A debate about the merits of debate in nurse education

Hartin, Peter; Birks, Melanie; Bodak, Marie; Woods, Cindy; Hitchins, Marnie

doi:10.1016/j.nepr.2017.08.005

Cited by 20 publications

(26 citation statements)

References 6 publications

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“…Debate and discussion are effective skills for settings in which complex discussion and decision making inform clinical practice . Student midwives must develop the ability, and the agency, to debate and engage in dialogue with other professionals in the maternity care domain, as well as with pregnant women and their families, about the likely benefits of physiologic childbirth.…”

Section: The Prototypementioning

confidence: 99%

Creating Guardians of Physiologic Birth: The Development of an Educational Initiative for Student Midwives in the Netherlands

Thompson

Nieuwenhuijze

Low

et al. 2019

J Midwife Womens Health

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Women want positive birth experiences with high quality maternity care that is neither too much, too soon, nor too little, too late. Research confirms the effectiveness of midwifery care, and the midwifery approach to birth as physiologic may counter the upward trend of the unnecessary medicalization of birth. The role of guardian of physiologic birth is seen as central to midwifery practice; however, medical hegemony has led to the subordination of midwives, which inhibits them in fulfilling the role as guardian of physiologic birth. Learning to become powerful advocates of physiologic birth creates midwives able to speak up for effective, evidence-based maternity care and challenge the unnecessary use of obstetric intervention. Midwifery education has a role to fulfil in molding midwives who are able to assume this role. This brief report describes the development of an educational prototype aimed at increasing student midwife agency as an advocate of physiologic birth. This was done using rapid prototyping (RP) methodology, in which important stakeholders gave input and feedback during the educational design and development process. Input from stakeholders led to the inclusion of persuasive communication strategies and discussion and debate as teaching methodologies in order to increase student midwife agency to argue for physiologic birth. Reflective evidence-based practice, using the Optimality Index-Netherlands, allowed students to reflect on their practice while providing a framework for discussion. Working with the RP methodology allowed for the development of a prototype that reflected the needs of midwifery stakeholders and was mindful of material and human resources.

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Section: The Prototypementioning

confidence: 99%

Creating Guardians of Physiologic Birth: The Development of an Educational Initiative for Student Midwives in the Netherlands

Thompson

Nieuwenhuijze

Low

et al. 2019

J Midwife Womens Health

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“…One of the active learning strategies that can be applied in nursing education is debates. Research shows that debates are a pedagogical method that can be applied to promote critical thinking and oral communication skills among students (Doody & Condon, 2012;Hartin, Birks, Bodak, Woods, & Hitchins, 2017). Debates foster self-directed learning, participation in a shared dialogue, and teamwork (Nisly, Kingdon, Janzen, & Dy-Boarman, 2017).…”

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confidence: 99%

“…Debates foster self-directed learning, participation in a shared dialogue, and teamwork (Nisly, Kingdon, Janzen, & Dy-Boarman, 2017). Debates allow students to develop knowledge of substantive topics and exercise skills through practice activities (Doody & Condon, 2012;Hartin et al, 2017) and offer the participants the ability to explore a topic in more than one correct stance. Furthermore, debates promote students' use of the available evidence to support a stance and communicate a stance to other participants with differing opinions persuasively and professionally (Nisly et al, 2017), as well as increase students' active learning by giving them the responsibility to understand learning materials, which can transform their perspective from passive to active (Rodger & Stewart-Lord, 2020).…”

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confidence: 99%

“…Previous studies reported positive feedbacks of classroom debates in various disciplines such as tourism (Alén et al, 2015), pharmacy (Hanna et al, 2014;Hogan & Dunne, 2018;Toor, Smai, & Wargo, 2017;Peasah & Marshall, 2017), medicine (Mumtaz & Latif, 2017;Shaw, 2012), nursing (Hartin et al, 2017;Kim & Park, 2019), childhood studies (Brown, 2015), and Teaching English as a Second language (TESL) (Zare & Othman, 2015;Othman et al, 2015). Alén et al (2015) revealed that academic debates helped tourism students develop diverse and relevant learning and critical thinking through active learning.…”

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confidence: 99%

“…In the medical context, debates gave students experience in increasing communication skills (Shaw, 2012), critical thinking, and analytical decision making (Mumtaz & Latif, 2017), as well as confidence and leadership (Rodger & Stewart-Lord, 2020). Debates also increased the acquisition of skills in communication, team building, and the implementation of these skills in practice among nursing students (Hartin et al, 2017).…”

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confidence: 99%

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Students’ Views of Classroom Debates as a Strategy to Enhance Critical Thinking and Oral Communication Skills

Nurakhir

Palupi²,

Langeveld

et al. 2020

Nurs. Med. J. Nursing

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Background: The skills in effective communication and critical thinking are essential for nurses to apply appropriate judgments in the delivery of patient care. Classroom debates are evident to be an effective strategy that can be used to improve such skills. Unfortunately, research focusing on classroom debates to promote critical thinking and oral communication skills among nursing students has not been extensively explored. Purpose: This study aimed to explore nursing students’ views of classroom debates as a learning strategy to enhance critical thinking and oral communication skills.Methods: A descriptive qualitative research design was employed in this study. Twelve students of the undergraduate program in nursing with classroom debate experiences and willingness to participate were purposively recruited for semi-structured interviews. Open-ended questions were used, and probing questions were also generated from the participants to get more detailed information. The interviews were transcribed verbatim and analyzed using the inductive content analysis. Results: The results of the study identified five themes, including the acquisition of new knowledge, awareness and responsiveness to diverse viewpoints and arguments, learning structuring ideas and appropriate ways of presentation, development of other necessary skills, and challenges of classroom debates in nursing education. Conclusion: Classroom debates promoted the development of critical thinking and oral communication skills, and offered students an opportunity to develop other necessary skills in the face of today’s complex healthcare. Classroom debates can be integrated into the curriculum and teaching practices of any nursing educational institutions.

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A trial of structured debate as a self‐learning method for students and young healthcare providers to discuss social issues in general and family medicine: A case report in Japan

Ikejiri,

Lee,

Yokoyama

et al. 2024

J of Gen and Family Med

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A debate about the merits of debate in nurse education

Cited by 20 publications

References 6 publications

Creating Guardians of Physiologic Birth: The Development of an Educational Initiative for Student Midwives in the Netherlands

Creating Guardians of Physiologic Birth: The Development of an Educational Initiative for Student Midwives in the Netherlands

Students’ Views of Classroom Debates as a Strategy to Enhance Critical Thinking and Oral Communication Skills

A trial of structured debate as a self‐learning method for students and young healthcare providers to discuss social issues in general and family medicine: A case report in Japan

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