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Using Debates to Teach Evidence-Based Practice in Large Online Courses.

Mary R Boyd, Beverly Baliko, Vera Polyakova-Norwood

    The Journal of Nursing Education
    |October 3, 2015
    PubMed
    Summary

    Interactive online debates effectively teach evidence-based practice (EBP) skills to nursing students. This method fosters engagement and critical thinking in large undergraduate courses.

    Area of Science:

    • Nursing Education
    • Evidence-Based Practice (EBP)

    Background:

    • Baccalaureate nursing graduates require EBP competencies, including research appraisal and application.
    • Incorporating EBP into large online nursing courses presents a significant pedagogical challenge for faculty.

    Purpose of the Study:

    • To evaluate the effectiveness of interactive online debates for teaching EBP skills.
    • To assess student engagement in a large online undergraduate nursing course using debates.

    Main Methods:

    • Implemented faculty-facilitated online debates in an undergraduate nursing course with over 200 students.
    • Structured debates to facilitate the practice of critical thinking, teamwork, and communication skills.

    Main Results:

    • Students demonstrated high engagement levels throughout the online debate series.

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  • Debates facilitated the development of critical thinking, teamwork, leadership, delegation, communication, and peer evaluation skills.

    • Conclusions:

    • Meticulous organization and structured online debates enable effective EBP skills instruction for a single faculty member in large courses.
    • The high level of engagement achieved through online debates surpasses that of traditional large face-to-face courses.