Debates as an Active Learning Strategy to Enhance Students' Knowledge of Ethics in Professional Nursing Practice and Health Care

Abstract

roblem-solving and critical reflection are hallmark outcomes exhibiting clinical judgment that nurse educators strive to achieve in teaching-learning settings. Debates are an active learning method that facilitates deep thinking, evidence-based literature review, diversity of thought, self-reflection, knowledge attainment, skill acquisition, and team collaboration. 1-5 Carinanos-Ayala et al 4 state that debates are an active learning strategy that encourages thinking critically and communicating effectively and that students project confidence when advocating professional issues. Further, Hartin et al 1 comment that the debate experience contributes to developing independent thinking, leadership, and oral presentation skills. The design of this debate experience fostered the enhancement of these clinical judgment 2 skills in our students, and often, a more insightful perspective emerged from the immersion in the debate process.