I just went into my email and changed notifications to no noise, no alert, no icon. I want to do emails at the beginning of the day and again at 3pm. Though I fear that if I don't respond immediately to an email, I will get a teams message or phone text.

It is interesting how this says that instructors should be involved in the course at least 5 out of 7 days a week and no more than 2 consecutive days without course involvement. This seems overwhelming when also teaching F2F and clinicals.

Planning a schedule and managing student expectations is important. I like the suggestion of virtual office hours so that students have a time frame in which they can connect with an instructor. Also providing information about email and grade turn around time helps to manage their expectations and decrease emails the instructor gets.

I like the suggestions about the 3 lists of 3 and feel that it can be helpful not just for the instructor of a course but for the students as well, especially when feeling overwhelmed. Finding a way to organize emails into courses is good too but I am not sure how to do that unless the students are instructed to use the course number as the subject line?

What have you learned from this module and how do you intend to apply it?

While this is not specifically new information, it is helpful to be reminded of the specific steps our brains take or should take when encountering a problem. This will help instructors be able to explain this process in more detail to students.

What have you learned from this module and how do you intend to apply it?

I had not thought about creativity as part of critical thinking. This makes sense once explained. Encouraging future nurses to be creative in their problem solving is good practice as this is what they will need to do once in the real world of nursing.

What have you learned from this module and how do you intend to apply it?

Since we need nurses that are good at critical thinking, I must find ways to get my students to apply logic to their critical thinking. I enjoy using a Socratic method when in class and clinical. The module information is accurate when it says that students are uncomfortable when asked questions about the why-why do you think that? why do you think this is true? etc. Educators must help students push through that discomfort so they can become better at critical thinking.

What have you learned from this module and how do you intend to apply it?

I learned that the history of critical thinking can be traced further back than Socrates. It emphasized a point that few people seem to remember, that it takes work to find the truth. In this era of instant access to "news & information" and with AI generated content, it takes more work to dig to the truth. Most people are lazy and won't do it. This module helps instructors provide students with reasons why they should do the work. Much of nursing is about critical… >>>