|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|2667924||1140953||2016||11 صفحه PDF||سفارش دهید||دانلود کنید|
• Using team debate to enhance scholarly inquiry skills of DNP students.
• Debate on global health topic enhances global awareness of health care and nursing.
• Team debate facilitates team-building-related activities of mentoring and peering.
Problem statementAlthough graduates of doctor of nursing practice (DNP) programs are expected to demonstrate competence in advanced clinical scholarship, mentoring, and leadership, little is published about how team debate on a global health care topic supports DNP student learning and skill development.PurposeThis article reports on an illuminative evaluation of DNP student learning experiences of team debate in the context of a 2-week international school program in Ireland.MethodA focused illuminative evaluation approach involving a cohort of seven DNP students, who had participated in an international school team debate, was used. Data were collected using a Web-based qualitative questionnaire designed to elicit in-depth reflective accounts of DNP students' learning experiences.ResultsContent analysis revealed that team debate on a global health care topic enhanced learning in relation to fostering critical thinking and critical appraisal skills; encouraging teamwork; providing opportunities for mentoring, relationship building, and socialization into profession; and, from the DNP student perspective, increasing knowledge and global understanding of health care.ConclusionThis evaluation provides insights for nurse educators into the benefits of introducing team debate as a group activity to enhancing scholarly inquiry and mentoring skills of DNP students. Further research to evaluate team debate in other nurse education programs is needed.
Journal: Journal of Professional Nursing - Volume 32, Issue 3, May–June 2016, Pages 224–234