InnovationCENTER: Engaging Nursing Students Through Integrationof theAudience Response System

Abstract

As enrollment increases in nursing education programs, it becomes more difficult for nurse educators to actively engage students in the learning process. The audience response system (ARS) is an emerging method now being used by nurse educators to promote active learning. The ARS is a relatively small, hand-held, wireless device used to receive and display anonymous polled responses to questions (Weerts, Miller, & Altice, 2009). Polled responses provide immediate feedback, helping instructors know whether or not students understand the material being presented (Weerts et al.). With the ability to provide clarification if needed, the instructor can transform lectures into an interactive process (DeBourgh, 2008), and students transition from passive to active learners (Caldwell, 2007; Jensen, Meyer, & Sternberger, 2009). Using ARS in the classroom encourages students to engage in open dialogue with the instructor and peers and thus furthers the active learning process (Skiba, 2006). The ARS is also referred to as the student response system (SRS), classroom response system (CRS), personal response system (PRS), or just clickers. Although the ARS has been around for many years (Smith & Rosenkoetter, 2009), continued developments have simplified the technology and greatly reduced cost (Jensen et al., 2009), attracting more nursing educators to this teaching strategy. One factor essential to consider when making the decision to incorporate this teaching strategy into nursing courses is student perception. If nursing students see the use of the ARS as satisfying and useful, they will be more inclined to become active in the learning process. This article reports on a study designed to examine perceived satisfaction and usefulness of the ARS as an active learning strategy for undergraduate baccalaureate nursing students. This study also sought to determine the relationship of age to overall ease of use for the sample population. Literature Review Adult learners are typically self-directed and self-motivated and prefer active learning (Royse & Newton, 2007). Moreover, current generations of undergraduate students expect the integration of technology in the educational process (Jensen et al., 2009). Several studies indicate that students like using the ARS system in both nursing and non-nursing courses and that it should be used as an instructional method (Berry, 2009; DeBourgh, 2008; Hatch, Jensen, & Moore, 2005; Meedzan & Fisher, 2009; Moredich & Moore, 2007). However, students have shared concerns regarding cost and the fear of using new technology (Moredich & Moore). In a study conducted by Niemi (2002), 63 university educators indicated that in groups of 36 or more students, the use of active learning methods is nearly impossible. This concern is especially relevant for nursing education as class sizes steadily increase amidst a troubling faculty shortage. Although research findings suggest students enjoy ARS use, studies have not been identified that examine the student's perception of ARS use in large nursing classes. In addition, although the literature supports the use of active learning strategies in adult learners, the relationship of age to students' perceptions of ARS technology remains unknown. Method Institutional review board approval was obtained and a pilot survey was administered for this exploratory study. Survey responses were anonymous, and no identifying information was obtained. At the beginning of the semester, students in the medical-surgical course were required to purchase clickers; the product used was Interwrite Polled Audience Response System Software. A PowerPoint presentation by an ARS-competent instructor was presented during the class orientation; the presentation included step-by-step set-up instructions and practice questions. The class met twice weekly for a total of four hours. For each class meeting, 8 to 15 ARS questions pertaining to assigned content were integrated into the traditional PowerPoint lecture. …