PMID- 27216130
OWN - NLM
STAT- MEDLINE
DCOM- 20170627
LR  - 20170627
IS  - 1532-8481 (Electronic)
IS  - 8755-7223 (Linking)
VI  - 32
IP  - 3
DP  - 2016 May-Jun
TI  - Utilizing Team Debate to Increase Student Abilities for Mentoring and Critical 
      Appraisal of Global Health Care in Doctor of Nursing Practice Programs.
PG  - 224-34
LID - S8755-7223(15)00128-3 [pii]
LID - 10.1016/j.profnurs.2015.10.009 [doi]
AB  - Although 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. PURPOSE: This 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. 
      METHOD: A 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. 
      RESULTS: Content 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. CONCLUSION: This 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.
CI  - Copyright (c) 2016 Elsevier Inc. All rights reserved.
FAU - Elliott, Naomi
AU  - Elliott N
AD  - Associate Professor, School of Nursing and Midwifery, Trinity College Dublin, 
      Ireland.. Electronic address: naomi.elliott@tcd.ie.
FAU - Farnum, Karen
AU  - Farnum K
AD  - Adjunct Associate Professor, School of Nursing, Bouve College of Health Sciences, 
      Northeastern University, Boston MA, 02115.. Electronic address: 
      farnumpnp@yahoo.com.
FAU - Beauchesne, Michelle
AU  - Beauchesne M
AD  - Associate Professor, Director Doctor of Nursing Practice, School of Nursing, 
      Bouve College of Health Sciences, Northeastern University, Boston MA, 02115.. 
      Electronic address: m.beauchesne@neu.edu.
LA  - eng
PT  - Journal Article
DEP - 20151017
PL  - United States
TA  - J Prof Nurs
JT  - Journal of professional nursing : official journal of the American Association of 
      Colleges of Nursing
JID - 8511298
SB  - IM
MH  - Clinical Clerkship
MH  - *Communication
MH  - Cooperative Behavior
MH  - Education, Nursing, Graduate/*methods
MH  - Faculty, Nursing
MH  - *Global Health
MH  - Humans
MH  - Internationality
MH  - Ireland
MH  - Learning
MH  - Mentoring/*methods
MH  - Program Evaluation
MH  - *Students, Nursing
MH  - Surveys and Questionnaires
MH  - *Thinking
OTO - NOTNLM
OT  - Critical appraisal
OT  - Doctor of nursing practice (DNP) program
OT  - Global health care
OT  - Graduate study abroad
OT  - Mentoring
OT  - Peer learning
OT  - Team building
OT  - Team debate
EDAT- 2016/05/25 06:00
MHDA- 2017/06/28 06:00
CRDT- 2016/05/25 06:00
PHST- 2015/03/10 00:00 [received]
PHST- 2016/05/25 06:00 [entrez]
PHST- 2016/05/25 06:00 [pubmed]
PHST- 2017/06/28 06:00 [medline]
AID - S8755-7223(15)00128-3 [pii]
AID - 10.1016/j.profnurs.2015.10.009 [doi]
PST - ppublish
SO  - J Prof Nurs. 2016 May-Jun;32(3):224-34. doi: 10.1016/j.profnurs.2015.10.009. Epub 
      2015 Oct 17.