Critical thinking, by nature, is a cognitive learning process of analyzing information, forming a plan, and making a decision, thereby providing patient satisfaction and safety (Nemati-Vakilabad et al., 2021). As professional nurses, we are continually learning new skills, acquiring new evidence-based research, and applying this in our daily patient practices. Newly graduated nurses have the beginnings of these skills, and as mature, seasoned nurses, we need to find ways to help our new nurses build on them. Academic education begins in both didactic and clinical settings.
Patel and Metersky (2021) explain that truly understanding a patient involves connecting what you know with what you do in practice. This connection is achieved through reflective practice and bridges the gap between nursing theory and hands-on care. Upon graduation, these new nurses find themselves in the real world, struggling to grasp the knowledge their employers demand, leaving them in a state of mindful disarray. Not that their education lacks theoretical teaching, but they question whether experience is teachable. Mentoring these new nurses entails not only refining their skills but also refining their thought processes. The best learning experiences occur through repetition and recognition of actions.
Abdalhafith et al. (2025) support the idea that nursing knowledge of critical thinking stems from gaining confidence in performance and attitudes toward nursing tasks, fostering self-efficacy, and strengthening knowledge of making clinical judgments. Closing the gap between inability to perform and knowledge can be affected by organizational factors, such as turnover rates and patient flow rates. The effect on nurses’ judgement due to anxiety and feelings of being overwhelmed can result in task-oriented rather than cognitive thinking. As preceptors, we need to foster open communication to enhance positivity, support confidence, and build their critical thinking skills. Positive reinforcement and encouragement of performance not only enhance skills but also reduce anxiety and foster a positive attitude.
Another supportive stance for newer nurses and current staff alike is organizational education. Ongoing educational support on disease protocols and newly acquired equipment is a must-have to keep everyone on the same page. For a new nurse, nothing is worse than not knowing how a piece of equipment works or the correct protocol for a procedure. As our newer nurses mature, gaining confidence in themselves and deepening their understanding of clinical reasoning, we, the preceptors, lead these new nurses by reinforcing theoretical knowledge and applying it in complex patient care situations, much like educators who bridge classroom learning with practical skill development.
References
Abdalhafith, O., Rababa, M., Hayajneh, A. A., Alharbi, T. A. F., Alhumaid, B., & Alharbi, M. N. (2025). Critical care nurses’ knowledge, confidence, and clinical reasoning in sepsis
Management: A systematic review. BMC Nursing, 24:424. https://doi.org/10.1186/s12912-025-02986-1
Nemati-Vakilabad, R., Mojebi, M. R., Mostafazadeh. P., Jafari, M. J., Kamblash, A. J., Shafaghat. A., Abbaso, A. S., & Mirzaei, A. (2021). Factors associated with the Critical thinking ability among nursing students: An exploratory study in Iran. Nurse Education in Practice. 73(2023),103814. https://doi.org/10.1016/j.nepr.2023.103814
Patel, K. M., Metersky, K. (2022). Reflective practice in nursing: A concept analysis. International Journal of Nursing Knowledge, 33, 180–187. https://doi.org/10.1111/2047-3095.12350