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Related Experiment Video

Updated: Jun 6, 2026

Introducing Clicker Training as a Cognitive Enrichment for Laboratory Mice
05:33

Introducing Clicker Training as a Cognitive Enrichment for Laboratory Mice

Published on: March 6, 2017

Using clickers for clinical reasoning and problem solving.

Janet S Russell1, Mindy McWilliams, Laura Chasen

  • 1Center for New Designs in Learning and Scholarship, Georgetown University, Washington, District of Columbia 20057, USA.

Nurse Educator
|December 8, 2010
PubMed
Summary
This summary is machine-generated.

Audience response systems (clickers) and case-based questions boosted student engagement in nursing education. This approach enhanced critical thinking and preparation for clinical practice by encouraging deeper analysis of patient scenarios.

Related Experiment Videos

Last Updated: Jun 6, 2026

Introducing Clicker Training as a Cognitive Enrichment for Laboratory Mice
05:33

Introducing Clicker Training as a Cognitive Enrichment for Laboratory Mice

Published on: March 6, 2017

Area of Science:

  • Nursing Education
  • Medical Pedagogy
  • Health Professions Education

Background:

  • Traditional introductory clinical nursing courses face challenges in maintaining student engagement and fostering critical thinking skills.
  • Preparing nursing students for complex patient scenarios requires innovative pedagogical approaches that bridge theoretical knowledge with practical reasoning.
  • Audience response systems offer a potential tool to enhance active learning and participation in healthcare education.

Purpose of the Study:

  • To evaluate the impact of integrating audience response systems (clickers) with case-based questions on student engagement, attention, and participation.
  • To assess the effectiveness of this combined approach in developing clinical reasoning skills among nursing students prior to their clinical placements.
  • To explore how interactive questioning and discussion influence students' analytical processes and understanding of patient situations.

Main Methods:

  • Implementation of an audience response system (clickers) in an introductory clinical nursing course.
  • Development and utilization of case-based questions designed to simulate patient scenarios.
  • Facilitation of in-class discussions following student responses to clicker questions, encouraging exploration of all answer options.

Main Results:

  • Significant increases in student engagement, attention, and participation were observed with the use of clickers and case-based questions.
  • The pedagogical approach fostered deeper thinking as students engaged with nuanced discussions of all potential answers.
  • Students demonstrated enhanced ability to practice clinical reasoning through simulated patient situations.

Conclusions:

  • Integrating audience response systems with case-based questions is an effective strategy for enhancing student engagement and critical thinking in nursing education.
  • This method provides a valuable platform for students to develop and refine clinical reasoning skills in a supportive, interactive environment.
  • Further research into interactive pedagogical tools is warranted to optimize pre-clinical preparation for nursing students.