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Critical thinking is a term you will often here in regards to nursing education and the ability to be a successful nurse. Critical thinking is one of the most important skills of a nurse. Nurses must be able to constantly asses and analyze situations in order to prioritize what is the most important task to accomplish next. This is an ever changing situation in health care and especially in the Intensive Care Units.

Standard 1.1 outlines that the registered nurse should access and analyse the best available evidence which includes research to ensure they provides safe and quality practice (Nursing and Midwifery Board of Australia, 2016). This was absent in scenario one as a result of a fast verbal medical handover Mary to Nicole. There was no guidance as to which patient was being discussed, and no time to write down all the important medical information required about her patients (Edith Cowan University, 2016). In scenario two Mary provides more guidance to Nicole about which patient she is talking about ensuring all the necessary information is received by Nicole (Edith Cowan University, 2016). Research has proven that handover is often difficult in the health care process, and often results in information being lost, distorted or misinterpreted. Verbal handover has also been described as an incomplete process when compared to information available in patient notes and records (Drach-Zahavy & Hadid, 2015). This is demonstrated in both scenarios with Nicole being given a fast handover with no guidance about where the information she is being given is relevant to. Whilst in scenario two Mary provides prompts and gives Nicole time to write down all the necessary information she requires (Edith Cowan University, 2016).

The nursing handover was defined in 1969 by Clair and Thrussel as the oral communication of pertinent information about patients. This was supported by Thurgood in 1995 who adopted the view that patient centred care is central to any definition of handover and that it is its primary function.

Alfaro-LeFevre, R. (2013). Critical thinking, clinical reasoning, and clinical judgment : A practical approach (Fifth ed.).

Berry, L., Rock, B., Houskamp, B., Brueggeman, J., & Tucker, L., (2013). Care coordination for patients with complex health profiles in inpatient and outpatient settings. Mayo Clinic Proceedings, 88(2), 184-94. Retrieved from http://search.proquest.com/docview/1312503895?accountid=34574

In addition to these characteristics, nursing also involves critical thinking. "Critical thinking is the active, organized, cognitive process used to carefully examine one's thinking and the thinking of others. It involves the use of the mind in forming conclusions, making decisions, drawing inferences, and reflecting" (Perry,

Critical thinking is a nursing process that includes reflective practice, problem solving and decision making which are connected to one another. The definition of critical thinking is transferring and applying knowledge and skills in a new situation. The critical thinking is needed in a lot of aspects of the nurses’ job such as when the nurses need to provide the precise identification in the specific problems had by the patients. They need to be in detail and also critical to themselves in every time in order to be able to provide identification precisely. When you have the profession in nursing, it is important to be critical thinker. The nurses have the high responsibilities and their responsibilities are increasing from time to time.

Underlying both the clinical decision-making process and the nursing process is the skill of critical thinking. Critical thinking has been described as the ability to gather and process data in such a way as to arrive at the best conclusion using the filters of prior knowledge, experience and external resources to overcome personal emotions, biases, and assumptions. (This description was developed during NUR/300 class, University of Phoenix, S. Colorado, March 16, 2006) Note that critical thinking is described as a

The American Nurses Association is leading the way by implementing countless initiatives to bring attention to the nurses’ essential role in care coordination. It is up to the nurse to step up and draw attention to the integral part they play in improving patient satisfaction, patient care quality, and the effective and efficient use of health care resources (American Nurses Association, 2012).

The national league for nurses defines critical thinking in the nursing process as “a discipline specific, reflective reasoning process that guides a nurse in generating, implementing, and evaluating approaches for dealing with client care and professional concerns” (Kozier, 2008). This definition is imperative to help a nursing student learn how to think in terms of nursing care. Nursing students must achieve a comprehensive understanding of critical thinking in order to understand the nursing process. The purpose for this paper is for nursing students to learn how to use the nursing process, how to properly document their findings and assessments, and correctly implement APA formatting in a formal paper.

Critical thinking skills in nursing are very important and need to be a part of a nurse’s everyday routine according to Ericksen (2017). To become a nurse, one must learn practical skills in nursing school, like taking vitals, cleaning and dressing a cut, or administering medications with injections. But this is not sufficient for a nurse to be able to do their job successfully. A nurse must have the ability to think critically as well. Although there are some critical thinking pitfalls to acknowledge in order to identify why critical thinking is not used every day.

The purpose of this study was to identify and describe the structures, processes, and perceptions of the outcomes of bedside handovers in nursing practice.

The major study variables in this investigation were critical thinking and clinical judgment skill of nursing students. Critical thinking was operationally defined with the ATI Critical Thinking Test and clinical judgment was operationally defined with the Lasater’s Clinical Judgment Rubric (Mann, 2012). The independent variable was identified as the Level II baccalaureate nursing students. The dependent variable was identified as the critical thinking and clinical judgment skills of the nursing students. The demographic variables included the gender and age of the

Nursing care delivery is defined as the way task allocation, responsibility, and authority are organized to achieve patient care. Tiedeman and Lookinland (2004) suggested that systems of nursing care delivery are a reflection of social values, management ideology, and economic considerations. (Tiedeman&Lookinland, 2004) According to Fewer (2006), the quality of nursing care delivery systems affects continuity of care, the relationship between nurse and patient, morale, nurse job satisfaction and educational preparation.(Fewer, 2006) Nurses are essential human resources to provide medical services with professional knowledge and skills in the healthcare setting. However, the registered nurse turnover rate has increased in recent years resulting

Critical thinking and clinical reasoning are similar in the fact that each term represents a set of methods that guide the nurse to reliable evidence-based practice while delivering care. Critical thinking and clinical reasoning are centered on knowledge base that is associated with the discipline of nursing. With each concept, the nurse must have an existing developed knowledge base in which to apply each concept to. Nurses apply critical thinking and clinical reasoning skills when patient care decisions are made. With both critical thinking and clinical reasoning, information about the patient is collected and examined. They work together to produce clinical judgment. They both direct nursing care to meet patients’ needs resulting in higher quality of care and better patient outcomes.