Critical thinking, in broad view, can be described as “a disciplined intellectual process of applying skillful reasoning, imposition of intellectual standards and self-reflective thinking as a guide to a belief or an action by an individual” (Heaslip, 1994, cited in White, 2004, p.16). According to Rudinow & Barry (1994, cited in Williams, 2001, P.2) critical thinking is a process that largely stresses a balanced basis for what people believe in and at the same time provides standards and measures for analyzing, testing and evaluating those beliefs. The importance of critical thinking skills is that they provide people with the ability to define problems within the proper context, being objective in looking at evidence and correctly analyzing the assumptions that accompany evidence and the beliefs they hold (Williams, 2001, p.2). Huber (2006, p.133) expresses that critical thinking is a skill that individuals use to make analytical reflection, reconceptualize events and therefore avoid the tendency to act in haste or on the basis of inadequate information.
Polge (1995; cited in Huber, 2006, p.133) captures the concept of critical thinking and says that it represents “cognitive thought processes of assessing and evaluating ideas and situations in an unbiased and objective manner.” Some people have found it painful and uncomfortable to live with the consequences of the decisions they have made because their initial judgment of facts was not based on sound reasoning and enough evidence for the actions they took. In its wide use, critical thinking has relied on the use of intellectual standards that have been necessary for checking the quality of thinking; and Paul and Elder (1996; cited in Newhouse, Dearholt and Poe, 207, pp.17-18) suggest that to think critically requires having command of the following universal intellectual standards: clarity, accuracy, precision, relevance, consistency, logic, depth, breadth and fairness (White, 2004, p.16). Furthermore, the 40-item Critical Thinking Assessment (CTA) addresses six competencies that can be used to measure critical thinking. They include: interpretation, analysis, evaluation, inference, explanation and self-regulation (Assessment Technologies Institute, 2006; cited in Newhouse, Dearholt and Poe, 2007, p.18).
In everyday life situation people are confronted with varying problems that necessity need for their solution. A problem in any situation can be regarded as a deficit or surplus of something that is necessary to achieve one’s goals (Huber, 2006, 133). Le Storti et al. (1999; cited in Huber, 2006, p.133) defines a problem to be a deficiency or undesirable current state of something, but it is Paul (1992) who captures the concept of a problem in a more simpler manner when he state that a problem is a “question, matter, situation or person that is perplexing or difficult to figure out, handle or resolve” (Huber, 2006, p.133).
Therefore, the existence of any kind of problem provides opportunity for decision making and change that requires critical thinking in order to arrive at the best solution. Problem solving hence becomes the process of fixing something that needs to be fixed. Creative problem solving is a term that is widely used in relation to critical thinking. The term, when defined refers to the “thinking directed toward the achievement of a goal by means of a novel and appropriate idea or product” (Le Storti, et al., 1999; cited in Huber, 2006, p.135). In many instances, creative problem solving emphasizes two doctrines, namely; deferred judgment and divergent-convergent thinking sequence. Deferred judgment indicates the brief deferment of criticism or evaluation and this becomes critical in the generation of unique and useful ideas. It largely helps in eliminating bias or jumping to quick conclusions (Le Storti et al., 1999; cited in Huber, 2006, p. 135). On the other hand, divergent-convergent thinking process refers to the opening up to possibilities which in turn are followed by the subsequent selection of the most promising possibilities and where several alternative problem statements are generated in a way that provides different perspectives and different senses of direction with regard to finding a solution to a particular problem. The divergent questions are therefore evaluated and the selection converges on one path to take and the goal of this process becomes largely that of developing innovative problem-solving techniques that are productive and more useful.
Problem-solving process to be effective has to follow certain steps that become critical in the success of a particular present problem. Various problems present different problem-solving steps but in many cases, the process takes seven steps that involve; defining the problem, gathering information, determining the desired outcome, developing solutions, considering consequences, making decisions and finally implementing and evaluating solutions (Davidhizer & Bowen, 1999; cited in Huber, 2006, p.137).
Going back to school for graduate studies has become a hard task that continue to bewilder many people. But looking at the decision critically, one becomes convinced that it is necessary especially nowadays where education has seemed to dictate most aspects of peoples’ lives. For instance, changing job market requires that individual will have to pursue further studies in order to be accommodated effectively in the various limited job opportunities available; for example, data compiled through research indicated that occupations with the highest salaries as well as those that are seen to have fast growth are largely tilted towards post-graduate experience (Helms and Rogers, 2010, p.13). For instance, individuals with post-graduate education in many fields generally have expanded opportunities.
Although the decision to go back for further studies is a hard one when one considers factors such as time to be invested in studies, required financial resources and effort needed, the good thing is that the benefits that accrue from this decision are largely positive (Peterson’s, 2009, p.6). The decision opens doors of career growth for individuals in their various fields of specialization while at the same time the opportunity enables the individual to experience personal fulfillment and satisfaction as attainment of further knowledge sharpens the individual’s skills of delivery and management at place of work.
Contemplating and eventually deciding going back to school, it is necessary to understand why it is important to go back to school since this will help much in deciding the best program to pursue. Next, there is need to know what exactly as individual your accomplishments will be as this becomes necessary in establishing the focus and formulating goals while at the same time overcoming obstacles that can be hindrance to achieving individual goals. Throughout this process, the standards of critical thinking will be applicable.
In summary, decision-making process forms the last step in problem solving of the initial doubts of a particular course of action to be taken. Much of doubt and inconsistency is exhibited at this stage and this necessitates the need for critical thinking that constitute insight, intuition, empathy and willingness to take action and the procedure largely narrows the focus of the problem to logical argumentation that will result into realization of a perfect conclusion in a form of decision to pursue further studies.
References
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- Huber, D. (2006). Leadership and nursing care management. PA, Elsevier Health Sciences. Web.
- Newhouse, R. P., Dearholt, S. L. and Poe, S. S. (2007). John Hopkins nursing evidence-based practice model and guidelines. IN, Sigma Theta Tau. Web.
- Peterson’s. (2009). Nursing Programs 2010. NJ, Peterson’s. Web.
- White, L. (2004). Foundations of Nursing. NY, Thomson Learning. Web.
- Williams, S. W. (2001). Making better business decisions: understanding and improving critical thinking and problem-solving skills. NY, SAGE. Web.