Group Discussion Kwame Opoku-Agyemang, RN, BSN Kathy P. Simmons, RN, BSN Wilmington University

OVERVIEW GROUP DISCUSSION – Definition Method of teaching whereby learners get together to exchange information, feelings, opinions with one another and With the teacher. (Bastable, 2008)

OVERVIEW (continued)  Common instructional technique  Size determined by purpose or task to be accomplished  Must have some knowledge of content to be effective (Boyd et al., 1998 & DeYoung, (2003)

USAGES OF GROUP DISCUSSION Application to teaching:  Debates  Case Studies  Panel Discussions Appropriate settings:  Patient Education  Classroom  Support Groups (Abruzzeses, 1996; Peters & Connell, 1991)

GROUP DISCUSSION PROS  Effective with small groups  Learner centered  Subject centered  Effective method for teaching in affective & cognitive domain (DeYoung, 2003; Bastable, 2008)

GROUP DISCUSSION CONS  Shy members do not participate  Requires a facilitator  Dominant member overwhelms the group  Highly diverse groups may have difficulty interacting (DeYoung, 2003; Bastable, 2008)

GROUP DISCUSSION ADAPTATIONS  Facilitator will adapt strategy as necessary by:  requesting participation from all group members  keeping the discussion focused  tying the important points together  giving appropriate feedback (DeYoung, 2003; Bastable, 2008)

HOW TO EVALUATE THE EFFECTIVENESS OF GROUP DISCUSSION A post-test is a method to evaluate if stated cognitive objectives have been achieved. Location and setting for discussion is accessible to learners with availability of materials and computers for references. The method is efficient with 6-8 targeted learners. Less opportunity for participation with a larger group size. (Bastable, 2008).

HOW TO EVALUATE THE EFFECTIVENESS OF GROUP DISCUSSION CONTINUED: Active participation depends on the learning style, shyness or dominance of the learner. The method is cost effective. Instructor is able to reach many learners at the same time. (Bastable, 2008).

SUMMARY Group discussion is a method of learning that promotes exchange of information, feelings, and opinions with one another. It is effective with small group and learner centered. Promotes developing problem-solving, decision-making, and critical thinking skills. Discussion allows teacher to gear the questioning toward each of these skills. However, dominant learners may shy away less eloquent learners. The most important element is to focus on will be the preset behavioral objectives at start.

References Abruzzeses, R. (1996). Nursing staff development: Strategies for success (2 nd ed.) St. Louis, MO: Mosby-Year Book. Bastable, S. (2008). Nurse as educator: Principles of teaching and learning for nursing practice. Sudbury, MA: Jones and Bartlett. Boyd, M., Gleit, C., Graham, B. & Whitman, N. (1998). Health teaching in nursing practice: A professional model (3 rd ed.) Stamford, CT: Appleton & Lange DeYoung, S. (2003). Teaching strategies for nurse educators. Upper Saddle River, NJ: Prentice Hall. Peters, F. & Connell, K. (1991). “Incorporating the affective component into an AIDS work shop.” Journal of Continuing Educations in Nursing, 22,