The Journey of Cultivating Critical Thinking: Exploring the Development of Critical Thinking Skills in Nursing Students

Background: Critical thinking is essential in nursing education as it equips students with the skills needed to make informed and effective clinical decisions. Understanding how these skills develop in real educational and clinical contexts is crucial for designing effective teaching strategies.

Aim: This study aims to explore the development of critical thinking skills in nursing students.

Methods: A grounded theory approach was employed in 2024. A total of 22 nursing students and faculty members were involved. Data were collected through in-depth semi-structured interviews and field notes until data saturation was achieved. Data analysis was conducted using the Corbin and Strauss method in 1998.

Results: The data analysis revealed one core theme (the journey of cultivating critical thinking) and four subthemes: self-preparedness, exposure to situations, action/reaction, and encountering the unexpected. In the process of developing critical thinking skills, both instructors and students engage in self-preparation. Instructors review relevant materials, while students familiarize themselves with the ward's objectives. This is followed by exposure to clinical situations, where both groups gain insights into the learning environment and reflect on expectations and goals. In the action/reaction phase, instructors model professional thinking, provide feedback, and employ various teaching strategies to assess and guide students. Unexpected situations then challenge both instructors and students to adapt and respond effectively, reinforcing the importance of critical thinking in nursing education.

Conclusion: This study highlights the essential role of developing critical thinking skills in nursing students. The findings emphasize the importance of creating an adaptive learning environment that fosters the cultivation of these skills within nursing education.