Personal Reflection

Introduction
My academic journey has been both demanding and informative. Transitioning from a
practical job to formal studies has changed my perspective and skills. This reflection will
outline my improvements in critical thinking, writing, and time management, as well as
the factors that support or challenge these abilities. More importantly, I will explain what
further steps I would take toward perfecting my academic and professional qualities.
Initial Challenges and Early
Approaching this module was both exciting and intimidating. Having worked as a school
nurse in Qatar and being on a break from work to care for my son, I had quite estranged
myself from academics. As a practicing nurse, my skills did not easily cross over into
academic domains. The biggest challenges were probably those of writing and critical
thinking.
While I had a basic level of syntax and structure, academic writing- developing cohesive
arguments and integrating evidence was daunting. Similarly, critical thinking is a talent
that one should possess in clinical practice, but in academia, it needs to be retooled to
become more systematic and evidence-based. Those challenges were reflected in my
early submissions when they were not clear or deep enough.
I struggled with time management, and often procrastinated, leading to subpar work. My
habit of skimming articles made it difficult to research and absorb information. This
made me realize the importance of a strategic approach to learning and skill
development.
Developing Academic Skill
Later in the module, I noticed significant growth in my critical thinking skills. Initially
focused on superficial understanding, I learned to delve deeper, question assumptions,
and develop strong arguments through structured frameworks and targeted
assignments(Nicol and Macfarlane‐Dick, 2006). A project on healthcare policies
particularly challenged me to connect a theory with practice, which became easier with
practice and feedback. Group discussions and critiques from peers further honed my
analytical approach. Now, I approach all academic content with a critical eye, assessing
reliability, implications, and biases.
Academic writing increased a lot, too. My essays at first were mainly confused, theses
were weak, and arguments were disorganized. However, constructive feedback pointed
out areas of improvement. Learning to construct concise thesis statements, logically
organize my writings, and successfully incorporate evidence all became crucial in my
development.
My writing process needed revision. Writing numerous drafts of essays made me revise
my arguments and build up clear ideas. The other thing is that I have grown sensitive to
correct referencing; not only does it give credibility to my work, but it also saves me from
instances of plagiarism. Clinging to such academic conventions powerfully improved not
only the quality of my assignments but also my confidence in expressing ideas.
It became a source of both challenge and a facilitator of success in managing time.
During the early parts of the module, it was tough to handle the tendency to
procrastinate and the overwhelming feeling associated with deadlines. The mechanisms
such as the Pomodoro Technique and the weekly progress review start to slice and dice
activities into infinitesimally small and improve concentration. Taking one's weakness,
being able to prioritize and schedule time to think and "Revise the provided text." is
rather effective.
Setting achievable objectives and using planners have been essential in helping me
manage both my academic work and personal responsibilities, such as caring for my
infant. This structured approach reduces stress and improves the quality of my
contributions. One of the most rewarding aspects of this process has been the transition
from last-minute rushes to well-planned, methodical efforts (Macan et al., 1990 ).
Support Systems and Influencing Factors
Peers, tutors, and supportive resources fostered my development by highlighting
previously unrecognized aspects. Constructive feedback from tutors further nurtured my
talents. I also learned to navigate academic databases and library services, developing
digital literacy to effectively locate and evaluate scholarly information (Secker &
Coonan, 2013). This skill enhanced my research capabilities. Initially, viewing academic
work as competition, I eventually recognized the importance of collaboration and
support from others. Receiving feedback and learning from my peers fostered
camaraderie and encouraged my continuous improvement, making the experience
more fulfilling.
Barriers and Strategies to Overcome Them
Behind even the successful performance, I also had to face several challenges. This is
the problem of self-doubt that lies in constant questions about ideas and ability.
Nevertheless, continuous feedback and reflection helped in building up confidence. At
this stage, knowing that self-doubt is part of the learning curve helped me get through
these periods of uncertainty and move forward with development.
The other obstacle was access to material. For long, I had problems finding appropriate
journal articles and books. Learning how to explore the databases and how to seek help
from the library staff overcame this problem thus I could identify and critically evaluate
high-quality material. These obstacles that I "Overcame" and "have." underscored to me
the importance of persistence and resourcefulness toward academic success.
A Shifting Perception of Academic Skills.
This module has provided key insights into the interconnectedness of academic skills,
such as how critical thinking enhances writing and how time management supports
both. This understanding has deepened my learning experience. Additionally, I’ve
shifted my perspective on academic success, realizing it's less about inherent ability
and more about persistence and reflection. By breaking tasks into smaller pieces and
seeking feedback, my confidence and motivation have significantly increased.
Future Developments and Plans.
In the future, I would like to continue right from where I have reached. There is a
necessity to improve such research skills as the performance of some systematic
literature review or critical analysis. Such competencies will be required later while
practicing nursing based on the proven evidence and further research work.
Additionally, I want to expand the level and depth of my writing, studying some of the
more advanced ways of performing thematic analysis. Several of the workshops and
actively "Interacting with" academic communities create various development
opportunities.
Conclusion
This reflective case is a catalyst for my academic journey. Critical thinking, academic
writing, and effective time management are not only essential for academic success but
also for lifelong learning and professional growth. Success is measured by one’s
commitment to learning and adapting rather than by inherent skills.

I aim to build on this foundation throughout my degree, focusing on how each step
brings me closer to my goals. The skills I have gained will guide my future endeavors
and help me contribute meaningfully to the academic and professional communities.

References

 Macan, T.H., Shahani, C., Dipboye, R.L., and Phillips, A.P. (1990) ‘College
students’ time management: Correlations with academic performance and
stress’, Journal of Educational Psychology, 82(4), pp. 760–768.
 Nicol, D.J. and Macfarlane‐Dick, D. (2006) ‘Formative assessment and self‐
regulated learning: A model and seven principles of good feedback practice’,
Studies in Higher Education, 31(2), pp. 199–218.

 Secker, J. and Coonan, E. (2013) Rethinking information literacy: A practical

framework for supporting learning. London: Facet Publishing.
 Amrak Batch 2 Lesson 1.pptx. [PowerPoint presentation].

 Amrak Batch 2 Ppt 2.pptx. [PowerPoint presentation].

 Amrak Batch 2 Lesson 3.pptx. [PowerPoint presentation].

 Amrak Batch2 Day 4.pptx. [PowerPoint presentation].

 Amrak Batch2 5 Day 5.pptx. [PowerPoint presentation].

 AmrakDay 6 PPT.pptx. [PowerPoint presentation].