Nursing students’ experiences with theuse of a student response system when learning physiology

Abstract

Digitisation has become a part of quality education and can help change the teacher's role from a lecturer to a supervisor, encourage a more student-centred approach, and increase the interactivity between the teacher and the students. However, it can be challenging to facilitate more interactive pedagogy in large classes. The aim of this study was to gain knowledge about nursing students' experience with the use of a student response system (SRS) in learning activities when learning physiology. This study was conducted at a university college in Norway, which offers Bachelor of Nursing degrees. In the Anatomy and Physiology course, a flipped classroom design, including the use of an SRS, was offered to nursing students. Data were collected in 2014 using focus group interviews with six students who were enrolled in the course and analysed using systematic text condensation. From this, four categories emerged describing the students' experiences with how the use of the SRS can support their learning: 1) creating a welcoming and stimulating learning environment, 2) encouraging participation in learning activities on campus, 3) facilitating collaboration on campus and 4) motivating students to study before and after on-campus meetings. The findings indicate that an SRS can be combined with different pedagogical strategies. Additionally, teachers should be aware of what kind of questions facilitate participation in polls versus those that are perceived as too challenging. New university college students studying within a flipped classroom design may struggle to prepare adequately before class meetings and need guidance from the teacher to handle both a new teaching approach and a new student role.

Studying physiology within a flipped classroom: The importance of on‐campus activities for nursing students’ experiences of mastery

“…Our study shows that the use of an SRS promoted participation in larger groups when the questions were challenging and that it supported experiences of community, confidence, confirmation and feedback, which is in accordance with the findings of previous research (Bingen et al., 2019; De Gagne, 2011; Nelson et al., 2012). Our students stressed that they appreciated the opportunity to use the SRS to give feedback to the teacher, who could then adapt the teaching to their knowledge level and clarify misconceptions.…”

“…The teaching design is implemented iteratively and occurs over at least two cycles; in the present study, we examined cycle 2, focussing on on‐campus activities and experiences of mastery. Cycle 1 (the pilot) (Bingen et al,2019) and experiences of off‐campus activities in cycle 2 have been previously reported on (Bingen et al, 2019).…”

“…The use of digital tools such as an SRS could facilitate nursing students’ active learning in large bioscience classes (Efstathiou & Bailey, 2012) and FCs (Bingen et al,2019). An SRS could promote students’ engagement and interaction with peers and teachers, provide immediate feedback and adapted teaching, and improve learning and understanding (De Gagne, 2011; Nelson, Hartling, Campbell, & Oswald, 2012).…”

“…Research indicates that on‐campus activities are crucial to the success of the FC (Foldnes, 2017), yet more knowledge is needed about nursing students’ difficulties in studying biosciences, the learning environment's characteristics, the use of technology and students’ study skills (Jensen, Knutstad, & Fawcett, 2018). The present paper is part of a larger study exploring nursing students’ experiences with the FC within a design‐based research frame (Bingen, Steindal, Krumsvik, & Tveit, 2019; Bingen, Tveit, Krumsvik, & Steindal, 2019). The aim of this part of the study was to explore the on‐campus activities of the FC and their role in nursing students’ experience of mastering physiology.…”

Impact of Student Response System on Enhancing Active Learning

“…Wang, Ran, Huang and Swigart (2019) further introduced game-based elements to SRS and found that this is highly favoured by students. Bingen, Tveit, Krumsvik and Steindal (2019) also used SRS for nursing students and received positive feedback from them.…”