Students’ perceptions of debating as a learning strategy: A qualitative study

Journal article


Rodger, D. and Stewart-Lord, A. (2019). Students’ perceptions of debating as a learning strategy: A qualitative study. Nurse Education in Practice. 42, p. 102681. https://doi.org/10.1016/j.nepr.2019.102681
AuthorsRodger, D. and Stewart-Lord, A.
Abstract

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.

Year2019
JournalNurse Education in Practice
Journal citation42, p. 102681
PublisherElsevier
ISSN1471-5953
Digital Object Identifier (DOI)https://doi.org/10.1016/j.nepr.2019.102681
Publication dates
Online23 Nov 2019
Publication process dates
Accepted23 Nov 2019
Deposited29 Nov 2019
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https://openresearch.lsbu.ac.uk/item/889v6

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