This project explored how an audience response system (clickers), combined with case-based questions, resulted in increased student engagement, attention, and participation in an introductory clinical nursing course. Clicker questions and ensuing discussion were designed to enable students to practice reasoning through patient situations before entering the clinical setting. Findings suggest that nuanced discussion of all possible answers encouraged students to think more deeply about their initial answers and opened them up to new reasoning processes.
Authors' Affiliations: Assistant Director for Science Programs (Dr Russell); Assistant Director for Assessment (Ms McWilliams); Graduate Associate (Ms Chasen), Center for New Designs in Learning and Scholarship; Instructor (Ms Farley), School of Nursing and Health Studies, Georgetown University, Washington, District of Columbia.
Corresponding Author: Ms Farley, School of Nursing & Health Studies, Georgetown University, 3700 Reservoir Rd, NW, Box 571107, Washington, DC 20057 (email@example.com).
Funding: This study was made possible through an Innovations in Teaching Award granted by the Georgetown University School of Nursing & Health Studies, Department of Nursing, Council on Advancement of Nursing Science.
Supplemental digital content is available for this article. Direct URL citations appear in the printed text and are provided in the HTML and PDF versions of this article on the journal's Web site (www.nurseeducatoronline.com).