The Effect of Deliberative Discussion Teaching Strategy on Nursing Students’ Learning Motivation | ||||
| Menoufia Nursing Journal | ||||
| Article 12, Volume 1, Issue 2, November 2016, Page 123-132 PDF (802.45 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/menj.2016.120404 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| Azza Ibrahim | ||||
| Nursing Education Department, Faculty of Nursing, Alexandria University. Egypt | ||||
| Abstract | ||||
| Deliberative discussion is an important active teaching strategy that encourages learners to participate and share in their learning decisions. Nursing students need lifelong motivation for learning. Therefore, this experimental study was done to determine 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 (n= 67). A strategy for Learning Scale (MSLS) was used to collect the necessary data. The results showed that there was a statistically significance difference in MSLS scores among both study groups, in favor of deliberative group, in all scale items. Conclusion: The use of deliberative discussions can produce an excellent effect on the learning motivation of master nursing students. Further, the deliberative dialogue provides a noted improvement in the interests of graduate nursing students. Recommendations: nursing educators have to develop awareness of the usefulness of deliberative discussions as an effective teaching strategy to enhance learning motivation among nursing students. Repeating the current study using other variables with deliberation such as critical thinking, problem solving and leadership, is suggested. Further research is also needed for a larger number of subjects, as well as a longer period of study time to confirm the effect of deliberation on students’ learning process. | ||||
| Keywords | ||||
| Deliberative; discussion; learning motivation | ||||
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