1. Sian Davies, Naomi Wilkinson, Sophie Burgess 2016
Debating healthcare dilemmas in student assessment: developing critical thinking professionals.
Sian Davies, Naomi Wilkinson, Sophie Burgess 2016

2. Module Learning Outcomes
Module Outcomes
Identify and apply professional, legal and ethical requirements for nursing practice. 
Discuss how professional relationships are developed through appropriate communication ensuring respect and dignity. 
Identify, select and analyse appropriate evidence to support decision making during the delivery of care. 
Discuss and engage in personal and professional development using concepts such as reflection, clinical supervision, life-long learning, collaborative working and self-management.
Module Learning Outcomes

3. 20% for a 500 word reflection on the debate process
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.

4. Why a debate? Nurses need to use communication skills effectively .
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.
Why a debate?

5. The skills required for debate are transferable and can be applied 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.
Why a debate?

6. To actively engage students in: analysis, critical thinking, problem solving and 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.
The challenge…

7. 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.

8. Maintaining confidentiality in large healthcare organisations is almost impossible. Vote Results
Post - debate
Pre - debate

9. 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)

10. Attended group meetings. Accepted assigned tasks
5 - Strongly agree 4- Agree Do not know Disagree 1- Strongly disagree
Team Number:
For [ ] Against [ ]
Self:
Team member:
Team Member:
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.

11. 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:

12. 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
Group Mark
70%
Student A
Student B
Student C
Student D
60%
73%
74%
61%

13. Over to the students….

14. 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 cyd-weithio, 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)

15. Mae’r dechneg WebPA imi yn un da oherwydd ei bod o’n;
Sophie Burgess
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.
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.

16. 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

17. 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