Critical Thinking

 The role of critical thinking in every day care

Through my experience in a health and social career, I’ve come to see critical thinking as an essential part of professional practices (Altun and Yildirim, 2023).  not something just for academic settings. It’s about being able to assess situations objectively, question assumptions, and make informed decisions that prioritise the wellbeing of the person receiving care.

Critical thinking helps me to understand different points of view and make choices that are fair and respectful. It also allows me to stay calm and think clearly in difficult situations. This is very important when working with people who may be vulnerable or in need of support. By using critical thinking, I can make sure I give the best care possible, based on facts, good communication, and compassion. It helps me to spot problems early, avoid mistakes, and work better with my team. Overall, critical thinking is not just a skill; it’s a vital part of giving safe, person-centred care every day (Benner et al., 2008).

A challenging experience

An experience that challenged me recently involved a patient with mental health difficulties who became visibly distressed after a colleague responded to her in a very factual but emotionally insensitive way. While I didn’t interfere at the time, I instinctively questioned whether the approach was appropriate. I evaluated the impact of the response, considered the patient’s emotional state, and recalled principles from my training that prioritise empathy, therapeutic communication, and person-centred care.

Reflecting After the Moment

Although I lacked the confidence to act immediately in the moment, my internal questioning marked the beginning of a critical thinking process. I later reflected on the incident, considered what could have been done differently, and sought out further guidance on effective communication strategies within mental health care, particularly those that emphasise validation, empathy, and de-escalation. In many cases, this involves recognising the person’s emotional reality rather than immediately correcting or challenging it, especially during periods of distress or confusion. We are encouraged to listen actively, show understanding, and support the person’s feelings without confrontation.

Turning Reflection Into Learning

This reflection helped me transform what was initially a passive experience into an active learning opportunity. It taught me that critical thinking is not limited to responding in real time; it also involves analysing events after they occur, recognising knowledge gaps, and adjusting future practice accordingly (Dwyer, 2023). It means being flexible, evaluating the emotional and psychological impact of our actions, and understanding when standard or routine responses may not be appropriate, especially when working with individuals with complex emotional or cognitive needs.

Applying what I’ve Learned

Since that incident, I’ve made a conscious effort to apply critical thinking more proactively in my practice. I aim to strike a balance between conveying accurate information and maintaining emotional sensitivity. I now give more thought to how communication might be received from the patient’s perspective, and I try to consider alternative approaches that may be more supportive in emotionally charged situations. I’ve also recognised the value of involving others, asking for feedback, seeking guidance, and learning from colleagues who have more experience in mental health care.

Being Opened to Growth

Most importantly, I’ve learnt that part of critical thinking is being open to respect (Doddington, 2007) and even constructive challenges. It’s about being willing to speak up or ask questions when something doesn’t seem to align with best practice, while also understanding how to do so in a way that supports teamwork and shared learning.

More than just a skill

Ultimately, critical thinking enables me to deliver care that is not only clinically sound and professional but also emotionally intelligent, responsive, and compassionate. It helps me grow in confidence and develop a more reflective, values-led approach to care. Rather than relying solely on habit or hierarchy, I’m learning to trust a process that involves ethical reasoning, emotional awareness, and a commitment to continuous improvement.

A Culture Of Reflection And Compassion

This situation reinforced that critical thinking is essential when navigating complex or emotionally sensitive situations in healthcare. It involves more than recognising that something feels wrong; it requires thoughtful evaluation, the application of knowledge and values, and the willingness to consider how things could be approached differently in the future (Taliaferro and Diesel, 2016) In this way, I am better equipped to advocate for patients and collaborate with colleagues, ensuring that our decisions are not only informed by data but also by compassion and ethical considerations. Ultimately, this commitment to critical thinking fosters a culture of trust and accountability, essential for effective healthcare delivery. Most of all, it highlighted that challenges in care can be powerful learning opportunities if we’re willing to reflect, ask questions, and grow from them.

Reference list

Altun, E. and Yildirim, N. (2023). What does critical thinking mean? Examination of pre-service teachers’ cognitive structures and definitions for critical thinking. Thinking Skills and Creativity, [online] 49(49), p.101367. doi:https://doi.org/10.1016/j.tsc.2023.101367.

Benner, P., Hughes, R.G. and Sutphen, M. (2008). Clinical reasoning, decision making, and action: Thinking critically and clinically. [online] Nih.gov. Available at: https://www.ncbi.nlm.nih.gov/books/NBK2643/.

Doddington, C. (2007). Critical Thinking as a Source of Respect for Persons: A critique. Educational Philosophy and Theory, 39(4), pp.449–459. doi:https://doi.org/10.1111/j.1469-5812.2007.00350.x.

Dwyer, C.P. (2023). An Evaluative Review of Barriers to Critical Thinking in Educational and Real-World Settings. Journal of Intelligence, [online] 11(6), p.105. Available at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10300824/.

Taliaferro, D. and Diesel, H. (2016). Cultural Impact With Reflective Journaling. International Journal for Human Caring, 20(3), pp.155–159. doi:https://doi.org/10.20467/1091-5710-20.3.155.