential role in changing the perspectives I initially held for
nursing. Before undertaking the course, I considered nursing as a passive career in which