Critical thinking: A perpetual paradox

This paper reports on the findings from a doctoral study examining critical thinking in Nursing practice in New Zealand. The term ‘critical thinking’ has conflicting definitions in Nursing, For some, it is an analytical linear problem solving approach within defined parameters, while for others it demands an engagement with underpinning theoretical and philosophical influences. Critical thinking is, however, considered crucial and essential for Nurses to determine what knowledge to use, what care to provide, and how to decide the best way to deliver this care (Alfaro-LeFevre, 2009; Benner, Hughes & Sutphen, 2008; Brunt, 2005; Distler, 2007; Fesler-Birch, 2005; Martin, 2002; Profetto-McGrath, 2005; Scheffer,& Rubenfeld 2006; Simpson & Courtney, 2002). Yet, exactly what is required when Nurses critically think is not clearly articulated within Nursing theory and practice. The study identifies assumptions about critical thinking within Nursing theory and clinical practice, and the way in which a number of discourses position and influence Nurses’ professional identities. These findings have international relevance for the Nursing profession and indeed other health professionals. The expectation that critical thinking should be the ultimate aim of any higher education endeavour highlights this (Moore, 2011)