Using Ethical Debates to Improve Students' Critical Thinking Abilities

2.50
Hdl Handle:
http://hdl.handle.net/10755/307840
Category:
Full-text
Type:
Presentation
Title:
Using Ethical Debates to Improve Students' Critical Thinking Abilities
Author(s):
Abendroth, Maryann; Rossetti, Jeanette; Robertson, Julie Fisher
Lead Author STTI Affiliation:
Beta Pi
Author Details:
Maryann Abendroth, PhD, RN, mabendroth@niu.edu; Jeanette Rossetti, EdD, RN, rossetti@niu.edu; Julie Fisher Robertson, EdD, RN
Abstract:

Poster presented on: Monday, November 18, 2013, Tuesday, November 19, 2013

Ethical debates can greatly increase student participation in class, enhance their oral and written communication skills and improve their critical thinking.  In fact, research supports the need for a variety of teaching styles to be implemented into the classroom environment especially those that promote active learning.  Debating is an innovative strategy that requires students to think critically as they weigh different views against evidenced-based practice literature.  Classroom debates can encourage beginning nursing students to explore ethical issues upon entering the profession and potentially strengthen their role as patient advocates. Graduate students can also benefit from this teaching strategy as they draw on their level of knowledge and experience with practice situations while preparing for and participating in the debate activity.   Nurse educators from one Midwestern university will describe how ethical debates were incorporated into a graduate course in nursing education and an undergraduate nursing course in critical thinking.  They will compare these different student populations and offer recommendations to enhance successful outcomes using this teaching strategy. Specific guidelines of an ethical debate assignment will be shared with the audience. The use of this innovative teaching strategy is a way to create a legacy of best practice in nursing education by promoting strong communication in professional settings and strengthening problem solving through critical thinking.
Keywords:
Critical thinking; Nursing education; Ethical debate
Repository Posting Date:
19-Dec-2013
Date of Publication:
19-Dec-2013
Conference Date:
2013
Conference Name:
42nd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriott

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryFull-texten_GB
dc.typePresentationen_GB
dc.titleUsing Ethical Debates to Improve Students' Critical Thinking Abilitiesen_GB
dc.contributor.authorAbendroth, Maryannen_GB
dc.contributor.authorRossetti, Jeanetteen_GB
dc.contributor.authorRobertson, Julie Fisheren_GB
dc.contributor.departmentBeta Pien_GB
dc.author.detailsMaryann Abendroth, PhD, RN, mabendroth@niu.edu; Jeanette Rossetti, EdD, RN, rossetti@niu.edu; Julie Fisher Robertson, EdD, RNen_GB
dc.identifier.urihttp://hdl.handle.net/10755/307840-
dc.description.abstract<p>Poster presented on: Monday, November 18, 2013, Tuesday, November 19, 2013</p>Ethical debates can greatly increase student participation in class, enhance their oral and written communication skills and improve their critical thinking.  In fact, research supports the need for a variety of teaching styles to be implemented into the classroom environment especially those that promote active learning.  Debating is an innovative strategy that requires students to think critically as they weigh different views against evidenced-based practice literature.  Classroom debates can encourage beginning nursing students to explore ethical issues upon entering the profession and potentially strengthen their role as patient advocates. Graduate students can also benefit from this teaching strategy as they draw on their level of knowledge and experience with practice situations while preparing for and participating in the debate activity.   Nurse educators from one Midwestern university will describe how ethical debates were incorporated into a graduate course in nursing education and an undergraduate nursing course in critical thinking.  They will compare these different student populations and offer recommendations to enhance successful outcomes using this teaching strategy. Specific guidelines of an ethical debate assignment will be shared with the audience. The use of this innovative teaching strategy is a way to create a legacy of best practice in nursing education by promoting strong communication in professional settings and strengthening problem solving through critical thinking.en_GB
dc.subjectCritical thinkingen_GB
dc.subjectNursing educationen_GB
dc.subjectEthical debateen_GB
dc.date.available2013-12-19T17:23:11Z-
dc.date.issued2013-12-19-
dc.date.accessioned2013-12-19T17:23:11Z-
dc.conference.date2013en_GB
dc.conference.name42nd Biennial Conventionen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.description42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriotten_GB
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