Classroom critical thinking could be thought of as static in some ways. I say that because it is structured. Having an outline to serve as a template in many ways aids in guiding thought processes along critical thinking pathways. It is important to reflect on concepts such as this because the situation changes in the clinical setting. Required information used in the reasoning process may not be readily available. I have seen this happen so often. The cause can be something as simple as not having the chart near the patient's room but can also result when hand off communication is inadequate or when access to information is delayed by the need to electronically access vital information.
In this case thinking needs to be active, rapid and accurate. The patient problems must be identified, prioritized and acted upon rapidly and often simultaneously. This is why nursing education stresses the importance of wisdom. Nursing actions reflective of safety and all other practice standards orginiate from wisdom. A strong base of knowledge along with reasoning and judgment contribute to successful practice and positive patient outcomes.
Feedback on how you have developed wisdom would be welcomed.

Wisdom, like critical thinking has many definitions. These definitions can be summed up in the following- wisdom is to be wise, and to use our knowledge in performing actions. From a nursing care perspective, this means our base of knowledge helps to define nursing actions. Since nursing actions are used as part of the nursing proces, we can then say that wisdom is part of that same process.
Wisdom then is part of critical thinking. Our ability to use what we know in  a way that considers patient problems and concerns, as well as outcomes

Study the shock action plan concept map under the images tab. What critical thinking questions would you ask to accomplish or act on this plan?