Critical Thinking: The Development of an Essential Skill for Nursing Students
Open accessAbstract
Critical thinking is defined as the mental process of actively and skillfully perception, analysis, synthesis and evaluation of collected information through observation, experience and communication that leads to a decision for action. In nursing education there is frequent reference to critical thinking and to the significance that it has in daily clinical nursing practice. Nursing clinical instructors know that students face difficulties in making decisions related to clinical practice. The main critical thinking skills in which nursing students should be exercised during their studies are critical analysis, introductory and concluding justification, valid conclusion, distinguish of facts and opinions, evaluation the credibility of information sources, clarification of concepts and recognition of conditions. Specific behaviors are essentials for enhancing critical thinking. Nursing students in order to learn and apply critical thinking should develop independence of thought, fairness, perspicacity in personal and social level, humility, spiritual courage, integrity, perseverance, self-confidence, interest for research and curiosity. Critical thinking is an essential process for the safe, efficient and skillful nursing practice. The nursing education programs should adopt attitudes that promote critical thinking and mobilize the skills of critical reasoning.
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The reflective process fostered by engaging with LLMs in diagnosing and revising cases cultivates an educational atmosphere conducive to developing critical thinking skills.
“The reflective process fostered by engaging with LLMs in diagnosing and revising cases not only cultivates an educational atmosphere conducive to developing critical thinking skills but also suggests practical applications in clinical settings [50].”
From Mitigating cognitive biases in clinical decision-making through multi-agent conversations using large language models: simulation study (2024) · cites this paper as [50]
The Conclusion (page not specified) says nursing education should promote critical thinking, and Section 4 links reflection and problem-solving to nursing practice. The paper does not address LLMs or show that diagnosing and revising cases with them fosters this reflective process or develops critical thinking. (LLM, conf=0.86)
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Kassabry, M. F., Al‐Kalaldeh, M., Ayed, A., & Shosha, G. M. A. (2024) · Nurse Education in Practice · doi:10.1016/j.nepr.2024.104015 · Cited by 9 · see citing works
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Jabade, M., & Nadaf, H. K. (2024) · Journal of Education and Health Promotion · doi:10.4103/jehp.jehp_321_24 · Cited by 9 · see citing works
Hsu, Y.-Y. A., Nguyen, T. T. B., Yeh, C., Tsai, S.-M., & Tsai, Y.-C. (2025) · Nurse Education Today · doi:10.1016/j.nedt.2025.106815 · Cited by 9 · see citing works
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Mancin, S., Reggiani, F., Calatroni, M., Morenghi, E., Andreoli, D., & Mazzoleni, B. (2023) · Clinical Nutrition Open Science · doi:10.1016/j.nutos.2023.10.001 · Cited by 8 · see citing works
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Rahmawati, Y., Ramadhani, S. F., Afrizal, A., Puspitasari, M., & Mardiah, A. (2021) · JTK (Jurnal Tadris Kimiya) · doi:10.15575/jtk.v6i1.5498 · Cited by 8 · see citing works
Gorji, A. M. H., Shafizad, M., Soleimani, A., Darabinia, M., & Goudarzian, A. H. (2018) · Iranian Journal of Psychiatry and Behavioral Sciences · doi:10.5812/ijpbs.59487 · Cited by 8 · see citing works
The Effects of Flipped Learning Approaches in Anatomy Class
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Stoller, A., Iannuzzo, S., & Davis, K. (2022) · Geriatric Nursing · doi:10.1016/j.gerinurse.2022.07.019 · Cited by 7 · see citing works
- Authors
- Papathanasiou, I., Kleisiaris, C., Fradelos, E., Kakou, K., & Kourkouta, L.
- Affiliations
- Technological Educational Institute of Thessaly (GR)
- Hellenic Mediterranean University (GR)
- Alexander Technological Educational Institute of Thessaloniki (GR)
- Corresponding author
- Papathanasiou, Ioanna
- Venue
- Acta Informatica Medica
- Publisher
- ScopeMed
- Published
- 2014
- Volume
- 22
- Issue
- 4
- Pages
- 283
- ISSN
- 0353-8109 (ISSN-L)
- PMC
- PMC4216424
- OpenAlex
- W2132113252
- Cited by
- 236
- References
- 28
- Citations by year
- 2026: 18 · 2025: 33 · 2024: 40 · 2023: 32 · 2022: 21 · 2021: 21 · 2020: 25 · 2019: 23 · 2018: 8 · 2017: 5 · 2016: 5 · 2015: 4 · 2014: 1
- FWCI
- 25.72
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Licence
- cc-by-nc-sa
- Locations
- Acta Informatica Medica (publishedVersion)
- Europe PMC (PubMed Central) (publishedVersion, cc-by-nc-sa)
- PubMed Central (publishedVersion, cc-by-nc-sa)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Education › Education and Critical Thinking Development
- Health Sciences › Nursing › Leadership and Management › Healthcare Education and Workforce Issues
- Health Sciences › Medicine › Family Practice › Clinical Reasoning and Diagnostic Skills
- Keywords
- critical thinking, nursing students, nursing education, clinical decision-making, critical analysis, critical reasoning, clinical instructors, nursing practice
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