Running head: SELF-ASSESSMENT OF REASONING

Self-Assessment of Reasoning
Karen Theus
Ferris State University

SELF-ASSESSMENT OF REASONING

Self-Assessment of Reasoning
Introduction
Self- assessment is the ability for one to take learned information and be able to reflect on
that information using cognitive recall. This semester in Nursing 310 the author chose to reflect
on why populations are vulnerable and what society and health care can do decrease
vulnerability. Self assessment was able to help the author better understand her thinking process
methods of evaluation, and how those key facts has promoted growth as a registered nurse (RN),
and will assist in the completion of a bachelor of science in nursing (BSN) program.
Significant Content
The greatest impact to the author from this semester subjects stems from Unit 4
Vulnerable Populations discussion post. This semester posting consisted of describing vulnerable
populations, factors that make people vulnerable, and what current work practice should be in
place to prepare for that population. Initially the author posted responses to the above questions
after the required readings were complete and at least two responses to other classmates by a
specified time. Commenting to others post promoted students to share ideas that worked for them
in their current practice.
Thoughts and Feelings
Initial Pre-Assignment
The authors initial thoughts were that the assignment was 1) this is a easy assignment,
working with this population all the time 2) this can be complete in no time, and 3) after
working all day I can used this extra time to relax.
Mid-Assignment
After starting the assignment, the author realized yes she could describe the vulnerable
population she worked with, but had forgotten there are so many other vulnerable populations. In
addition, the author tried to figure out what things she could do to make population less
vulnerable she was stumped and needed more resources. At that point, the author knew she
would look further into this subject.
Completed Assignment

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At the completion of the assignment, the author noted she had not advocated for the
vulnerable population as much as she thought. Working with a vulnerable population was not
enough to promote change. The author considered more needed to be done in regards to the
vulnerable populations, and she needed to do something about it. The true definition of a
vulnerable population did not necessarily consist of poor, uneducated, and minorities. The
assignment helped the author realize she needs to be more involved in law making and public
voting that could promote change for this population.
Points of View or Assumptions
The authors point of view or assumptions about health are her own, uninfluenced
thoughts. In reflection, a list of assumptions are noted:
Vulnerable population consist of those poor, uneducated, and minorities
Everyone has access to heath care
Health care providers treat everyone the same
How can society not see everyone as equals
Communication
Cultural beliefs, and religion interferes with care
Analysis of Thinking
Beginning this discussion post the author thought this would be an easy concept after all; she
worked with this population every day. The author looking at the subject from her own
perspective and what she encounters daily thought how bad could it be? The author initially
viewed vulnerable populations as those who cannot speak English (immigrants), uneducated, and
low income. The author also thought vulnerable just means easy to influence.
The discussion on vulnerable population seems to be significant because its focus is to
structure health care or change policy and procedures to standardized care. Procedures in health
care are aimed to provide consistency and equal affective care to all patients. In health care, there
are many instances where patients have endured some level of discrimination, because of lack of
insurance, race, or religious beliefs. Nurses need to provide the same care to all patients
regardless of their beliefs, and not let their beliefs interfere with care.

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The author also figured why is the vulnerable population so important anyway, we all live
in America the land of opportunity! In the authors community people have access to
government assisted health care, food assistance, food give a ways, housing assistance, and
public transportation. The author feels people use the term vulnerable too lightly, and people
who are considered vulnerable are usually illegal immigrants, or people who do not seek to do,
or live better, making every one work harder to assist them. Furthermore, vulnerable populations
get all the government assistance why the working class suffers from increased taxes to cover
their expenses.
After reviewing the assigned readings, the author looked at vulnerable populations
differently and noted she was wrong about vulnerable populations. The author was using her
everyday experiences and the population she serves to determine her view of a vulnerable
population. She realized there was more to a vulnerable population than finances, race, and
education.
The authors own personal view did not include as many populations and only considered
non-English speaking, low income, and minorities as vulnerable. Looking further into the subject
the author realized other populations were considered as vulnerable not because race or income,
but because they were different or not readily accepted in the public eyes. The vulnerable
population was intended to be an easy write, but quickly turned into a more of personal issue.
The author began to reflect on situations in her life where she could have been considered
vulnerable because of ethnicity. This began a completely new outlook and turning point for the
author. The author begin to think just because people are different does not make them
vulnerable. At that time, the author knew the discussion would be more in depth and she would
look further in to it. She felt she needed to educate herself on vulnerabilities of populations.
What was intended to be a relaxing evening quickly turned into an evening of research.

SELF-ASSESSMENT OF REASONING

According to Theus (2014) A Vulnerable population is defined as people of color, poor,

non-English speaking, recent immigrants, refugees, gay, or lesbian, and substance abuse just to
name a few taken from (Pender, 2011). The author chose to use definition to lead her argument
and define why these populations are considered vulnerable. Initially the author thought the
assignment would be easy because she worked with population daily. The author also took for
granted she worked in a small town with many resources and diversity, and did not consider her
community vulnerable, because they provided great services.
The author thought being viewed as vulnerable is the equivalent to discrimination. One of
the students posts that challenged the authors opinion and made her think different about
vulnerable population suggested the Amish. The student wrote:
A population in the area where I work that I see as vulnerable and/or underserved is the
Amish population. Although some of their underserved comes from the choices they
make due to their religious and culturally beliefs those factors make them vulnerable.
When we see an Amish patient walk up to the registration window in the ED where I
work we always anticipate the worst. The Amish community will often wait until the
health need they are facing is quite advanced before they will seek medical treatment.
Also, when extreme measures in treatment are needed it is not just the choice of the
patient, but the choice of the patients husband (in the case of women) and the choice of
the elders in their sect. The Amish population chooses too not vaccinate their children.
Though, in our area, we have seen some sects agree to have a nurse or physician, they
trust, come in and provide some limit preventative care and basic vaccines i.e. tetanus,
there is still a long ways to go. When I consider Question 2 for this discussion board I
struggle for the appropriate reason for what makes this population vulnerable. My first

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answer is that it is their choice to not participate with modern medical practices (Personal
Communication, by student L. Currie, 2014).
The student went on to say the traditional factors that make populations vulnerable did not exist
in this population. Amish were educated, financially stable, had family support, but were
vulnerable because of their religious beliefs and cultural practices. After viewing this students
post the author felt compelled to change her position on vulnerable population.
While reading the assigned topic, the author could visualize how elderly, mentally ill, and
disabled patients are viewed as vulnerable. The author then regressed back to her original
thinking pattern and questioned what she could do to advocate for this at risk population? The
author thought how can public health officials and governments really decrease vulnerability in
populations? The author then remembered president Obama, and the affordable care act, and
Hillary Clintons fight on universal health care. The primary goal for the United States is to
reduce or eliminate disparities in healthcare. According to the Journal of Public Health Care and
Management, 2008 Five common measures of patient-reported unmet healthcare needs, all of
which were due to concerns over costs; included lack of medical care, delayed medical care,
delayed filling of prescription, delayed mental health care, delayed prescription coverage, and
delayed dental care (Shi, L et al., 2008). The author then reflected back on her own post and
noted what she had wrote to decrease vulnerability. She wrote:
I tend to have the patient assist in constructing the health plan, make their own goals and
use the "teach back method." The teach back method and demonstrations work well for
evaluation of care. With these patients, I have them bring medications to every visit and
demonstrate correct use (Persona Communication by student K. Theus, 2014).
The author felt is this really enough to affect the community or even a country? The author
noted her thinking was population based to her community only, and it needs to be on national

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level. Working in the nursing professional givens the public a voice that can heard; through our
experience as nurses we can use those to provide better care and advocate for change.
Critical Thinking
This semester was really challenging for the author but she managed to keep up in pull through
completing discussion post on time. The discussions have been a tremendous insight and
different look into how others view nursing. The author has been able to take information and
examples from the post and apply it to work and life at home. It has been a pleasure to look at
subject from some elses point of view, and collaborate or debate back in forth. The author
learned that people do not have the same opinion and even if they do not, it does not mean
someone is wrong. The author enjoyed reading this semesters post, it challenged her as a student
and a nurse to support evidence. The author would give herself A- for depth of content, engaging
in content, and applying content to her daily work environment.

References
Currie, L. (2014). Discussion board post. Vulnerable population. Available from Ferris State
University. Retrieved from: https://fsulearn.ferris.edu/webapps/portal/frameset.jsp?
tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher
%3Ftype%3DCourse%26id%3D_11221_1%26u
Theus, K. (2014). Discussion board post. Vulnerable population. Available from Ferris State
University. Retrieved from: https://fsulearn.ferris.edu/webapps/portal/frameset.jsp?
tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher
%3Ftype%3DCourse%26id%3D_11221_1%26ur
Pender, N., Murdaugh, C\ n., & Parsons, M. A. (2011). Health promotion in nursing practice
(6th ed.). Upper Saddle River, NJ: Pearson Education, Inc.

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Shi, L., Stevens, G. D., Lebrun, L. A., Faed, P., & Tsai, J. (Eds.). (2008). Enhancing the
Measurement of Health Disparities for Vulnerable Populations: Journal of public health
management and practice (Vols. 14 - 6, pp. S45-S52). N.p.: LippincotNursing.com.
Retrieved July 28, 2014, from http://www.nursingcenter.com/lnc/journalarticle?
Article_ID=819684