Clickers in the Nursing
Classroom
Judith Findlay, RN, BScN
Masters in Education Research Project
Note: This Presenentation is reposted here
with the Expressed permission of the author
I have reposted this in its entirety unedited
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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.”
Spring 2007 Judith Findlay Plato 3
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 4
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 5
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 Classroom
Laboratory OSCE
experience
Excellent approach, Large classes
Provides skills, but
Need to ensure but only get Lecture format
not the
it is appropriate experience How do we
critical thinking
once per term shake it up?
CLICKERS
Spring 2007 Judith Findlay 6
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
Spring 2007 Judith Findlay 7
Nursing Classes
• Large classes
– 60-90 students
– lecture hall
• Diverse population
– Culture
– Language
– Wide age group
Spring 2007 Judith Findlay 8
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 9
Sound familiar?
“… they were not all
learning what I wanted
them to learn …”
Spring 2007 Judith Findlay 10
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 11
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
Spring 2007 Judith Findlay 12
What are clickers?
Spring 2007 Judith Findlay 13
The Role of Technology
Teaching Learning
Questioning
Spring 2007 Judith Findlay 14
Clickers
Teaching
misunderstanding Learning
feedback Interaction &
engagement
Questioning
Small group
Peer interaction
collaboration
Spring 2007 Judith Findlay 15
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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 17
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 18
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 19
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 20
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 21
Do your students come to class
prepared (pre-reading done)?
A. Yes
B. No
C. Don’t know
Spring 2007 Judith Findlay 22
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 23
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 24
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 25
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Class Demographics
Spring 2007 Judith Findlay 30
Class is a more enjoyable
Lectures are more interesting experience
Spring 2007 Judith Findlay 31
Participate in class without embarrassment
Spring 2007 Judith Findlay 32
Clickers waste class time
Spring 2007 Judith Findlay 33
Clickers made this presentation
interactive and enjoyable
A. Strongly Agree
B. Agree
C. Neutral
D. Disagree
E. Strongly Disagree
Spring 2007 Judith Findlay 34
Clickers are distracting and waste
class time
A. Strongly Agree
B. Agree
C. Neutral
D. Disagree
E. Strongly Disagree
Spring 2007 Judith Findlay 35
I would like to use clickers in my class
A. Strongly Agree
B. Agree
C. Neutral
D. Disagree
E. Strongly Disagree
Spring 2007 Judith Findlay 36
Spring 2007 Judith Findlay 37
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