Students’ perceptions of debating as a learning strategy: A qualitative study
Rodger, D. and Stewart-Lord, A. (2019). Students’ perceptions of debating as a learning strategy: A qualitative study. Nurse Education in Practice.
|Authors||Rodger, D. and Stewart-Lord, A.|
Debate has been shown to develop critical thinking skills, enhance communication, and encourage teamwork in a range of different disciplines, including nursing. The objective of this study was to explore students’ perceptions of the educational value of debate. A semi-structured focus group was conducted with 13 undergraduate Operating Department Practice students following a debate on the opt-out system of organ donation. Transcripts were analysed thematically, identifying three main themes that described the students’ perceptions of the debate. These were: (1) openness to diverse viewpoints; (2) developing non-technical skills, and (3) encouraging deep learning. The analysis showed participants perceived debate to be a valuable educational method that enhanced their learning. Engaging in debate encouraged students to critically reflect on their prior beliefs about organ donation—in some cases leading them to reconsider their original position. The findings from this study suggest that debate can be a valuable pedagogical tool to incorporate into healthcare education. Future research should consider the use of debate to develop non-technical skills that have utility in healthcare.
|Journal||Nurse Education in Practice|
|Digital Object Identifier (DOI)||doi:10.1016/j.nepr.2019.102681|
|Online||23 Nov 2019|
|Publication process dates|
|Accepted||23 Nov 2019|
|Deposited||29 Nov 2019|
|Accepted author manuscript|
CC BY-NC-ND 4.0
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