title: Forensics as a teaching/learning strategy in graduate nursing education.
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.
mesh_terms: D004511:Education, Nursing, Graduate; D006801:Humans; D007858:Learning; D013663:Teaching / Q000379:methods*