From:                              Sarah Moseley

Sent:                               Monday, November 02, 2009 11:45 AM

To:                                   Janice Thiel

Subject:                          Form Submission (Critical Thinking Activities & Reusable Learning Objects (RLOs))


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Critical Thinking Activities & Reusable Learning Objects (RLOs)

Thank you for submitting your Critical Thinking Activity/RLO idea. Please forward this message and attach any supplemental files (e.g., Handouts, PowerPoints, etc.) to


Title of Critical Thinking Activity/RLO:

Your Answer: Opposing Viewpoints - Health Policy Issue


Briefly describe or summarize the Activity/RLO:

Your Answer: You and at least one other student will be assigned a health policy issue to either "support" or "refute". Each support and refute group will consist of a number determined by faculty.


Subject Area(s) - Select all that apply:

Your Answer: College of Nursing


What is(are) the Major Learning Outcome(s) addressed by this Activity/RLO (from course outline)?

Your Answer: The student will compare and contrast health care delivery systems as well as issues of health care reform.


What is(are) the Course Objective(s) addressed by this Activity/RLO (stated in performance terms)?

Your Answer: The student will compare and contrast health care delivery systems as well as issues of health care reform by: differentiating between the varioustypes of health care agencies and the services they provide, differentiating between the various organizational models of heatlh care delivery systems, evaluating teh effects of health care reform measure on nursing proactice, analyszing the impact of the nursing profession on health care legislation


Type of Activity/RLO - Select all that apply:

Your Answer: Small Group


Time - How much time does it take to conduct this Activity/RLO?

Your Answer: Entire Class


List the materials that are necessary to conduct this Activity/RLO:

Your Answer: internet resources


Instructions - Give detailed step-by-step instructions on how to conduct this Activity/RLO:

Your Answer: The assignments will be made by the beginning of Week 2 and will be posted under Unit IV. You will be expected to submit the following: •Introduction and Opening Statement - Present your topic and describe your assigned position based on evidence, scholarly literature, policies, etc. Include a minimum of 3 position statements or points that support your side of the topic. If there is more than one student assigned to a specific side of an issue - each student's opening statement needs to be unique and address varied aspects of the topic. •Counterpoint - Respond to your opponent's statements using evidence, scholarly literature, policies, etc. Do not simply re-state your points from the introduction/opening statements that you made. •Respond to any questions/comments posted by classmates to the topic. •Read and respond to at least 2 other health policy issue discussions (as a minimal expectation). Response postings are expected to be substantive in nature addressing aspects of the health policy issue with documentation of sources when appropriate. Simply stating you agree with the prior post is not sufficient


List Additional Resources, for example: Web address/URL, Handouts, PowerPoint, etc. Copy/Paste URLs here. Later, when you receive your confirmation message, forward any supplemental files to the QEP Director.

Your Answer: Students are to research on their own.


SPC established as its definition of critical thinking: The active and systemic process of communication, problem solving, evaluation, analysis, synthesis, and reflection, both individually and in community, to foster understanding, support sound decision-making, and guide action.


Which aspect(s) of critical thinking does this Activity/RLO address? - Select all that apply:

Your Answer: Evaluation, Analysis, Synthesis, Reflection


How will this improve our students’ ability to think critically?

Your Answer: S-5 Developing Intellectual Humility and Suspending Judgment Principle: Critical thinkers recognize the limits of their knowledge. They are sensitive to circumstances in which their native egocentricity is likely to function self-deceptively; they are sensitive to bias, prejudice, and limitations of their views. Intellectual humility is based on the recognition that one should not claim more than one actually knows. It does not imply spinelessness or submissiveness. S-14 Clarifying and Analyzing The Meanings of Words or Phrases Principle: Critical, independent thinking requires clarity of thought. A clear thinker understands concepts and knows what kind of evidence is required to justify applying a word or phrase to a situation. The ability to supply a definition is not proof of understanding. One must be able to supply clear, obvious examples and use the concept appropriately. In contrast, for an unclear thinker, words float through the mind unattached to clear, specific, concrete cases. Distinct concepts are confused. S-31 Distinguishing Relevant From Irrelevant Facts Principle: To think critically, we must be able to tell the difference between those facts which are relevant to an issue and those which are not. Critical thinkers focus their attention on relevant facts and do not let irrelevant considerations affect their conclusions. Whether or not something is relevant is often unclear; relevance must often be argued. Furthermore, a fact is only relevant or irrelevant in relation to an issue. Information relevant to one problem may not be relevant to another


Have you consulted the Activity/RLO Guidelines?

Your Answer: Yes


If you have any questions or comments about this form, please contact Janice Thiel at or call (727) 341-3110