This document outlines critical thinking concepts relevant to nursing education and practice. It defines critical thinking as a purposeful, goal-directed thinking process that combines logic, intuition and creativity to solve patient care issues. Key points include: characteristics of a critical thinker include being constructively skeptical and identifying biases; teaching critical thinking provides analytical skills for various settings; critical thinking prepares graduates for challenges in life and careers; and a critical thinking model for nursing judgment incorporates specific knowledge, experience, competencies, attitudes, and standards.

1. Critical thinking

2. Outline
Objectives.
Introduction.
Concepts related to critical thinking.
Characteristics of critical thinker
Importance of teaching critical thinking.
Importance of critical thinking to nursing
graduates.
Critical thinking skills.
Critical thinking and problem solving.
Critical thinking and decision-making.
Components of critical thinking.

3. Critical thinking
Purposeful, goal-directed thinking
process that strives to problem solve
patient care issues through the use of
clinical reasoning.
Combines logic, intuition
‫ﮫ‬��‫ﮫﮫ‬ a
n
dcreativity.
Essential to nursing practice.

4. Characteristics of critical
thinker
1. The art of thinking about your thinking
(clear, precise, accurate and fair).
2. The art of constructive skepticism
‫ﮫﮫﮫﮫ‬ ‫ا‬
‫ء‬ ‫ﮫﮫﮫﮫ‬‫ا‬.
3. The art of identifying and removing bias
and Prejudice ‫ﮫﮫ‬ ��‫ﮫﮫﮫ‬‫ا‬.
4. The art of clarifying what you do
understand and what you don’t know.

5. Importance of teaching
critical thinking
Students must learn to think skillfully
and independently so they may
cultivated their own problem-solving
abilities ‫ﮫﮫﮫﮫ‬ and come to reliable
conclusions.
to provide students with the
analytical, problem-solving skills
needed in a variety of academic
settings and in their everyday lives.

6. Importance of critical thinking
to nursing graduates
It prepares individuals to tackle
‫ي‬‫ﮫﮫﮫﮫ‬ a multitude of challenges.
To face in their personal lives, careers,
and duties as responsible citizens.
To become independent lifelong
learners.

7. Techniques used in developing
nursing students’ critical thinking
1. Decision grids.
2. Concept mapping.
3. Reflective journaling.
4. Case studies.

8. Critical thinking skills
Interpretation.
Analysis.
Inference
‫ﮫﮫ‬‫ن‬‫ﮫﮫ‬�.
Explanation.
Evaluation.
Self-regulation.

9. Interpretation
Decode hidden messages.
Clarify the meaning of information.
Categorize information.

10. Analysis
Examines ideas and data.
Identifies discrepancies
‫ت‬‫ﮫﮫﮫﮫﮫﮫﮫ‬‫ا‬.
Reflects on reasons for
discrepancies.

11. Inference
Speculates‫ﮫﮫﮫﮫ‬.
Derives.
Reasons.
Skill developed with experience.

12. Explanation
Requires that conclusions drawn
from inferences are correct and can
be justified.
Scientific and nursing literature
serve as basis for clinical
justification.

13. Evaluation
Examines the validity of the
information.
Leads to final conclusion that can be
implemented.

14. Self-Regulation
Reflects on critical thinking skills
and determines what techniques
were effective and which were
problematic.

15. Universal Intellectual
Standards for Critical
Thinking
Clarity.
Accuracy.
Precision.
Depth.
Breadth.
Logic, applied to clinical reasoning.

16. Critical thinking model for
nursing Judgment
Level 3
Commitment
Level 2
Complex
Level 1
Basic
Specific Knowledge Base
Experience
Competence
Attitudes
Standers
Levels of critical thinking
Components of critical thinking

17. LevelsofCriticalThinking inNursing:
Threelevelsofcriticalthinkingare:
1. Basic
2. Complex
3. Commitment
A.Thebasiclevel:
Alearnertruststhatexpendshavetherightanswersforeveryproblem.
Thinkingtendstobeconcreteandbasedonaserulesorprinciples.

18. Thecomplexlevel: B.
A personbeginsto detachfrom authoritiesand analyzeand examine
alternativesmore independentlythinkingbecome more creativeand
innovatednurseslearna varietyof differentapproachesfor the same
therapy .
C.Thecommitmentlevel:
The individualanticipatesthe need to make choices withoutthe
assistance from others and then assumes accountability for them. At this
levelthe nurse choose an actionor beliefbased on the alternatives
availableand stands byit.

19. Critical Thinking Model
 Kataoka-Yahiro and Saylor (1994) have developed this model
helps to explain how nurses make clinical judgments/ decisions in
their clinical practice that result in safe, effective, nursing care.
Thereare 5components inthis modelofcritical thinking:
1. Knowledge base
2. Experience innursing
3. Critical thinking competencies
4. Attitudes forcritical thinking
5. Standards for criticalthinking

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22. from caring for previous clients.
3-Critical Thinking Competencies
1. General critical thinking competencies used by many disciplines, in
many everyday situations.
 Scientific method
 Problem solving
 Decision making
2. Specific critical thinking in clinical situations used by physicians,
nurses, and other health care professionals.
 Diagnostic reasoning/ Clinical inference
 Clinical decision making
3. Specific critical thinking competency used in nursing practice
4. Nursing Process.

23. 4-Critical Thinking Attitudes
1. Confidence
2. thinking independently
3. Fairness
4. Responsibilityand accountability
5. Risk taking
6. Discipline
7. Perseverance
8. Creativity
9. Curiosity
10. Integrity
11. Humility

24. 5-Standards of critical thinking:
1. IntellectualStandards-
Include the 11 items of critical thinking attitudes (confi
fairness……etc.
2. Professionalstandards
 Soundethical standards
 When critically thinking must have a sense of
their own values, beliefs, feelings and their
clients/ client’s family’s values, beliefs, feelings
 Scientifically based practice with standards
developed
by experts
 Evidenced based practice
 Standards developed as aresult of evidence
 These are minimum requirements that are
necessary to give quality effective care