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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Students' perceptions of debating as a learning strategy: A qualitative study.

Daniel Rodger1, Adéle Stewart-Lord1

  • 1Allied Health Sciences, School of Health and Social Care, London South Bank University, 103 Borough Road, London, SE1 0AA, UK.

Nurse Education in Practice
|December 6, 2019
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Debate significantly enhances critical thinking and learning for nursing students. This educational method encourages openness to diverse views and deepens understanding of complex topics like organ donation.

Keywords:
DebateEducationHealthcare professionalsOrgan donationQualitative

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Area of Science:

  • Healthcare Education
  • Pedagogy
  • Nursing Practice

Background:

  • Debate is recognized for developing critical thinking, communication, and teamwork across disciplines.
  • Its application in nursing education, particularly for Operating Department Practice students, warrants exploration.

Purpose of the Study:

  • To investigate undergraduate Operating Department Practice students' perceptions of the educational value of engaging in a debate.
  • To understand how debate influences students' critical reflection and learning regarding sensitive healthcare topics.

Main Methods:

  • A qualitative approach using semi-structured focus groups with 13 undergraduate Operating Department Practice students.
  • Thematic analysis of focus group transcripts following a debate on the opt-out system of organ donation.

Main Results:

  • Students perceived debate as a valuable educational tool that fostered openness to diverse viewpoints.
  • Participants reported enhanced development of non-technical skills and deeper learning through critical reflection.
  • Debate prompted students to critically examine and, in some cases, reconsider their existing beliefs on organ donation.

Conclusions:

  • Debate serves as an effective pedagogical tool in healthcare education, promoting critical thinking and learning.
  • Incorporating debate can enhance non-technical skills crucial for effective healthcare practice.
  • Further research should explore debate's utility in developing essential healthcare competencies.