DEVELOP CONFIDENCE IN YOUR ABILITY TO REASON AND FIGURE THINGS OUT No matter how well or poorly you have performed in school or in college, it is important to realize that the power of the human mind, the power of your mind, is virtually unlimited. But, if any of us are to reach our potential, we must take command of the workings of our minds. No matter where we are as thinkers, we can always improve. young children going through school, we usually get the impression that those students who are the quickest to answer questions, the quickest to turn in their papers, the quickest to finish tests are the "smartest" students. Those students who fall into this category often define themselves as "smart" and, therefore, as better than other students. They consequently often become intellectually arrogant. On the contrary, those students who struggle often see themselves as inferior, as incapable. And these students often give up on learning. They don't see that the race is to the tortoise, not the hare. The fact is that standard measures of intelligence often impede learning. The point is that, whatever you have learned or mislearned about what it means to learn, you can now begin in earnest to develop your own mind, to take command of it. Critical thinking provides the tools for you to do just that, and it levels the playing field for all students. Some of the world's best thinkers—thinkers such as Einstein, Darwin, and Newton—are not the quickest thinkers. The best thinkers may be those who plod along, who ask questions, who pursue important ideas, who put things together in their minds, who figure things out for themselves, who create connections among important ideas. They are people who believe in the power of their own minds. They are people who appreciate the struggle inherent in substantive learning and thinking. Consider how Darwin (F. Darwin, 1958) articulated his own struggles with learning: I have as much difficulty as ever in expressing myself clearly and concisely; and this difficulty has caused me a very great loss of time, but it has had the compensating advantage of forcing me to think long and intently about every sentence, and thus I have been led to see errors in reasoning and in my own observations or those of others. In pursuing intellectual questions, Darwin (1958) relied upon perseverance and continual reflection rather than on memory and quick reflexes. I have no great quickness of apprehension or wit... My power to follow a long and purely abstract train of thought is very limited... My memory is extensive, yet hazy... So poor in one sense is my memory, that I have never been able to remember for more than a few days a single date or line of poetry... I have a fair share of invention, but not, I believe, in any higher degree... I think that I am superior to the common run of man in noticing things which easily escape attention, and in observing them fully... 1 have had the patience to reflect or.

1. DEVELOP CONFIDENCE IN YOUR ABILITY TO REASON
AND FIGURE THINGS OUT
No matter how well or poorly you have performed in school or
in college, it is important to realize that the power of the human
mind, the power of your mind, is virtually unlimited. But, if any
of us are to reach our potential, we must take command of the
workings of our minds. No matter where we are as thinkers, we
can always improve.
young children going through school, we usually get the
impression that those students who are the quickest to answer
questions, the quickest to turn in their papers, the quickest to
finish tests are the "smartest" students. Those students who fall
into
this category often define themselves as "smart" and, therefore,
as better than other students. They consequently often become
intellectually arrogant. On the contrary, those students who
struggle often see themselves as inferior, as incapable. And
these
students often give up on learning. They don't see that the race
is to the tortoise, not the hare.
The fact is that standard measures of intelligence often impede
learning. The point is that, whatever you have learned or
mislearned about what it means to learn, you can now begin in
earnest to develop your own mind, to take command of it.
Critical thinking provides the tools for you to do just that, and
it levels the playing field for all students. Some of the world's
best
thinkers—thinkers such as Einstein, Darwin, and Newton—are
not the quickest thinkers. The best thinkers may be those who
plod along, who ask questions, who pursue important ideas, who
put things together in their minds, who figure things out for

2. themselves, who create connections among important ideas.
They are people who believe in the power of their own minds.
They
are people who appreciate the struggle inherent in substantive
learning and thinking.
Consider how Darwin (F. Darwin, 1958) articulated his own
struggles with learning:
I have as much difficulty as ever in expressing myself clearly
and concisely; and this difficulty has caused me a very great
loss
of time, but it has had the compensating advantage of forcing
me to think long and intently about every sentence, and thus I
have
been led to see errors in reasoning and in my own observations
or those of others.
In pursuing intellectual questions, Darwin (1958) relied upon
perseverance and continual reflection rather than on memory
and
quick reflexes.
I have no great quickness of apprehension or wit... My power to
follow a long and purely abstract train of thought is very
limited... My memory is extensive, yet hazy... So poor in one
sense is my memory, that I have never been able to remember
for
more than a few days a single date or line of poetry... I have a
fair share of invention, but not, I believe, in any higher
degree... I
think that I am superior to the common run of man in noticing
things which easily escape attention, and in observing them
fully... 1 have had the patience to reflect or ponder for any
number of years over any unexplained problem,
Einstein (Clark, 1984), for his part, performed so poorly in
school that when his father asked his son's headmaster what
profession his son should adopt, the answer was simply, "It
doesn't matter, he'll never make a success of anything." He

3. showed
to signs of being a genius and, as an adult, denied that his mind
was extraordinary: I have no particular talent. I am merely
extremely inquisitive”.
2
Webliography
Webliography Template
Student’s Full Name
Walden University
Course Number, Section, and Title
(Example: NURS 3010 Section 01,Information Management in
Nursing and Health Care)
Month, Day, Year
(Enter the date submitted to Instructor)

4. 1
Running head: Webliography
NURS 3010
Create a Webliography due by Day 7 of Week 4
A webliography is a research tool developed due to the increase
in Internet resources. A webliography is a collection of on-line
resources focused on a specific topic or scientific source of
information. Some webliographies may simply be a list and
some may be annotated. Annotated webliographies provide a
small amount of information which describes and critiques the
website source. A webliography can provide a resource of high
quality information if the person constructing the webliography
is reviewing the information for credibility the resource list will
be a valuable source of information for the selected topic.

5. Review your text for additional information on evaluating
information quality.
Webliographies assist the student to understand and assimilate
information assisting to bridge the gap from the literature to the
writing. By annotating, or adding notes, thoughts, feelings, and
comments in their own words related to the source it assists the
student to think and write critically about the topic and prepares
them for the writing of the paper. Often using the annotation as
part of the paper and citing the source.
In this assignment students will select form the topics of data
quality, patient safety, and access to health care in relation to
information technology in preparation for the Week 5
Assignment. Students will search websites and complete each of
the templates below for three sites. The goal of the assignment
is to learn how to evaluate websites, create a Webliography and
use the information obtained in the Week 5 Assignment.
Total possible points for exercise = 100 point.
When completed, save the assignment as WK4Assgn3+last
name+first initial.doc. For example, Sally Ride's Week 1
Application Assignment would be named
"WK1AssgnRideS.doc". Submit this assignment via the
Assignment 3 - Week 4 submission link.

6. EVIDENCE-BASED NURSING WEBLIOGRAPHY
1.
TOPIC:
1 point
Points
NURSING AUDIENCE/ SPECIALTY:
2 points
TITLE & URL (Link):
1 point
SUMMARY (In your own words.):
5 points
POTENTIAL USERS:
5 points
WAYS TO INTEGRATE THIS INFORMATION INTO
PRACTICE:
10 points
POSITIVE & NEGATIVE ASPECTS OF WEBSITE:
5 points

7. WHAT ORGANIZATION OR PERSON MAINTAINS THIS
SITE? WEHEN WAS IT LAST UPDATED?
5 points
OTHER:
Total points Possible for Part 1 = 34
Points for Website #1
2.
TOPIC:
NURSING AUDIENCE/ SPECIALTY:
2 points
TITLE & URL (Link):
1 point
SUMMARY (In your own words.):
5 points
POTENTIAL USERS:
5 points
WAYS TO INTEGRATE THIS INFORMATION INTO

8. PRACTICE:
10 points
POSITIVE & NEGATIVE ASPECTS OF WEBSITE:
5 points
WHAT ORGANIZATION OR PERSON MAINTAINS THIS
SITE? WEHEN WAS IT LAST UPDATED?
5 points
OTHER:
Total points possible for Part 2 = 33
Points for Website #2
3.
TOPIC:
NURSING AUDIENCE/ SPECIALTY:
2 points
TITLE & URL (Link):
1 point

9. SUMMARY (In your own words.):
5 points
POTENTIAL USERS:
5 points
WAYS TO INTEGRATE THIS INFORMATION INTO
PRACTICE:
10 points
POSITIVE & NEGATIVE ASPECTS OF WEBSITE:
5 points
WHAT ORGANIZATION OR PERSON MAINTAINS THIS
SITE? WEHEN WAS IT LAST UPDATED?
5 points
OTHER:
Total points Possible for Part 3 = 33
Points for Website #3
Total Points Possible for Assignment = 100
Total Point for Webliography Assignment