Clickers in the Nursing Classroom Judith Findlay, RN, BScN Masters in Education Research Project.

Clickers in the Nursing Classroom

Judith Findlay, RN, BScNMasters in Education Research Project

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“Bodily exercise, when compulsory, does no harm to the body; but knowledge which is acquired under compulsion obtains no hold on the mind.”

Plato

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My teaching dilemma

• How can I get students to “dig deep” in classes

• I need to “lecture less” and encourage students to “learn more”

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My teaching dilemma

How do I enable students to: – Conceptualize (see the big picture instead of

small isolated parts)– Analyze (problem solve), case studies to

integrate knowledge (increase critical thinking)

• Shift from “giving” the information to “getting it”

– Collaborate (peer learning, team work)

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Critical thinking requires integration

Critical thinking in a

clinical setting

Previous experience

Need to ensure it is appropriate

Laboratory

Provides skills, but not the

critical thinking

OSCE

Excellent approach, but only get experience

once per term

Classroom

Large classesLecture format

How do we shake it up? CLICKERS

Clinical setting Can be too much pressure

Try to avoid mistakesBack-up always there

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When I lecture to a large group of students I feel they always pay

attention?

A. Strongly Agree

B. Agree

C. Neutral

D. Disagree

E. Strongly Disagree

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Nursing Classes

• Large classes– 60-90 students– lecture hall

• Diverse population– Culture– Language– Wide age group

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Nursing Classes

• Feedback– Do students “get it”?– Do I focus on the critical areas?– Do I worry more about volume

instead of concepts?

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Sound familiar?

“… they were not all learning what I wanted them to learn …”

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Sound familiar?

“… one problem … lies in the presentation of the material ... it comes straight out of textbooks and/or lecture notes, giving students little incentive to attend class …”

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Sound familiar?

“… students asked to distribute lecture notes in advance so they didn’t need to spend time copying down notes ... so they could pay more attention to my lecture … then students complained that I was lecturing straight out of my lecture notes …!”

Listen to the Learners Teaching in the InterActive ClassRooms & Studio Jim Boyle, Department of Mechanical Engineering, University of Strathclyde

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What are clickers?

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Teaching Learning

Questioning

The Role of Technology

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Teachingmisunderstandingfeedback

Learning Interaction &

engagement

QuestioningSmall group

Peer interactioncollaboration

Clickers

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What is CPS?

•clickers use infrared or radio frequency technology to transmit and record student responses to questions

•software to run

•receiver (plugs into USB port)

•each clicker can be registered to a student

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Properly used, clickers can:

•Engage students•Promote active learning•Allow for anonymous responses (shy student, cultural diversity)•Provide feedback visually

•Correct answer•Level of overall understanding in class

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Properly used, clickers can:

• Surprise instructor and students • Immediately deal with misconceptions• Assess level of engagement

– Response appropriateness• Pre-reading complete?• Deeper level of thinking engaged?

• Take attendance (not necessary)• Used easily by faculty

– Limited IT savvy required

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Why use clickers?

• Increase attention and engage students “fun”

• Changes the monotony of passively taking notes (teacher-centered to student –centered)

• Increases interaction with the instructor and other students

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Why should I use clickers?

A. To allow students from different ethnic groups to participate

B. To create an active learning environment

C. To help the student understand what they do/do not understand

D. All the above

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Do your students come to class prepared (pre-reading done)?

A. Yes

B. No

C. Don’t know

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Do your students expect

A. Notes to be posted on web, course management system

B. Give them all the information they need for the TEST

C. Both A and B

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When can CPS be used in Nursing classroom?

A. At the beginning of the class to see how prepared students are

B. During the lecture to see if the student is understanding the material

C. At the end to give feedback to the teacher and student how much of the information was understood and processed

D. All the above

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How have I used clickers?

• In several classes with questions at the end of the lecture– Surgical patient– Enteral nutrition– Communication (another teacher)

• Challenge style (Jeopardy) game– Diabetes class – End of semester Review class

• Overall, very positive feedback

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Class Demographics

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Lectures are more interestingClass is a more enjoyable experience

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Participate in class without embarrassment

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Clickers waste class time

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Clickers made this presentation interactive and enjoyable

A. Strongly Agree

B. Agree

C. Neutral

D. Disagree

E. Strongly Disagree

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Clickers are distracting and waste class time

A. Strongly Agree

B. Agree

C. Neutral

D. Disagree

E. Strongly Disagree

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I would like to use clickers in my class

A. Strongly Agree

B. Agree

C. Neutral

D. Disagree

E. Strongly Disagree

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