Abstract
Deliberative discussion is an important active teaching strategy that encourages learners to participate and share in their learning decisions. The purpose of this experimental study was to assess the effect of deliberative discussion as a teaching strategy on nursing students’ learning motivation. The study was conducted at the Faculty of Nursing, Alexandria University, Egypt. The sample included all master degree nursing students (67). Strategies for Learning Questionnaire (MSLQ) was used to collect the necessary data. The researcher found that there was a statistically significance difference in MSLQ scores among study groups. The results revealed an essential value for nursing educators to develop awareness of the usefulness of deliberative discussions as an effective teaching strategy to enhance learning motivation among nursing students.
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