The effect of deliberative discussion teaching strategy on nursing students�¢���� learning motivation

Author(s): Azza Fathi Ibrahim

Abstract

Deliberative discussion is an important active approach and cooperative teaching strategy that encourages and motivates learners to participate and share in their learning decisions. This is an experimental study aimed at determining the effect of deliberative discussion as a teaching strategy on nursing students’ learning motivation. The study was conducted at the Faculty of Nursing in the Alexandria University, Alexandria, Egypt. The sample included all master degree nursing students (60) who enrolled in the first semester of the master program of a health education elective course. They were divided randomly into study and control groups. The study group was assigned to attend three deliberative discussion sessions about ethical principles and code of ethics in health education within a period of three weeks while control group left to attend the same topic, in the same period, but by a traditional teaching method. Motivated Strategies for Learning Questionnaire (MSLQ), used for data collection. The researcher found that there was a statistically significance difference in MSLQ scores in between the study and control groups in favor of deliberative one. 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 master nursing students

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