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Debate as a learning tool in an online environment.
Leonie DeClerk1, Pam LaBorde1, Laura Smith-Olinde2
1College of Nursing, University of Arkansas for Medical Sciences, Little Rock, Arkansas.
Journal of the American Association of Nurse Practitioners
|August 10, 2019
Summary
Online debates are feasible for Doctor of Nursing Practice (DNP) students, enhancing critical thinking and presentation skills. Students improved in argumentation and confidence, though literature analysis needs further development.
Area of Science:
- Nursing Education
- Online Learning
- Professional Development
Background:
- Debate enhances student interaction and critical thinking.
- Online learning platforms offer new pedagogical avenues.
- Doctor of Nursing Practice (DNP) programs require development of advanced professional skills.
Purpose of the Study:
- Evaluate the feasibility of live-streamed online debates in a DNP course.
- Assess students' perceived gains in critical thinking and presentation skills.
- Determine the effectiveness of online debate as a pedagogical tool for DNP students.
Main Methods:
- Student pairs debated professional practice statements in a live-streamed online format.
- Participants presented opening arguments, rebuttals, and closing statements.
- Post-debate surveys assessed perceived skill development in critical thinking and presentation.
Main Results:
- Live-streamed online debate was feasible for DNP students.
- Statistically significant improvements were observed in supporting arguments with literature, defending positions, countering opposing arguments, presentation self-assurance, and credibility.
- No significant improvement was noted in literature selection, analysis, evaluation, or oral presentation organization.
Conclusions:
- Live-stream online debate is a feasible and effective tool for DNP students.
- The method enhances key professional skills relevant to advanced nursing practice.
- Further evaluation is recommended for incorporating debate into topics like health policy and ethics.
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