(^22) Johns Hopkins Nursing Evidence-Based Practice: Model and Guidelines, Third Edition
Table 2.2 Attributes of Critical Thinkers
Intellectual Virtues of Critical Thinkers Habits of Mind of Critical Thinkers
■■Intellectual humility: Being aware of
the limits of one’s knowledge
■■Intellectual courage: Being open
and fair when addressing ideas,
viewpoints, or beliefs that differ from
one’s own
■■Intellectual empathy: Being aware
of the need to put one’s self in
another’s place to achieve genuine
understanding
■■Intellectual integrity: Holding one’s
self to the same rigorous standards
of evidence and proof as one does
others
■■Intellectual perseverance: Being
cognizant of the need to use rational
principles despite obstacles to doing
so
■■Faith in reason: Being confident that
people can learn to critically think for
themselves
■■Fair-mindedness: Understanding that
one needs to treat all viewpoints in an
unbiased fashion
■■Confidence: Assurance of one’s own
ability to reason
■■Contextual perspective: Ability to
consider the whole in its entirety
■■Creativity: Intellectual inventiveness
■■Flexibility: Capacity to adapt
■■Inquisitiveness: Seeking knowledge
and understanding through thoughtful
questioning and observation
■■Intellectual integrity: Seeking the truth,
even if results are contrary to one’s
assumptions or beliefs
■■Intuition: Sense of knowing without
conscious use of reason
■■Open-mindedness: Receptivity to
divergent views
■■Perseverance: Determination to stay on
course
■■Reflection: Contemplation for a deeper
understanding and self-evaluation
Educating for Critical Thinking Skills
Cultivating critical thinking skills in nursing students and in practicing nurses at
all levels is a primary goal for nurse educators and nurse administrators (Shoul-
ders, Follett, & Eason, 2011). Because of the unpredictable nature of patient
care, nurses need the ability to analyze and interpret cues, weigh evidence, and
respond appropriately and promptly to changing clinical situations, especially