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Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
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Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Increasing student involvement and learning through using debate as an assessment.

O Doody1, M Condon

  • 1Department of Nursing and Midwifery, University of Limerick, Castletroy, Limerick, Ireland. owen.doody@ul.ie

Nurse Education in Practice
|April 6, 2012
PubMed
Summary
This summary is machine-generated.

Structured student debates enhance learning and critical thinking in higher education. This method effectively assesses nursing students

Related Experiment Videos

Last Updated: May 23, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Area of Science:

  • Nursing Education
  • Higher Education Pedagogy
  • Intellectual Disability Studies

Background:

  • Assessment significantly influences student learning and outcomes in higher education.
  • Intellectual disability nursing programs utilize a biopsychosocial educational model.
  • Traditional assessments may not fully capture the complexities of nursing practice.

Purpose of the Study:

  • To explore the use of structured student debates as an assessment method.
  • To evaluate the effectiveness of debates in promoting competence and in-depth knowledge.
  • To understand student experiences with debate-based assessment in intellectual disability nursing.

Main Methods:

  • Implementation of issue-oriented debates as a formal assessment.
  • Analysis of student reflective comments on the debate process.
  • Qualitative evaluation of student engagement and skill development.

Main Results:

  • Debates actively engage students with course content, mimicking real-world activities.
  • Students reported enhanced critical thinking and appreciation for practice complexities.
  • The debate format fostered competence and in-depth understanding of substantive topics.

Conclusions:

  • Structured debates are a valuable and effective assessment tool in intellectual disability nursing.
  • This method promotes essential skills and deeper learning relevant to professional practice.
  • Student feedback indicates a positive and impactful learning experience through debate assessment.