Abstract
Critical thinking is a necessity for the provision of safe, high-quality clinical care,
particularly in a healthcare setting characterised by patients with complex medical
conditions and culturally diverse backgrounds. During the training to become
professional nurses, students should develop and acquire the critical thinking skills to
make critical decisions that would assist them when providing nursing care in future.
Critical thinking allows nurses to successfully handle the various situations and make
important decisions by collecting and interpreting information that is necessary for
making decisions in an environment characterised by constant changes in patient
condition and constant stress. Thus, the lack of critical thinking among student nurses
during patient care could contribute to student nurses’ inability to fully assess,
comprehend the patients’ status, and take necessary actions to safely execute nursing
care.
The aim of the study was to evaluate the critical thinking skills of second year bridging
programme student nurses in a private nursing education institution (PNEI). The
researcher aimed to evaluate the critical thinking skills of the student nurses and to
ultimately provide recommendations.
A quantitative, non-experimental and descriptive research design was used. The
researcher employed the survey approach by making use of an adapted checklist from
Facione to evaluate the critical thinking skills of the student nurses. The population for
the study comprised of second-year student nurses enrolled in the bridging
programme in a PNEI.
Data were analysed through statistical analysis. Validity and reliability principles were
adhered to throughout the study. The researcher adhered to the ethical principles of
respect for autonomy, beneficence, non-maleficence and justice. The findings of this
study indicated unsatisfactory capabilities in terms of applying critical thinking skills in
clinical practice during patient care.