Learning Objective 1: Describe how “clickers” or student response systems can be utilized as a classroom teaching method in baccalaureate nursing education.
Learning Objective 2: Describe student perceptions of learning when student response systems are utilized in the classroom.
Methodology: A descriptive design was used for this quantitative study. Participants include third semester nursing students enrolled in an Adult Medical-Surgical nursing course and fourth semester nursing students enrolled in Advanced Medical-Surgical nursing. The Nursing Student’s Perception of Clickers Survey is utilized to measure perceptions of student learning outcomes.
Discussion: “Death by Powerpoint” is being recognized as an ineffective method of instruction for today’s generation of learners (millennial students). Across the country, nursing faculty complain of students surfing the net, catching up on Facebook, sending emails, shopping, viewing photographs, etc. during class lectures. Chickering and Gamson’s Best Practices (1987) are supported by student response systems as clickers encourage active learning, emphasize time on task and provide prompt feedback to student’s questions.
Conclusions and Implications for Nursing Education: Gaming has long been recognized as a valuable teaching strategy that engages the learner. A student response system that uses a “tech toy” is a valuable method of interactive learning. Creative teaching sometimes utilizing a gaming format such a “Jeopardy” or “Who Wants to be a Millionaire” format; clicker technology brings this method of teaching to a new level of student interaction.
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