Abstract
Forensic debate as a teaching strategy has been criticized as stifling creativity by proposing solutions and limiting alternative choices in problem solving (Cooper, 1979). It was our experience, however, that not only did students learn content through preparation and delivery of a debate, but they benefitted further by gaining experience in formal articulation, a skill much needed by them as potential leaders in nursing.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
