Assignment Prompt & Instructions
**files (1)**
– ## D265CriticalThinkingTask1Template.docx
**## D265CriticalThinkingTask1Template.docx**
_Assessment Code and Task_
### Case Study #1: Healthcare Case
Anika and Daniel, two geriatric nurses, are discussing a patient with worsening dementia. Anika insists they should continue following the doctor's orders to use a mixture of cholinesterase inhibitors to treat the patient. In her view, because the doctor's orders are based on peer-reviewed literature and because rigorous testing has shown that these inhibitors help prevent the breakdown of acetylcholine (a chemical that helps brain cells communicate), these orders are likely to help their patient. Daniel judges this peer-reviewed research and testing as unreliable merely because he believes that mainstream treatments doctors recommend never work. He is frustrated by the lack of improvement so far and thinks they should try something else.
Daniel then shares that he recently performed an online search on "alternative approaches to cholinesterase inhibitors" and found an online health forum where caregivers claim that exposure to certain frequencies of sound helped memory retention. He shares a story about his grandmother who listened to classical music and seemed sharper afterward. He then points out that a well-known wellness influencer recently talked about the effectiveness of a new sound therapy device that emits healing frequencies, and that many of the influencer's audience members have ordered the device already. He suggests buying one of these devices for the patient.
When Anika expresses doubt, Daniel responds, "Nurses should be willing to try anything that might help. Since this might help, we must give it a try. Also, you are from the Midwest, so it is clear that your medical reasoning should not be trusted."
A. Choose one case study from “Case Studies” in the Supporting Documents section of this task.
B. From the case study chosen in part A, identify the premise(s) and conclusion of a single, distinct argument from one person, using clear labels (e.g., Premise 1, Premise 2 [if applicable], etc., Conclusion), and do the following:
1. Explain why the single, distinct argument identified in part B is deductive or inductive.
2. Discuss why the single, distinct argument identified in part B is valid or invalid (for a deductive argument) OR strong or weak (for an inductive argument).
**Note: Before starting part C, review Section 4, Lesson 4 in the course to understand argument mapping and see examples.**
C. Create one argument map of the single, distinct argument outlined in part B, using numbered circles for propositions and arrows for support
**Note:** The argument map can be drawn by hand and inserted into your document as a JPG, GIF, or PNG or created by inserting shapes and text in your word processing document. See “How to Create and Draw an Argument Map” in the Supporting Documents section for directions.
D. Identify one information source in the chosen case study.
1. Discuss the reliability of the information source.
E. Identify one potential type of bias in the chosen case study.
1. Explain the impact of this type of bias in the chosen case study.
F. State the name of one fallacy in the chosen case study (e.g., hasty generalization, ad hominem).
1. Summarize the instance of this fallacy present in the chosen case study.
G. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
No more than 30% of your written response can match other sources.
| | |
| — | — |
| **Premise(s) and Conclusion** | Please provide the labeled premise(s) and conclusion of an argument from your selected case study below.<br>Review Section 1, Lesson 2 in the course for help with this task aspect. |
| |
| **Deductive/ Inductive** | In the box below, please describe whether the argument is deductive or inductive.<br>Review Section 1, Lesson 4 in the course for help with this task aspect. |
| |
| **Validity/ Strength** | In the box below, please describe the argument.<br>For a deductive argument, explain whether it is valid or invalid.<br>For an inductive argument, explain whether it is strong or weak.<br>Review Section 1, Lesson 4 in the course for help with this task aspect. |
| |
| **Map** | Please provide a map of the argument in the box below. Provide numbered circles to identify the propositions (premises and conclusion) and arrows to show support.<br>See Section 4, Lesson 4 in the course of study to understand argument mapping and see examples.<br>See “How To Create/Draw an Argument Map” in the Supporting Document section. |
| |
| **Information Source** | In the box below, please identify a source of information from your case study.<br>Review Section 2 in the course for help with this task aspect. |
| |
| **Reliability** | Please describe below whether the identified source of information is reliable.<br>Review Section 2 in the course for help with this task aspect. |
| |
| **Bias** | In the box below, please identify a source of bias within the case study.<br>Review Section 3 in the course for help with this task aspect. |
| |
| **Bias Impact** | Please describe below how this bias may impact the argument.<br>Review Section 3 in the course for help with this task aspect. |
| |
| **Fallacy Name** | In the box below, provide the specific name of at least one fallacy used within your case study.<br>Review Section 4, Lessons 1-3 in the course for help with this task aspect. |
| |
| **Fallacy** | Summarize below how the identified fallacy is used in an argument from the case study.<br>Review Section 4, Lessons 1-3 in the course for help with this task aspect. |
| |
| **Sources** | If you have summarized, paraphrased, or quoted any sources beyond the case study and learning resource, please provide complete reference information for your source(s), including author, date, title, and URL.<br>Review the Sources rubric row and the link for help. |
| |
PAGE 1
## image1.jpg
**## D265CriticalThinkingTask1Template.docx**
_Assessment Code and Task_
### Case Study #1: Healthcare Case
Anika and Daniel, two geriatric nurses, are discussing a patient with worsening dementia. Anika insists they should continue following the doctor's orders to use a mixture of cholinesterase inhibitors to treat the patient. In her view, because the doctor's orders are based on peer-reviewed literature and because rigorous testing has shown that these inhibitors help prevent the breakdown of acetylcholine (a chemical that helps brain cells communicate), these orders are likely to help their patient. Daniel judges this peer-reviewed research and testing as unreliable merely because he believes that mainstream treatments doctors recommend never work. He is frustrated by the lack of improvement so far and thinks they should try something else.
Daniel then shares that he recently performed an online search on "alternative approaches to cholinesterase inhibitors" and found an online health forum where caregivers claim that exposure to certain frequencies of sound helped memory retention. He shares a story about his grandmother who listened to classical music and seemed sharper afterward. He then points out that a well-known wellness influencer recently talked about the effectiveness of a new sound therapy device that emits healing frequencies, and that many of the influencer's audience members have ordered the device already. He suggests buying one of these devices for the patient.
When Anika expresses doubt, Daniel responds, "Nurses should be willing to try anything that might help. Since this might help, we must give it a try. Also, you are from the Midwest, so it is clear that your medical reasoning should not be trusted."
A. Choose one case study from “Case Studies” in the Supporting Documents section of this task.
B. From the case study chosen in part A, identify the premise(s) and conclusion of a single, distinct argument from one person, using clear labels (e.g., Premise 1, Premise 2 [if applicable], etc., Conclusion), and do the following:
1. Explain why the single, distinct argument identified in part B is deductive or inductive.
2. Discuss why the single, distinct argument identified in part B is valid or invalid (for a deductive argument) OR strong or weak (for an inductive argument).
**Note: Before starting part C, review Section 4, Lesson 4 in the course to understand argument mapping and see examples.**
C. Create one argument map of the single, distinct argument outlined in part B, using numbered circles for propositions and arrows for support
**Note:** The argument map can be drawn by hand and inserted into your document as a JPG, GIF, or PNG or created by inserting shapes and text in your word processing document. See “How to Create and Draw an Argument Map” in the Supporting Documents section for directions.
D. Identify one information source in the chosen case study.
1. Discuss the reliability of the information source.
E. Identify one potential type of bias in the chosen case study.
1. Explain the impact of this type of bias in the chosen case study.
F. State the name of one fallacy in the chosen case study (e.g., hasty generalization, ad hominem).
1. Summarize the instance of this fallacy present in the chosen case study.
G. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
No more than 30% of your written response can match other sources.
| | |
| — | — |
| **Premise(s) and Conclusion** | Please provide the labeled premise(s) and conclusion of an argument from your selected case study below.<br>Review Section 1, Lesson 2 in the course for help with this task aspect. |
| |
| **Deductive/ Inductive** | In the box below, please describe whether the argument is deductive or inductive.<br>Review Section 1, Lesson 4 in the course for help with this task aspect. |
| |
| **Validity/ Strength** | In the box below, please describe the argument.<br>For a deductive argument, explain whether it is valid or invalid.<br>For an inductive argument, explain whether it is strong or weak.<br>Review Section 1, Lesson 4 in the course for help with this task aspect. |
| |
| **Map** | Please provide a map of the argument in the box below. Provide numbered circles to identify the propositions (premises and conclusion) and arrows to show support.<br>See Section 4, Lesson 4 in the course of study to understand argument mapping and see examples.<br>See “How To Create/Draw an Argument Map” in the Supporting Document section. |
| |
| **Information Source** | In the box below, please identify a source of information from your case study.<br>Review Section 2 in the course for help with this task aspect. |
| |
| **Reliability** | Please describe below whether the identified source of information is reliable.<br>Review Section 2 in the course for help with this task aspect. |
| |
| **Bias** | In the box below, please identify a source of bias within the case study.<br>Review Section 3 in the course for help with this task aspect. |
| |
| **Bias Impact** | Please describe below how this bias may impact the argument.<br>Review Section 3 in the course for help with this task aspect. |
| |
| **Fallacy Name** | In the box below, provide the specific name of at least one fallacy used within your case study.<br>Review Section 4, Lessons 1-3 in the course for help with this task aspect. |
| |
| **Fallacy** | Summarize below how the identified fallacy is used in an argument from the case study.<br>Review Section 4, Lessons 1-3 in the course for help with this task aspect. |
| |
| **Sources** | If you have summarized, paraphrased, or quoted any sources beyond the case study and learning resource, please provide complete reference information for your source(s), including author, date, title, and URL.<br>Review the Sources rubric row and the link for help. |
| |
PAGE 1
## image1.jpg