In Cody’s article (2002), he describes how critical thinking has become a buzzword in nursing and educational literature, void of any real substance.
He gives an example of a medical-surgical nursing textbook in which Critical thinking in nursing practice is in the title, but the textbook is void of any real content on critical thinking, other than traditional nursing practice.
Her blood pressure was abnormally low and her heart rate remained in the 170’s.
I immediately called a rapid response code in order to quickly get the physician and respiratory therapist into the room to see this patient.
For this patient, it was critical that she had the CT scan as quickly as possible to get the proper diagnosis to guide treatment.
In this situation, the use of critical thinking to evaluate the evidence for what was going on with this patient was essential.
The day shift nurse had still received no orders for her from the physician several hours after her admission to the floor.
In fact the physician had still not seen the patient despite multiple calls from the day shift RN.
Facione (2011) states that critical thinking is a part of what we mean by good thinking and involves cognitive skills such as interpretation, analysis, evaluation, inference, explanation, and self-regulation.
A lack of critical thinking may manifest as a failure to anticipate the consequences of one’s actions (Facione, 2007).