Utilizing Team Debate to Increase Student Abilities for Mentoring and Critical Appraisal of Global Health Care in Doctor of Nursing Practice Programs.

UNLABELLED: Although graduates of doctor of nursing practice (DNP) programs are expected to demonstrate competence in advanced clinical scholarship, mentoring, and leadership, little is published about how team debate on a global health care topic supports DNP student learning and skill development. PURPOSE: This article reports on an illuminative evaluation of DNP student learning experiences of team debate in the context of a 2-week international school program in Ireland. METHOD: A focused illuminative evaluation approach involving a cohort of seven DNP students, who had participated in an international school team debate, was used. Data were collected using a Web-based qualitative questionnaire designed to elicit in-depth reflective accounts of DNP students' learning experiences. RESULTS: Content analysis revealed that team debate on a global health care topic enhanced learning in relation to fostering critical thinking and critical appraisal skills; encouraging teamwork; providing opportunities for mentoring, relationship building, and socialization into profession; and, from the DNP student perspective, increasing knowledge and global understanding of health care. CONCLUSION: This evaluation provides insights for nurse educators into the benefits of introducing team debate as a group activity to enhancing scholarly inquiry and mentoring skills of DNP students. Further research to evaluate team debate in other nurse education programs is needed.

The Primary Care for the Underserved Conference as a building block to social capital: impact on practice, research, and education.

A previous article traced the evolution of the Primary Care for the Underserved Conference into a new professional culture (Beauchesne & Patsdaughter, 2005). This article focuses on the relevance of the conference series as a building block of social capital. The authors critically examine the impact of the conference on health care practice, research, and education. The authors analyze two sources of data (conference evaluation and email surveys) using a descriptive, qualitative approach. Findings support the conference as a significant source of social capital for health professionals. The article includes an exemplar describing the impact of this conference on individual practitioners.