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Description
To address a gap in health policy application among nursing undergraduates, we piloted Lightning Debates, a high-energy teaching strategy that replaces passive lecture with active learning. Students are assigned Pro or Con stances on contentious local policies, using role-play and improvisation to present evidence-based arguments in five-minute sprints. This asset-based approach leverages student creativity to deconstruct complex fiscal and clinical issues. Results demonstrate significant impact: 87.5% of students reported an improved ability to analyze policy, and the percentage of graduates feeling prepared to apply policy knowledge rose from 57% to 77%. This session provides scalable implementation tips for fostering critical thinking and empathy through rapid, inclusive discourse.
Publisher Location
Las Vegas (Nev.)
Publication Date
4-30-2026
Publisher
University of Nevada, Las Vegas
Language
English
Keywords
Active learning; asset-based teaching; inclusive teaching
Disciplines
Educational Methods | Educational Technology | Higher Education and Teaching
File Format
File Size
1400 KB
Recommended Citation
Wood, Minnie; Yelle, Ericka; and Leland, Necole, "Sparking Engagement: Using "Lightning Debates" to Transform Dry Policy into Dynamic Learning" (2026). UNLV Best Teaching Practices Expo. 245.
https://oasis.library.unlv.edu/btp_expo/245
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IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/
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Educational Methods Commons, Educational Technology Commons, Higher Education and Teaching Commons