Debate as a learning tool in an online environment

Debate offers an opportunity to increase student interaction and develop critical thinking and presentation skills. The investigators used an online debate during a first-semester Doctor of Nursing Practice (DNP) course. The purpose of this evaluation was to 1) evaluate the feasibility of conducting a live-streamed debate and 2) assess students' perceived gained skills. Student pairs were assigned to speak for or against a statement applicable to professional practice of a DNP-prepared nurse approximately 4 weeks before the scheduled debates. During the debate, each pair presented opening arguments, formulated and presented a rebuttal, and provided closing statements. The faculty debriefed immediately after each debate, and all 15 students completed an online instrument evaluating perceived critical thinking and presentation skills after the debate. Completing the live-stream online debate was feasible. Students had statistically significant increases in skills of applying literature to support a position, defending a position, and predicting and countering opposing arguments, self-assurance in delivering a professional presentation, and establishing and persuading the listener with credibility. Skills not demonstrating statistical improvement included selecting, analyzing, and evaluating literature and composing a clear and well-organized oral presentation. Live-stream online debate was a feasible and effective learning tool for DNP students exploring professional issues. Debate should be evaluated with other content such as health policy, ethics, and clinical management.