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Using Quick Response Codes in the Classroom: Quality Outcomes

CIN: Computers, Informatics, Nursing: October 2017 - Volume 35 - Issue 10 - p 546–547
doi: 10.1097/01.NCN.0000526522.21342.6f


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GENERAL PURPOSE STATEMENT: To present a study designed to explore the use of quick response (QR) codes in the classroom.

LEARNING OBJECTIVES/OUTCOMES: After completing this continuing education activity, you should be able to:

1. Evaluate the use of QR code technology in the classroom.

2. Identify the methodology, results, and implications of the study.

1. In their educational Essentials, what did the American Association of Colleges of Nursing specify was necessary to increase students' knowledge and skills to enhance safe and effective patient care?

a. student accountability

b. nursing informatics competencies

c. faculty-centered teaching

2. In the classroom, QR codes are read by

a. Internet-connected electronic scanners.

b. smartphones or smart devices.

c. university-owned hardware.

3. How many characters can QR codes store?

a. a maximum of 1000

b. a maximum of 5000

c. 7000 or more

4. What component of QR code utilization has been shown to be an effective strategy in validating knowledge and motivating learning?

a. diverse learning experiences

b. rich and rapid feedback

c. question-answer format

5. A purpose of this pilot study was to measure students'

a. preintervention versus postintervention test scores.

b. QR-based knowledge acquisition.

c. satisfaction and engagement with QR use.

6. The authors of the study by Bellot et al concluded that the use of QR code technology in a doctoral-level nursing practicum optimized

a. clinical efficiency.

b. retention of patient teaching.

c. student learning.

7. In the study by Neal, QR code technology in a handout was used for those who

a. requested reinforcement of content.

b. preferred not to carry materials or books.

c. were unable to attend lectures.

8. Eighty percent of the learners in Neal's study reported having

a. quick access to materials.

b. improved communication.

c. minor technical issues.

9. Internet access is required to

a. read the text created by the QR code.

b. link to videos and Web sites connected to the code.

c. both read the text and view connected Web sites.

10. The students in the study group used QR codes to

a. learn components of cardiopulmonary resuscitation.

b. study neurology and cardiology topics.

c. read electrocardiogram rhythm strips.

11. Which type of engagement measured by the Online Student Engagement Scale includes affective methods of application?

a. emotional

b. participation

c. performance

12. What percentage of students in this study found the QR codes to be more helpful than traditional textbook pictures?

a. 90%

b. 97%

c. 100%

13. The highest mean score for the engagement components was

a. emotion.

b. skills.

c. participation.

14. Which statement best describes the examination scores in the students who received traditional lecture and those who received classroom lecture with QR technology?

a. The QR technology group scored higher.

b. The traditional lecture group scored higher.

c. There were no significant differences between the groups.

15. One hundred percent of the students reported that

a. the codes covered necessary information.

b. QR codes would be beneficial in the clinical setting.

c. they would most likely use QR codes in the future.

16. Clay recommended that, to provide students with a flexible and interactive way to learn clinical skills, nursing educators need to quickly shift to

a. simulation experiences.

b. virtual classrooms.

c. mobile technology.

17. The authors argue that the biggest challenges in integrating innovation in the classroom are

a. acceptance and education.

b. connectivity and infrastructure.

c. time and preparation.

18. Which educational method was preferred by most of the students in the study?

a. small-group discussion

b. QR code use

c. traditional lecture

19. The authors conclude that the use of QR codes was a creative and positive way to integrate technology into the classroom to provide

a. students with instant feedback.

b. creative methods of student assessment.

c. enhanced clinical experiences.

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