Illustration of the Paul-Elder Model of Critical Thinking

Following the reading of this assigned chapter, answer the questions below as a discussion post.  Question and/or sub questions must be numbered and stated first, followed by the appropriate answer. Each answer must have a minimum of 6 sentences, unless specified otherwise.  Student must compare and contrast their responses with a minimum of 2 students’ responses.  Responses must have a minimum of 6 sentences.

A minimum of two responses to two different assigned questions must be included.  Student must discuss/offer feedback demonstrating depth, relevance, and significance on the content of the assigned chapter and classmate’s responses.  Minimum 6 sentences per each (2) response.

Writing must show the ability to put content in his/her own words.  Student must state first and last name before individual post, and when responding to classmates, student must state classmate’s name before responding.

Student must incorporate the “Standards of Critical Thinking” (Clarity, Accuracy, Precision, Relevance, Depth, Breadth, Logic, Significance, and Fairness as a guide to clear, complete, in-depth writing.

1.  ‘Assumptions are beliefs you take for granted’ (Richard Paul).
2. What are some of the dangers in planning nursing care based on personal assumptions? (4 sentences minimum)
3. Why is it important to question your assumptions? (4 sentences minimum)
4. How do the ‘Intellectual Standards of Critical Thinking from the Paul and Elder Model, help us examine assumptions, dig them up, and see if they make sense to you or not?  Provide 1 example.

2. Review the “Paul and Elder Model of Critical Thinking” (See Week#1 Introduction Content)
3. Match each of the skills below to one or more “Intellectual Standards of Critical Thinking’. State the standard and provide a nursing example that reflects each of the individual standard (s).

Illustration of the Paul-Elder Model of Critical Thinking

1. Assessing Systematically and Comprehensively
2. Distinguishing Normal and Abnormal and Identifying Signs and Symptoms.
3. Distinguishing Relevant from irrelevant
4. Recognizing Inconsistencies
5. Diagnosing Actual Potential Problems
6. Setting Priorities
7. Evaluating and Correcting Thinking (Self Regulating)
8. Checking Accuracy and Reliability
9. Making Inferences
10. Identifying Missing Information

Last Updated on April 27, 2020