Melanie Jones - reflective entry - 2nd Blog:

 Melanie Jones -  Reflective Entry - 2nd Blog:

The Value and Application of Critical Thinking in Practice

What is Critical Thinking?

Critical thinking is essential in health and social care practice, as it enables professionals to thoroughly analyse situations and consider all potential approaches to supporting individuals. This process ensures that care is delivered in a structured and goal-oriented manner, aligning with principles such as being specific, measurable, achievable, relevant, and time-bound (SMART) (Cottrell, 2017). Central to critical thinking is the delivery of care that is safe, effective, and consistently person-centred, placing emphasis on practitioners seeking the best outcomes for their service users (Higgs et al., 2008).

Critical thinking requires professional curiosity, encouraging practitioners not to accept information at face value but to question, reflect, and reason in order to determine the most appropriate course of action. This is particularly important within multi-disciplinary teams, where collaborative decision-making can lead to better outcomes for service users (Facione, 2015).

The benefits of critical thinking in health and social care are extensive. It enhances decision-making and allows us as practitioners to anticipate potential consequences and weigh the positive and negative implications of their choices (Cottrell, 2017). Critical thinking supports problem-solving, facilitates adaptability, and promotes consistent improvements in care provision. Ultimately, critical thinking empowers professionals to deliver high-quality, responsive, and evidence-informed care that meets the complex needs of those they support (Facione, 2015).

(VTJ, 2023)

 

How is Critical Thinking Applied in Practice?

Understanding the importance of critical thinking is essential, but it is equally important to recognise how practitioners apply it effectively in health and social care. Various models can support this process, such as Gibbs’ Reflective Cycle (Gibbs, 1988) and the Paul-Elder Critical Thinking Framework (Elder, 2014).

In practice, critical thinking requires practitioners to analyse and assess all relevant information, drawing on sources such as observations, records, and professional knowledge (Brookfield, 2012). They must then engage in decision-making and problem-solving tailored to the individual, carefully weighing potential benefits and risks before determining a course of action. Reflection on personal and professional experiences further enhances practice by enabling practitioners to evaluate past interventions and outcomes, supporting continuous improvement (Mann, Gordon and MacLeod, 2009). Ethical reasoning is also integral, ensuring that core principles such as autonomy, non-maleficence, and justice guide decisions.

Through critical thinking, practitioners are better equipped to collaborate and communicate effectively with multidisciplinary teams and partner agencies. This ensures that care is delivered in a timely, safe, and person-centred manner, optimising outcomes for service users (Manley, McCormack and Wilson, 2008).

Example: A work-Related Dilemma which Required Critical Thinking

This reflection examines my experience of being diagnosed with cataracts and requiring surgery in both eyes, which presented a range of emotional, physical, and practical challenges. Critical thinking was essential in enabling me to analyse the situation thoroughly, evaluate the decisions made, and derive both personal and professional learning from the experience (Facione, 2015). It was applied through reflective analysis, consideration of emotional and systemic factors, ethical reasoning, and the formulation of actionable strategies to inform future social care practice. By engaging critically with the experience, I was able to translate personal insight into professional growth, enhancing my empathy, communication, and ability to deliver person-centred care. The application of critical thinking also allowed me to reframe the situation, reflect on my own thoughts and feelings, and assess the options available, weighing their potential benefits and risks (Brookfield, 2012). This process ultimately enabled me to make informed decisions regarding my care while reinforcing the skills necessary to strengthen and improve my professional practice in the future (Cottrell, 2017).

Conclusion and Professional Development

Through structured reflection and critical analysis, I have gained a deeper understanding of the role of critical thinking in health and social care practice. It underpins ethical decision-making, promotes empathy, enhances communication, and strengthens professional judgement (Higgs et al., 2008). By applying critical thinking to both personal and observed experiences, practitioners can improve the quality of care, respond effectively to complex situations, and continuously develop their professional competence. Moving forward, I plan to engage in regular reflective practice, seek feedback from colleagues, and pursue training to enhance emotional resilience and critical reasoning skills, ensuring I provide safe, effective, and person-centred care in all aspects of my professional role (Bulman and Schutz, 2013).

References:

Brookfield, S.D. (2012) Teaching for Critical Thinking: Tools and Techniques to Help Students Question Their Assumptions. 2nd edn. San Francisco: Jossey-Bass.

Bulman, C. and Schutz, S. (2013) Reflective Practice in Nursing. 5th edn. Oxford: Wiley-Blackwell.

Cottrell, S. (2017) Critical Thinking Skills: Developing Effective Analysis and Argument. 3rd edn. London: Palgrave.

Facione, P.A. (2015) Critical Thinking: What It Is and Why It Counts. 2nd edn. Millbrae, CA: Insight Assessment.

Gibbs, G. (1988) Learning by Doing: A Guide to Teaching and Learning Methods. Oxford: Oxford Polytechnic.

Higgs, J., Jones, M., Loftus, S. and Christensen, N. (2008) Clinical Reasoning in the Health Professions. 3rd edn. Oxford: Elsevier.

Manley, K., McCormack, B. and Wilson, V. (2008) International Practice Development in Nursing and Healthcare. Oxford: Blackwell.

Mann, K., Gordon, J. and MacLeod, A. (2009) ‘Reflection and reflective practice in health professions education: a systematic review’, Advances in Health Sciences Education, 14(4), pp. 595–621.

Paul, R. and Elder, L. (2014) The Miniature Guide to Critical Thinking Concepts and Tools. 7th edn. Tomales, CA: Foundation for Critical Thinking.

Vietnam Teaching Jobs (2023) How to Teach Critical Thinking [image]. Available at: https://vietnamteachingjobs.com/wp-content/uploads/2023/08/how-to-teach-critical-thinking-1.jpg (Accessed: 13 November 2025).