FOSTERING CRITICAL THINKING SKILLS IN UNDERGRADUATE NURSING EDUCATION: A REVIEW OF THE LITERATURE

Author Name: 1. Dr. P. Vanaja 2. Dr. Dinesh Kumar 3. Om Prakash Shrimal 4. Misbah Moin 5. Lokesh Kumar Sharma

Volume/Issue: 06/01

Country: India

DOI NO.: 08.2020-25662434 DOI Link: https://doi-ds.org/doilink/06.2025-78241664/UIJIR

Affiliation:

1. Senior Nursing Tutor, College of Nursing, Madras Medical College, India.
2. Vice Principal, S. N. Institute of Nursing Sciences, Nirwan University Jaipur, India.
3. Assistant Professor, S. N. Institute of Nursing Sciences, Nirwan University Jaipur, India.
4. Nursing Tutor, College of Nursing, AMU, Aligarh, U.P. India.
5. Professor, Chaudhary Sughar Singh Nursing and Paramedical College, Jaswant Nagar, Etawah (U.P.) India.

ABSTRACT

Critical thinking is an essential competency in modern nursing practice, enabling nurses to make sound clinical decisions, prioritize patient needs, and respond effectively in complex healthcare environments. This review of the literature aims to explore the current educational strategies, theoretical underpinnings, and assessment methods used to foster critical thinking skills in undergraduate nursing education. The review synthesizes evidence from diverse pedagogical approaches including problem-based learning (PBL), case studies, simulation-based education, reflective journaling, and Socratic questioning, all of which have demonstrated varying degrees of success in promoting analytical and reflective thinking among nursing students. Emphasis is placed on the role of faculty in modeling critical thinking behaviors, the importance of curriculum integration, and the effectiveness of interactive and student-centered teaching methods. Additionally, the review addresses the barriers faced by educators and institutions, such as limited faculty training, large student cohorts, and a lack of standardized evaluation tools. Findings suggest that while several evidence-based strategies are available, the successful cultivation of critical thinking requires a supportive educational environment, continuous faculty development, and institutional commitment. The review concludes by highlighting the need for future research to establish consistent assessment criteria, evaluate long-term outcomes of critical thinking instruction, and explore culturally adaptive teaching models that suit diverse nursing student populations.

Key words: Critical Thinking, Nursing Education, Undergraduate Nursing Students, Nursing Curriculum, Professional Development