The intrinsic nature of this knowledge type has lead to an insufficiency in the documentation of the clinical experience. With Benner’s (1984) work, it has been suggested that a substantial portion remained hidden as tacit knowledge.Teaching the processes underlying clinical decision making has always proved difficult, not problematic. There have been numerous theoretical frameworks that have been designed to make the procedure more straightforward. however, these challenges seem to persist. The current paper intends to assess whether post-graduate education equips critical care nurses with the necessary competencies for undertaking more efficient patient management decisions.Majority of students experience difficulty in expressing and comprehending the decision-making process. Aggravating the problem further is the expectation that students will garner an understanding of the theories behind the concepts and be able to apply these in real-life contexts. In effect, if the student has not comprehended the concepts and fails to imbibe on the activities implemented in practice, much of the knowledge in decision-making processes will tend to stay vague and incomprehensible. Moreover, it is an implicit expectation that a nurse is adequately competent to be involved in diagnostic reasoning and treatment decisions in at least two areas – nursing and medicine (Carnevali, 1984).Nurses determine and resolve client issues in the nursing domain as well as being aware of, identifying and implementing treatment (under medical supervision) of client problems in the biomedical domain. Carnevali (1984) emphasizes the idea that by convention and training, nurses have been biased to direct problem solving chiefly and apparently towards the biomedical domain. This may have been the practice, but with the transition to holistic care and the dynamic mindset in health care, nurses make apt and gainful choices about whento direct their decision making and judgment to daily living as associated to health.