2.50
Hdl Handle:
http://hdl.handle.net/10755/152660
Type:
Presentation
Title:
Examining the Diversity of Opinion Through the Use of Classroom Debate
Abstract:
Examining the Diversity of Opinion Through the Use of Classroom Debate
Conference Sponsor:Sigma Theta Tau International
Conference Year:2003
Conference Date:July 10-12, 2003
Author:Candela, Lori, RN, CCRN, MS, EdD
P.I. Institution Name:University of Nevada Las Vegas
Co-Authors:Susan Michael, Sharon (Shae) Kay Mitchell
Objective: To provide an effective methodology for nursing students to systematically explore, analyze, evaluate, and persuasively argue ethical issues<P> Design: Clinical groups discuss, research, analyze, and debate an ethical issue in front of the class.<P> Population, Sample, Setting, Years: 56 final semester baccalaureate nursing students in a combined theory/ clinical course on managing clients with chronic illness in community settings during 2000-2001.<P> Concept or variables studied together or intervention and outcome variables: Concept: critical thinking as the development of human thought and knowing. Variable: extent to which student opinion changes after exposure to ethical debate. Variable: Ways in which the debate assignment changed how students approach ethical issues.<P> Methods: Pre and post-debate testing of students to determine opinion on ethical topics. Post-debate surveying of students to determine ways in which the assignment changed how ethical issues is approached. <P> Findings: Pre-to-post debate opinion change ranged from 10.3% to 42.7% of students, depending on the topic. Seventy five percent believed that their ability to recognize ethical aspects of health care greatly improved. Overall, 47.8% felt that they would use the skills learned in the debate assignment frequently in their practice. Ways to approach ethical issues changed in three ways: conduct more research before taking a stance, be more open minded, be more empathetic in considering all aspects.<P> Conclusions: Debates can be an effective method to explore issues with diverse opinion and conflicting literature, such as health care ethics. The structured process of debates can be helpful in teaching a systematic process through which to approach ethical issues.<P> Implications: The debate method has implications for teaching any topic in which opinions are diverse. Because effective debate requires integrative skills of identifying, researching, analyzing, evaluating, and articulating persuasive argument, the process may be the most beneficial with students nearing the completion of their program. <!--Abstract 13387 modified by 131.216.74.30 on 11-2-2002--></P></P></P></P></P></P></P>
Repository Posting Date:
26-Oct-2011
Date of Publication:
10-Jul-2003
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleExamining the Diversity of Opinion Through the Use of Classroom Debateen_GB
dc.identifier.urihttp://hdl.handle.net/10755/152660-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Examining the Diversity of Opinion Through the Use of Classroom Debate</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2003</td></tr><tr class="item-conference-date"><td class="label">Conference Date:</td><td class="value">July 10-12, 2003</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Candela, Lori, RN, CCRN, MS, EdD</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">University of Nevada Las Vegas</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">lcandela@ccmail.nevada.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Susan Michael, Sharon (Shae) Kay Mitchell</td></tr><tr><td colspan="2" class="item-abstract">Objective: To provide an effective methodology for nursing students to systematically explore, analyze, evaluate, and persuasively argue ethical issues&lt;P&gt; Design: Clinical groups discuss, research, analyze, and debate an ethical issue in front of the class.&lt;P&gt; Population, Sample, Setting, Years: 56 final semester baccalaureate nursing students in a combined theory/ clinical course on managing clients with chronic illness in community settings during 2000-2001.&lt;P&gt; Concept or variables studied together or intervention and outcome variables: Concept: critical thinking as the development of human thought and knowing. Variable: extent to which student opinion changes after exposure to ethical debate. Variable: Ways in which the debate assignment changed how students approach ethical issues.&lt;P&gt; Methods: Pre and post-debate testing of students to determine opinion on ethical topics. Post-debate surveying of students to determine ways in which the assignment changed how ethical issues is approached. &lt;P&gt; Findings: Pre-to-post debate opinion change ranged from 10.3% to 42.7% of students, depending on the topic. Seventy five percent believed that their ability to recognize ethical aspects of health care greatly improved. Overall, 47.8% felt that they would use the skills learned in the debate assignment frequently in their practice. Ways to approach ethical issues changed in three ways: conduct more research before taking a stance, be more open minded, be more empathetic in considering all aspects.&lt;P&gt; Conclusions: Debates can be an effective method to explore issues with diverse opinion and conflicting literature, such as health care ethics. The structured process of debates can be helpful in teaching a systematic process through which to approach ethical issues.&lt;P&gt; Implications: The debate method has implications for teaching any topic in which opinions are diverse. Because effective debate requires integrative skills of identifying, researching, analyzing, evaluating, and articulating persuasive argument, the process may be the most beneficial with students nearing the completion of their program. &lt;!--Abstract 13387 modified by 131.216.74.30 on 11-2-2002--&gt;&lt;/P&gt;&lt;/P&gt;&lt;/P&gt;&lt;/P&gt;&lt;/P&gt;&lt;/P&gt;&lt;/P&gt;</td></tr></table>en_GB
dc.date.available2011-10-26T11:44:46Z-
dc.date.issued2003-07-10en_GB
dc.date.accessioned2011-10-26T11:44:46Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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