Critical thinking is an essential element of nursing practice. The nurses' capacity to deliver safe and high-quality care in complicated situations largely relies on their ability to conduct critical analysis and make sound judgments (Ali-Abadi et al., 2020, Dewi et al., 2021). The cognitive process entails collecting and evaluating data, devising analytical inquiries, scrutinizing information and using theoretical models to ensure logical and secure patient care (Benner et al., 2008, Westerdahl et al., 2022). Nurses with a strong capacity for critical thinking are better equipped to resolve complex clinical issues and make accurate care decisions (Dewi et al., 2021).

The significance of promoting critical thinking in nursing is highlighted by its effects on numerous aspects of professional practice. Critical thinking fosters evidence-based practice and improves professional nursing competence (Cui et al., 2018). This is associated with enhanced caring behaviors, increased motivation for professional development, more robust patient safety cultures and a greater willingness to report incidents (Kim and Kwak, 2024, Tong et al., 2023). Research has reinforced its role in improving performance outcomes (Ateş et al., 2023, Park and Jeong, 2024) and sustaining moral awareness and adherence to ethical standards in challenging clinical situations (Bordbar et al., 2024, Eslamiakbar et al., 2017).

Critical thinking is widely seen as essential for providing top-notch nursing care, but its development is frequently hindered by the unstable, unpredictable, intricate and unclear nature of healthcare environments (Cernega et al., 2024). These challenges are partly due to factors like limited interprofessional collaboration, high stress levels, time constraints and staffing shortages (Christodoulakis et al., 2023). Programmes focused on educational theory and technical aspects at the expense of critical thinking competence can impede the formation of critical thinking processes (Hosseinzadeh et al., 2022, Wong and Kowitlawakul, 2020).

At a global level, the core competencies of healthcare practitioners highlight the importance of critical thinking and clinical reasoning as the fundamental basis of professional practice. Nurses must apply critical thinking and advanced clinical reasoning, supported by theoretical, scientific and health system knowledge, in the development of patient care plans (International Council Nurses, 2008). Furthermore, critical thinking in healthcare decision-making is essential to ensure that clinical decisions are evidence-based, ethically sound, effective, timely and grounded in the most current and reliable information (World Health Organization, 2024). In Indonesia, these competencies are aligned with Indonesian National Nurses Association (PPNI, 2022) Guidelines for Continuing Nursing Education, designed to enhance clinical reasoning and clinical judgment in nurses' learning processes.

The development of critical thinking can be theoretically explained through multiple educational frameworks. Benner’s novice-to-expert model describes the progression of nurses from rule-based practice to the capacity for intuitive and analytical decision-making, a process closely linked to critical reflection and experiential learning (Benner, 1984). Kolb’s experiential learning theory further suggests that nurses construct knowledge by transforming experience through iterative cycles of concrete experience, reflective observation, abstract conceptualization and active experimentation (Kolb, 1984). Additionally, Vygotsky’s social constructivist theory emphasizes the role of social interaction, collaboration and guided support in fostering higher-order cognitive development (Vygotsky, 1978). Integrating these theoretical perspectives into nursing education underscores the need for instructional strategies that not only transmit knowledge but also promote reflection, interaction and sustained clinical practice.

Effective critical thinking can be developed by using learning strategies that match various cognitive styles. Learners with a preference for factual and procedural knowledge generally fall into the category of sensing learners, whereas those who are drawn to theory and innovation tend to be intuitive learners; learners who derive benefits from diagrams are typically classified as visual learners, whereas those who prefer written or spoken explanations are identified as verbal learners; learners who thrive in hands-on experiences are usually active learners, while those who benefit from independent analysis are reflective learners. Teaching strategies such as simulation, case studies, concept mapping, reflective journaling and clinical mentorship can incorporate these learning preferences (Willers et al., 2021, Wong and Kowitlawakul, 2020).

Cultural factors significantly influence the expression and growth of critical thinking in both nursing practice and education. Organisation’s structure affects what can be openly discussed and which employees feel able to express themselves, leading to a decrease in reflective dialogue among less influential staff members (Essex et al., 2023). Empirical studies suggest a positive link between a hierarchical unit culture and nurses' attitudes towards authority and perceived feelings of hopelessness and reluctance to speak up, which limits the potential for open conversation and reflective practice (Lee and Lee, 2024). Studies on cross-cultural measurement also indicate that thinking critically require cultural adaptation, because scores on thinking disposition and the performance of individual items may reflect cultural expressions rather than purely cognitive abilities (Au et al., 2023).

The dynamics within educational organisations similarly influence the development of critical thinking. Studies in Asian nursing education environments have shown that a preference for authority and teacher-led instructions can prevent questioning, reflective discussion and student participation in class (Wong and Kowitlawakul, 2020). Acknowledging and addressing cultural and organizational influences is crucial to designing context-sensitive, equitable and capable of effectively promoting critical thinking across diverse practice settings (Essex et al., 2023, Lee and Lee, 2024).

The significance of critical thinking in nursing is widely acknowledged, yet research on how to promote it is scattered, influenced by specific situations and not done consistently using rigorous methods. Critical thinking among nurses should be assessed and developed using suitable strategies to enhance professional nursing practice (Andreou et al., 2014). Improving patient care quality is supported by the alignment of cognitive development with clinical decision-making needs (Falcó-Pegueroles et al., 2021, Urhan et al., 2022). This review stands out for its comprehensive incorporation of educational methods designed to foster critical thinking competence across different learning settings and for its recognition of areas where theoretical knowledge and empirical evidence do not align. The increasing requirement for global healthcare for nurses who can integrate critical thinking, awareness of ethics and adaptability in intricate care environments necessitates that nursing education rectify these deficits and enact alterations with haste.

Despite extensive research on critical thinking in nursing, there remains a significant gap between theoretical understanding and its consistent application in practice. Previous reviews often focused on specific educational interventions or student populations, leaving limited integration across learning contexts and cultural environments. The growing complexity of healthcare, digital transformation and global mobility of nurses highlight the urgent need for context-sensitive, evidence-based strategies to strengthen critical thinking competence in clinical settings. This review therefore provides an updated synthesis that bridges theoretical frameworks, empirical evidence and practical implications for nursing education and practice.