Group II

Villafranca, Maurice
Jabrica, Belenia
Jamillano, Krizzia
Lacerna, Kristel
Ormilla, Ruth
Cabral, Bona
Plata, Jerome
Rapadas, Faybelle

Discussion
Group Discussion is formed when more than two persons are gathered to
discuss or resolve an issue, problem or idea under the guidance of one of its
members.

The larger a group is, the less it can accomplish. The ideal number for
nursing seminars is 10-20 students. In a large group, students take their turns
and sometimes these needs are not met because of the lack of time. In small
groups, participation is fairly equal among members.

Coming from a large group discussion, students can be broken down into
smaller groups or sections to be facilitated by their own section instructor so
that gray areas or muddy points can be clarified and further discussed.

Two Types:

Formal discussion- the topic is announced in advance and the class is

asked to prepare to take part in the discussion by reading certain materials.

Informal discussion- may take place spontaneously at any point during the
class including at the end of a lecture when the teacher asks, “Are there any
questions”?

Purposes of Discussion (DeYoung, 2003)

1. To give learners the chance to apply the principles and concepts of

previously introduced body of knowledge and to transfer this knowledge
to new situations.
a. After the student nurses have attended a lecture on the care of the
newborn, they will come together to discuss how they can adopt
some of the procedures to the existing facilities in their base
hospital.
2. To clarify information and concepts or what may be termed as “muddy
points” in the discussion with explanations from the instructor.
3. To enable the students to learn the process of group problem solving by
being members of subgroups which will discuss the assigned subtopics
and then work together as one group by collating, analyzing, critiquing,
 synthesizing and evaluating the totality of the outputs of each subgroup,
drawing on the strengths and expertise of each other.

Advantages of Discussion

1. Students can learn the process of group problem solving

2. It can be divided into subgroups so that each can work on some aspect of
the problem
3. Learns how different people apply the steps in problem-solving process
4. They learn to draw on the expertise of group member, capitalizing on
each other’s strengths
5. Can help develop and evaluate their beliefs and positions.
6. It is mostly preferred by students to other methods

Disadvantages of Discussion

1. It takes a lot of time

2. Is effective only with small groups
3. One person or a few people monopolized the discussion

Discussion Techniques

1. Make your expectations clear

2. Set the ground rules
3. Arrange the physical space
4. Plan a discussion starter
5. Facilitate, don’t discuss
6. Encourage quiet group members
7. Don’t allow monopolics
8. Direct the discussion among group members
9. Keep the discussion on track
10.Clarify when confusion reigns
11.Tolerate some silence
12.Summarize when appropriate

Four Discussion Leadership Skills to Keep the Discussion on Track

1. Focusing is concentrated effort or attention that is given to a particular

task or thing. Good leadership skills prevent the group from straying or
wandering from the original issue or task on hand. Questions may be
open-ended which gives focus to the task on hand like “Why do you thing
patients moss their post-operative check-ups?
2. Refocusing is redirecting the group’s attention
3. Changing the focus is when the topic has been sufficiently discussed, it
is usually time to shift to another subtopic by saying, “Now that we have
discussed social implications of unwanted pregnancy, what can be the
other issues that will impact on a woman’s health and well-being due to
unexpected pregnancy”?
4. Recapping is giving a brief summary (outline) of what the group has
done. Its purpose is:
• To lift out or zero in on ideas to make them more understandable to
the members
• Set a clearer perspective
• Establish relationships among the concepts and make conclusions
10 Discussion Stoppers that impede or inhibit student participation during
discussions

1. Insufficient wait-time
➢ Teacher it too impatient and does not give the students sufficient
time to think.
➢ The teacher answers the question himself/herself, rephrases the
question or gives additional information to the question.
2. The rapid reward
➢ Too rapid acceptance of a correct response or too forceful
reinforcement can
• Prevent other students from expanding on the answer
• Inhibit them from giving other possible answers
3. The programmed answer
➢ Trying to put words or ideas into the student’s mouth would elicit a
negative reaction since it is obvious that the teacher already has an
answer in mind. An example would be, “Don’t you think that
euthanasia would be unacceptable to Filipinos”?
4. Nonspecific feedback questions
➢ Are vague, global, diffuse questions that do not foster discussion
and does not diagnose the problem like “How will euthanasia affect
Philippine Society”?
5. Teacher’s ego-stroking
➢ Teachers who act as the ultimate authority or who do not
appreciate student’s observations and views inhibit discussion.
6. Low-level questions
➢ Questions that require facts or information would end the discussion
whereas questions requiring answers using synthesis, analysis or
evaluation would foster discussion because they encourage
creativity and critical thinking skills.
7. Intrusive questioning
➢ Involve questions that invade or trespass into a person’s privacy
and which the student may refuse to answer or discuss
8. Judgmental response
➢ To student answers when the teacher incorporates her own values
when appraising a student’s answer especially if the teacher is not
aware of the social and cultural context of the learner
9. Cutting students off
➢ Stating the problems will be discussed in a late lesson or saying
that there is not enough time to tackle the issue. Being able to
refocus the discussion in a positive and nonthreatening manner is a
skill that every teacher needs to develop
10.Creating a powerful emotional atmosphere
➢ Teachers are insensitive to the feelings of the students

Source:

○ Nurse as Educator: Principles of Teaching and Learning for

Nursing Practice Second Edition by Susan B. Bastable
○ Teaching Strategies for Nurses (Green Book)