Critical Thinking
Critical Thinking in Nursing Practice
Within the practice of nursing, critical thinking refers to the process of evaluating issues and/or problems from all perspectives and then formulating a solution that provides the best possible outcome. (Paul, 2003)In order to promote the wellness of patients or other individuals, the nursing practitioner must not only understand the various intervention mechanisms, rather he/she must also seek to understand the implications of such interventions. The scientific method comes in very handy for critical thinking since it provides the nursing practitioner with a systematic framework of addressing different issues and/or challenges. (Fowler, 2007)
Relationship between Critical Thinking and Clinical Competence
An important connection exists between clinical competence and critical thinking; the nursing practitioner cannot achieve the former without using critical thinking skills. For instance, when handling a patient, a nursing practitioner would demonstrate high levels of incompetence if he/she administers medication to a patient without embarking on a proper diagnosis process. In order to achieve an excellent degree of clinical competence, the nursing practitioner must think critically about the consequence or impact of actions. (Ridell, 2007)
Teaching Critical Thinking to Undergraduate Nurses
Upcoming nurses at the undergraduate level of study must be taught about critical thinking because it serves as an excellent platform for preparing them for professional careers later in life. In order to impart critical thinking skills upon them, undergraduate nurses should be taught using practical examples in addition to theoretical approaches. (Teekman, 2000)
Relationship between Critical Analysis and Critical Thinking
Nursing practitioners cannot achieve critical thinking without using the various attributes and/or aspects of critical analysis. Both aspects are closely related in that critical analysis encompasses the systematic evaluation of issues and then developing an effective intervention mechanism that provides the most desirable outcomes. (Ward, 2006)
References
Fowler, J. (2007). “Thinking and writing at Masters Level,” British Journal of Nursing, 16(14), 887-890
Paul, R., & Elder, L. (2003). “Critical thinking,” Journal of Developmental Education, 26(3), 36–37
Riddell, T. (2007) “Critical assumptions,” Journal of Nursing Education, 46(3), 121-126
Teekman, B. (2000). “Exploring reflective thinking in nursing practice.” Journal ofAdvanced Nursing, 31(5), 1125-1135
Ward, C. (2006). “Developing critical thinking in nursing.” MedSurg Matters,15(5), 14-15
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