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

2. Spring 2007Judith Findlay2 “Bodily exercise, when compulsory, does no harm to the body; but knowledge which is acquired under compulsion obtains no hold on the mind.” Plato

3. Spring 2007Judith Findlay3 My teaching dilemma How can I get students to “dig deep” in classes I need to “lecture less” and encourage students to “learn more”

4. Spring 2007Judith Findlay4 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)

5. Spring 2007Judith Findlay5 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 classes Lecture format How do we shake it up? CLICKERS Clinical setting Can be too much pressure Try to avoid mistakes Back-up always there

6. Spring 2007Judith Findlay6 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

7. Spring 2007Judith Findlay7 Nursing Classes Large classes – 60-90 students – lecture hall Diverse population –Culture –Language –Wide age group

8. Spring 2007Judith Findlay8 Nursing Classes Feedback –Do students “get it”? –Do I focus on the critical areas? –Do I worry more about volume instead of concepts?

9. Spring 2007Judith Findlay9 Sound familiar? “… they were not all learning what I wanted them to learn …”

10. Spring 2007Judith Findlay10 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 …”

11. Spring 2007Judith Findlay11 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

12. Spring 2007Judith Findlay12 What are clickers?

13. Spring 2007Judith Findlay13 TeachingLearning Questioning The Role of Technology

14. Spring 2007Judith Findlay14 Teaching misunderstanding feedback Learning Interaction & engagement Questioning Small group Peer interaction collaboration Clickers

15. Spring 2007Judith Findlay15

16. Spring 2007Judith Findlay16 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

17. Spring 2007Judith Findlay17 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

18. Spring 2007Judith Findlay18 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

19. Spring 2007Judith Findlay19 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

20. Spring 2007Judith Findlay20 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

21. Spring 2007Judith Findlay21 Do your students come to class prepared (pre-reading done)? A.Yes B.No C.Don’t know

22. Spring 2007Judith Findlay22 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

23. Spring 2007Judith Findlay23 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

24. Spring 2007Judith Findlay24 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

25. Spring 2007Judith Findlay25

26. Spring 2007Judith Findlay26

27. Spring 2007Judith Findlay27

28. Spring 2007Judith Findlay28

29. Spring 2007Judith Findlay29 Class Demographics

30. Spring 2007Judith Findlay30 Lectures are more interesting Class is a more enjoyable experience

31. Spring 2007Judith Findlay31 Participate in class without embarrassment

32. Spring 2007Judith Findlay32 Clickers waste class time

33. Spring 2007Judith Findlay33 Clickers made this presentation interactive and enjoyable A.Strongly Agree B.Agree C.Neutral D.Disagree E.Strongly Disagree

34. Spring 2007Judith Findlay34 Clickers are distracting and waste class time A.Strongly Agree B.Agree C.Neutral D.Disagree E.Strongly Disagree

35. Spring 2007Judith Findlay35 I would like to use clickers in my class A.Strongly Agree B.Agree C.Neutral D.Disagree E.Strongly Disagree

36. Spring 2007Judith Findlay36