DEBATING HEALTHCARE DILEMMAS IN STUDENT
ASSESSMENT: DEVELOPING CRITICAL THINKING
PROFESSIONALS.
S I A N DAV I E S , N AO M I W I L K I N S O N , S O P H I E
B U RG E S S 2 016
Module Outcomes
1. IdentifyMODULE
and apply professional,
legal
and ethical requirements
LEARNING
OUTCOMES
for nursing practice.
2. Discuss how professional relationships are developed through
appropriate communication ensuring respect and dignity.
3. Identify, select and analyse appropriate evidence to support
decision making during the delivery of care.
4. Discuss and engage in personal and professional development
using concepts such as reflection, clinical supervision, life-long
learning, collaborative working and self-management.
DEBATE ASSESSMENT
• 80% group debate mark (amended following peer
review for individual group members).
• 20% for a 500 word reflection on the debate
process
• Students are engaged as active partners in the
learning process.
• Nurses need to use communication skills effectively .
WHY A DEBATE?
• Nurses need to be able to present logical and articulate
arguments through integration and critique of reliable
sources of evidence.
• A debate assessment provides the opportunity to develop
and assess these vital skills.
The skills
required
for debate are transferable and can be applied
WHY
A DEBATE?
when acting as the patient’s advocate.
The NMC (2015) state that the nurse will have to “deal with differences
of professional opinion with colleagues by discussion and informed
debate” (NMC, 2015:clause 9.3).
The Code (NMC, 2015) requires nurses to work as effective team
members, team work skills are central to
the debate process.
To actively engage students in: analysis, critical thinking, problem solving
CHALLENGE…
and THE
reflection.
Research and critical appraisal and thinking about the topic that is broader
than the suggested reading.
To develop a wider knowledge and understanding of the moral and ethical
frameworks and how they can be applied to every day situations.
Working with peers in enquiry based learning and small groups seminars.
Articulation of the debate thesis and presentation skills in English or
Welsh.
VOTING
• With help from the Blackboard Team TURNINGPOINT Student Response
System, via clickers, has been introduced so students can vote on the
motion.
• Voting systems positively impact on the educational experience by providing
student interaction and engagement, through anonymous responses
(Patterson, et al., 2010). This heightens the element of competition within
the debate.
• On the actual assessment day both before and after votes are not revealed
until following the debate, to ensure no team is disadvantaged.
MAINTAINING CONFIDENTIALITY IN LARGE HEALTHCARE
ORGANISATIONS IS ALMOST IMPOSSIBLE. VOTE RESULTS
Pre - debate
Post - debate
92%
60%
40%
No
Ye
s
No
Ye
s
8%
PEER REVIEW
• Teamwork offers the opportunity to form collaborative and supportive
learning partnerships to achieve the assessment outcomes but can be
challenging because of different experience and attitudes to learning
(Jackson et al., 2014).
• Peer review enables students to have their say on the quality of their
own and other’s involvement and empower team members, and possibly
reduce non-involvement where students lack motivation.
• Practice related feedback is an essential component of the re-validation
process to maintain nurse registration (NMC, 2015)
Team Number:
For [ ]
Against [ ]
5 - Strongly agree 4- Agree
3- Do not know
2-Disagree
1- Strongly disagree
Attended group meetings.
Accepted assigned tasks
Used evidence appropriately and shared with the group
Completed accurate work of a good standard
Completed the work on time
Contributed positively to group discussions
Contributed to a fair share of the work
Worked to help other team members
Demonstrated motivation
Worked well as a team member
Took responsibility for leadership
Overall contributed positively to the debate.
Self:
Team
member:
Team
member:
Team
Member:
WEBPA
Through support from the Blackboard team we were able to integrate the
self and peer questions into this online tool to facilitate more accurate
marking
Source: http://webpa.ac.uk/
PEER REVIEW VIA WEBPA
The Blackboard team create accounts for all students according to their
proposition or opposition teams, students then have to review team
members online.
WebPA is set to bank 50% of the group marks but to re-adjust 50%
according to the results of the self and peer review. Students who did not
engage with the process are penalised 10%.
Team A
Student A
Student B
Student C
Student D
Group Mark
70%
60%
73%
74%
61%
OVER TO THE STUDENTS….
ADOLYGIAD CYFOEDION AC WEBPA
Sophie Burgess
• MANTAIS – Asesu ein gilydd. Hynny ydy, tydi’r darlithwyr ddim hefo ni’r holl amser rydym
ni’n cyfarfod, cynllunio ar gyfer y ddadl, felly tydi nhw ddim yn gweld os ydy pawb yn cydweithio, tynnu’ cydbwysedd ac yn y blaen. On,d mae pawb dal yn derbyn yr un radd/ marc.
Dyma le mae ein mewnbwn ni yn dod i fewn, sef ein bod ni yn cael y cyfle i asesu’n aelodau
a rhoi ein gwir farn bersonol drosodd.
• Galluogi ni asesu ein hunain – y cryfderau ac gwendidau. Fel rydym ni gyd yn ymwybodol
mae llawer o bobl yn ddiffyg hyder, ond i weld bod ein gradd wedi cael ei godi (fel
enghriafft) oherwydd yr adolygiad cyfoedion mae’r unigolyn yna’n mynd i ddatblygu
hunanhyder. ‘’Codwyd y marc terfynol ar gyfer y ddadl grwp yn dilyn adolygiad cyfoedion.
Mae hyn yn awgrymu dy fod wedi cyfrannu’n effeithiol tuag at y gwaith paratoi ac wedi
gwneud argraff positif ar dy gyfoedion.’’ - (Adborth gan fy nhiwtor i)
•
-
Mae’r dechneg WebPA imi yn un da oherwydd ei bod o’n;
Syml i’w ddefnyddio
Yn gyfrinachol
Ffordd deg i bawb asesu ymdrech aelodau o fewn y grwp
Galluogi ni i adfyfyrio ar perfformiadau ein hunain ac eraill o fewn y grwp.
Sophie Burgess
• Credaf fod yr adolygiad cyfoedion yn hanfodol gan ein bod ni yn asesu ein hunain ac
eraill sy’n rôl bwysig o fewn gofal iechyd ac ar gyfer datblygu fel nyrs.
THE DEBATE PROCESS…. A STUDENT’S PERSPECTIVE
NAOMI WILKINSON
Highlights:
developing team working skills
investigating and fully appreciating current healthcare dilemmas
encourages thinking about all sides of the argument
helps build skills to create a reasoned argument, even when it might not be what you initially believed can only help us to be better advocates.
being actively involved in all debates through voting system
reflecting on debate journey
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Challenges:
organising effective meetings
splitting work evenly, and setting deadlines for work
to be done by
making sure everyone has the same level of
understanding
dealing with presenting nerves
judging perceived level of input and feeding back
through WebPA
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