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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.

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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.

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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.