Abstract
This article intends to describe how critical thinking of learners can be facilitated or infused in clinical nursing education using the identified core cognitive critical thinking skills, their related sub-skills and the affective dispositions.
 
 Opsomming
 Hierdie artikel het ten doel om te beskryf hoe kritiese denke by leerders in kliniese verpleegonderwys gefasiliteer kan word deur die geïdentifiseerde kern-kognitiewe kritiese denkvaardighede, hul verwante sub-vaardighede asook affektiewe disposisies te gebruik.
 
 *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.
Highlights
The infusion of critical thinking skills in nursing education has been a worldwide quest of nurse educators to ensure quality improvement and quality assurance in practice
There is a great need for facilitation of critical thinking in the preparation and assessment of nurse learners to care for patients with complex culturally diverse health care needs and their families
Cognitive maturity retical framework and its phases through which critical thinking of learners should be facilitated in clinical nursing education is in accordance with Wilkinson (1992:29) indicated in Table 1 below
Summary
The infusion of critical thinking skills in nursing education has been a worldwide quest of nurse educators to ensure quality improvement and quality assurance in practice. There is a great need for facilitation of critical thinking in the preparation and assessment of nurse learners to care for patients with complex culturally diverse health care needs and their families. To make rational clinical decisions about unique individual care requires nurses to stretch their thinking beyond the book knowledge. Nurses deal with the lives of people holistically and critical analysis of health related issues becomes mandatory to improve practice. Nurses who do not demonstrate a critical spirit, will not demonstrate a probing inquisitiveness, a keenness of mind, a zealous dedication to reason, a hunger or eagerness for reliable information (Facione, 1998:9; Edwards, 2003:1142). Nursing cannot afford nurses who are using strategies such as guessing, acting on inferences made from incomplete information, who are not willing to consider other people’s opinions, who are displaying disorganised thoughts, applying unreasonable criteria, using illogical reasoning for making rational, clinical judgments and who are not interested in facts, dialogue and arguments. Close-minded nurse who is inflexible, insensitive and ready to give up in complex situations poses a hazard to patients
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