Approach to the Debate
      A review of the debate process from the information contained in the unit was used to provide me with a basis for the debate format. As this was my first debate, a lot of time was spent in gathering information on the topic of relevant clinical practice for this debate. From the information acquired, from various nursing and education journals, such as Nursing Leadership Forum, Journal of Nursing Education and Nursing Education Perspectives. I also found book written by Benner, Tanner and Chesla (2009) which contained a chapter, discussing the recent changes in nursing and its impact on the current and future educational preparation of nurses. These resources were used to identify three themes from which I presented my position. From the initial information gathered, I quantified the information into three categories. These were competency, role modeling and a university provision of a current and relevant nursing education. 
      Evidence-based articles from within the last five years were chosen to support my affirmative position in the debate. One article from 2002 was used because the information acquired was favourable for my stance in the debate.
      I used a source from the Canadian Nurses Association because I wanted it to be appropriate across Canada and not just in Ontario as my classmates are from across Canada. 
      Competency was a main focus because as nurses we must always have the knowledge of the most current relevant nursing practice in order to provide a high degree of safe nursing care for our clients. A lot of my slides in the initial presentation, the rebuttal and the summation were spent on reinforcing the expectation surrounding nursing competency from either a nursing instructor or a nursing student.
      Role modeling was a focus because the nursing educator is seen as possessing expert knowledge in the field of nursing. To be an expert, one must be knowledgeable of current and relevant nursing practice. Nursing faculty, as role models must demonstrate the current knowledge in the provision of nursing education to nursing students.
      The currency of a university education was a focus because universities must provide current and relevant programs for future nurses. This is to ensure that the nursing care provided by the graduate is meeting the current needs of the public and the health care system. Nursing students need to know they are paying for an education that is reflective of current and relevant nursing practice. 
What Was Done
	Information acquired from the articles was consciously divided into three sections. These sections were the initial debate presentation, the rebuttal and the debate summarization. In the initial debate presentation, I wanted a strong presentation to set the tone for the initial and the following two components of the debate. Relevant evidence based quotes were taken from various sources to support my position. For example, “how does one judge to be competent if the individual does not participate in practice changes” (Axley, 2008). Some quotes were alone on a slide for emphasis while others were mixed with comments. 
      As I was writing the initial debate presentation, I consciously looked at the information provided in order to anticipate potential rebuttals from my colleague. On the topic of working full time and maintaining a relevant clinical practice, I felt that my colleague may have challenged me on finding the time to do so and this was an area that she did challenge me. In my rebuttal, I identified that there was no difference between the time needed to complete a PhD by a full-time nursing educator versus the time needed for a full-time staff nurse to complete a PhD. I did hope that this statement would cause some doubt by the readers in my opponent’s argument. 
      The rebuttal was an easier presentation to conduct because my opponent had identified her position clearly. I reread her position, a few times, to ensure that I had clearly identified her positions and to identify potential downfalls in her stance. In developing my rebuttal, I used evidence based information to support my rebuttals. For example, “our patients are sicker today and discharged earlier than they have ever been (Benner, Tanner and Chesla, 2009).
	I found the rebuttal to be an easier aspect of the debate as my focus was to refute what my colleague had said. Since competency was an aspect that we both addressed, I must admit that I that I used a definition of competency, supplied by opponent, to defend my position. Thanking my opponent acknowledges her work in the debate but it also lets the audience know that I valued what my opponent had said. 
	In the final summation, I used the word summation instead of argument for a reason. I wanted the focus to be positive as I find the word argument to have a negative connotation. Because of this, I did not want to be seen as defending my stance (which I really was doing) but I wanted it to be done in a positive manner. In the summation, I wanted to reiterate my key points of competency, role modeling and a quality university education. I used some different quotes on purpose to show the readers that these aspects are key. I did use the quote “patients are sicker today than ever” to reinforce that clients are sicker and technology and advances in health care are advancing at a rapid rate to meet these sicker clients. Nursing instructors need to practice what is current and relevant. My statement about ICU patients seen 10-15 years ago now being in a four bed room is not an exaggeration but a reality of our health care system and my own personal experiences. In order to provide care for these clients, the nurse must be constantly aware of the changes in practice as well as the need to know the current relevant practice. It is important for nursing educators to know the current relevant practice as they are educating nurses for future nursing practice.
	With regard to a quality university nursing program, I would have used the 2002 information that I had accumulated concerning accreditation of nursing programs. This information was found on the Online Issues in Nursing Education. Since this was not challenged, I did not require the use of this information.
	Throughout the three components of the debate, initial presentation, the rebuttal and the summation, I did not veer from my stance. My classmates had noticed this and commented on my conviction to my position.
What Could I Have Done to Improve the Debate?
1. Ensure when posting a presentation that my editorial comments to myself have been removed from my final posting. As a classmate asked about this aspect, there was doubt that my posting was really my finished product. This could have affected the audience’s perception of my position.
2. A definition for clinical faculty should have been included in the presentation. My opponent and I had identified the definition between us but I did not clarify the definition in my presentation. This would have been beneficial for the audience.
3. For future presentations, I would like the history and any definitions to be worked on with my opponent and presented on a same front. This will enable my classmates to be aware of the same starting point for both positions.
4. My presentation was definitely information provided on a still background. Due to the age of my computer I was not able to provide as interesting presentation as some of my colleagues had. I also must be aware of current advances in computer technology which would require me to take course and increase the professionalism of my presentation.
What did I Learn?
      Debates are strategies that require in-depth research to support your position. Even though you may not always agree with the position that you are given, it is essential for the debater to stick to their position and not to back down from the given position. If you back down from your position, it leads the public with a question in their minds as to whether you really do support the position.
      Anticipating your opponent’s rebuttals is always something that is in the back of your mind when you take your position. Anticipating the rebuttals provides the debater with the time to refute what your opponent has stated with current evidence. This helps the debater to successfully build rebuttals to their opponent’s statements.
      In your closing summation, reiterating your stance is always important. Making sure that you always leave a question in the audience’s mind as this tactic may lead them to question whether their opposing position is correct or not correct.  In this debate, I strongly defended the position that nursing faculty must provide relevant clinical practice. 
      I did use realistic situations and challenged the reader to question what the opponent had said. For example, my opponent said that a full-time clinical nursing educator requires time for further PhD but I stated that a full-time staff nurse who is also pursuing a PhD has just the same time constraints as the nursing professor.  
      Leaving a question for the audience to ponder, in my favour, hopefully made my audience consider what I said was right and supported my position.
      I liked the way that I used my colleague’s definition of competency and turned it around to support not only her stance but also mine. I saw this as an opportunity to reinforce my position with evidence supplied by my colleague.
      Acknowledging my opponent’s hard work is respecting my client for what she has to say. This shows that I am open to suggestions. This is a positive approach during a debate. This may also sway the audience to my position.
Conclusion
      I learned a greater respect for debaters that I have previously had. I now critically look at both sides, what has been said, the rebuttals and the final statements. I have also learned that each issue has affirmative and negative sides but also how the position is presented and what evidence are they using to support their positions. I also realize that I will re-evaluate my position on a debate subject based on the information provided by each debater. This may or may not result in changing my personal opinion on a debate topic.