Integrating clicker technology at nursing conferences: An innovative approach to research data collection

Abstract

A pilot demonstration of integrating an audience response system, that is, 'clickers' at a nursing education conference as an engaging tool for using the research process for learning through immediate research results is presented. A convenience sample of nursing conference attendees were surveyed using clicker technology before a panel presentation on the 'Impaired Health Professional'. The 208 subjects who used the clickers were mostly women (93%) and were nurse educators (81%) with at least 20 years of nursing experience (75%). The ease of data collection, real-time analysis, the active engagement of both participant and presenter were all findings of this study. The utility of this tool as a stimulus for discussion and learning was also reported. Pilot testing the clicker at an education conference for data collection and educational purposes was an important goal and positive outcome of this study. Researchers and educators are advised on the planning steps required to make this a successful experience.

Audience Response System Facilitates Prediction of Scores on In-Training Examination

“…The audience responses to questions or stimuli can be embedded graphically in a PowerPoint lecture providing immediate feedback to the audience about their input. ARS have been shown to improve the effectiveness of didactic lectures by increasing attendance, attention levels, motivation, participation and engagement 1–8…”

Usefulness of the Audience Response System in training lay health advisors for chronic disease prevention

“…The Audience Response System (ARS) is computer-based program that has been used to facilitate interactive learning between teachers and students (Mastoridis and Kladidis 2010; Thomas, Monturo et al 2011; Vana, Silva et al 2011); to solicit input from conference participants (Solecki, Cornelius et al ; Solecki, Cornelius et al 2010) and from community partners in participatory research projects (Patel, Koegel et al 2006); and to collect evaluation data from research participants (Gamito, Burhansstipanov et al 2005). The program administrator presents information and multiple-choice questions on a PowerPoint slide.…”

“…Using a key pad to submit an anonymous response encourages participants to answer the questions honestly without fear of embarrassment from answering incorrectly (Mastoridis and Kladidis 2010). ARS-based training has been shown to increase engagement between program administrators (teachers, researchers, presenters) and their audience (students, research participants, conference attendees) (Patel, Koegel et al 2006; Mastoridis and Kladidis 2010; Solecki, Cornelius et al 2010; Thomas, Monturo et al 2011). Students and teachers endorse the ARS as an effective teaching tool (Thomas, Monturo et al 2011), although the literature is mixed on whether the ARS increases test scores (Vana, Silva et al 2011).…”

Effects of Audience Response Systems on Student Achievement and Long-Term Retention

“…As ARS allow students to participate easily, they are mostly used to engage students (Gauci, Dantas, Williams, & Kemm, 2009;Kay & Knaack, 2009) during lectures. They can also be used for other purposes in a classroom such as: a) real time feedback (Cain & Robinson, 2008); b) a pretest for a forthcoming lecture; c) formative and summative assessment (Ghosh & Renna, 2006); d) a simple opinion survey (Solecki, Cornelius, Draper, & Fisher, 2010); e) peer assessment (Caldwell, 2007;Wait et al, 2009); and f) increasing students' motivation (Doucet, Vrins, & Harvey, 2009). Generally, ARS use makes the classroom environment more student-centered, knowledge-centered, assessment-centered, and community-centered (Roschelle, Penuel, & Abrahamson, 2004).…”