Clickers in the Nursing Classroom Judith Findlay RN

Clickers in the Nursing Classroom Judith Findlay, RN, BSc. N Masters in Education Research Project Spring 2007 Judith Findlay

“Bodily exercise, when compulsory, does no harm to the body; but knowledge which is acquired under compulsion obtains no hold on the mind. ” Plato 2 Spring 2007 Judith Findlay

My teaching dilemma • How can I get students to “dig deep” in classes • I need to “lecture less” and encourage students to “learn more” Spring 2007 Judith Findlay 3

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) Spring 2007 Judith Findlay 4

Critical thinking requires integration Clinical setting Can be too much pressure Try to avoid mistakes Back-up always there Critical thinking in a clinical setting Previous experience Laboratory OSCE Classroom Need to ensure it is appropriate Provides skills, but not the critical thinking Excellent approach, but only get experience once per term Large classes Lecture format How do we shake it up? CLICKERS Spring 2007 Judith Findlay 5

When I lecture to a large group of students I feel they always pay attention? A. B. C. D. E. Spring 2007 Strongly Agree Neutral Disagree Strongly Disagree Judith Findlay 6

Nursing Classes • Large classes – 60 -90 students – lecture hall • Diverse population – Culture – Language – Wide age group Spring 2007 Judith Findlay 7

Nursing Classes • Feedback – Do students “get it”? – Do I focus on the critical areas? – Do I worry more about volume instead of concepts? Spring 2007 Judith Findlay 8

Sound familiar? “… they were not all learning what I wanted them to learn …” Spring 2007 Judith Findlay 9

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 …” Spring 2007 Judith Findlay 10

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 Inter. Active Class. Rooms & Studio Jim Boyle, Department of Mechanical Engineering, University of Strathclyde Spring 2007 Judith Findlay 11

What are clickers? Spring 2007 Judith Findlay 12

The Role of Technology Teaching Learning Questioning Spring 2007 Judith Findlay 13

Clickers Teaching misunderstanding feedback Learning Interaction & engagement Questioning Small group Peer interaction collaboration Spring 2007 Judith Findlay 14

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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 Spring 2007 Judith Findlay 16

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 Spring 2007 Judith Findlay 17

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 Spring 2007 Judith Findlay 18

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 Spring 2007 Judith Findlay 19

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 Spring 2007 Judith Findlay 20

Do your students come to class prepared (pre-reading done)? A. Yes B. No C. Don’t know Spring 2007 Judith Findlay 21

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 Spring 2007 Judith Findlay 22

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 Spring 2007 Judith Findlay 23

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 Spring 2007 Judith Findlay 24

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Class Demographics Spring 2007 Judith Findlay 29

Lectures are more interesting Spring 2007 Class is a more enjoyable experience Judith Findlay 30

Participate in class without embarrassment Spring 2007 Judith Findlay 31

Clickers waste class time Spring 2007 Judith Findlay 32

Clickers made this presentation interactive and enjoyable A. B. C. D. E. Strongly Agree Neutral Disagree Strongly Disagree Spring 2007 Judith Findlay 33

Clickers are distracting and waste class time A. B. C. D. E. Strongly Agree Neutral Disagree Strongly Disagree Spring 2007 Judith Findlay 34

I would like to use clickers in my class A. B. C. D. E. Strongly Agree Neutral Disagree Strongly Disagree Spring 2007 Judith Findlay 35

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