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Related Experiment Videos

Critical-thinking types among nursing and management undergraduates.

Karran Thorpe1, Robert Loo

  • 1School of Health Sciences, University of Lethbridge, Lethbridge, Alta., Canada T1K 3M4. thorpe@uleth.ca

Nurse Education Today
|October 14, 2003
PubMed
Summary

This study identified four distinct critical thinking types among nursing and management students using the Watson-Glaser Critical Thinking Appraisal (WGCTA) Form S. Findings aid in tailoring critical thinking education and training strategies.

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Area of Science:

  • Educational Psychology
  • Cognitive Science

Background:

  • The Watson-Glaser Critical Thinking Appraisal (WGCTA) is a well-established measure of critical thinking.
  • A short version, Form S, was developed for quicker administration.
  • Understanding critical thinking typologies is crucial for effective educational interventions.

Purpose of the Study:

  • To identify distinct typologies of critical thinking among undergraduate students in professional schools.
  • To explore the utility of the WGCTA Form S in differentiating critical thinking profiles.
  • To inform the development of targeted critical thinking education and training programs.

Main Methods:

  • Utilized a two-stage clustering procedure on scores from the five sub-tests of the WGCTA Form S.
  • Employed discriminant analysis to assess classification accuracy of identified clusters.

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  • Samples included 233 nursing and 131 management undergraduates.

    • Main Results:

    • Four distinct clusters representing critical thinking types were identified in both nursing and management samples.
    • Discriminant analysis achieved 96% correct classification of participants based on cluster membership and sub-test scores.
    • The WGCTA Form S effectively differentiated critical thinking profiles within the studied populations.

    Conclusions:

    • The study successfully identified and validated critical thinking typologies using the WGCTA Form S.
    • Results have significant implications for customizing critical thinking instruction in higher education.
    • Further research is recommended to explore these typologies across diverse academic and professional fields.