Abstract
Caring is a difficult nursing activity that involves a complex nature of a human being in need of complex
decision-making and problem solving through the critical thinking process. It is mandatory that critical thinking
is facilitated in general and in nursing education particularly in order to render care in diverse multicultural
patient care settings. This paper aims to describe how argumentation can be used to facilitate critical
thinking in learners. A qualitative, exploratory and descriptive design that is contextual was used. Purposive
sampling method was used to draw a sample and Miles and Huberman methodology of qualitative analysis
was used to analyse data. Lincoln and Guba’s strategies were employed to ensure trustworthiness, while Dhai
and McQuoid-Mason’s principles of ethical consideration were used. Following data analysis the findings were
integrated within literature which culminated into the formulation of guidelines that can be followed when using
argumentation as a methodology to facilitate critical thinking.