Enhanced Classroom Engagement: Implementation of an Inclusive Teaching Strategy

Area of Science:

• Nursing Education
• Pedagogy
• Higher Education

Background:

• The COVID-19 pandemic necessitated virtual teaching in nursing education.
• Challenges included maintaining inclusivity, engagement, and social justice.
• A novel strategy, Enhanced Classroom Engagement Teaching Strategy (ECE-TS), was developed.

Purpose of the Study:

• To introduce and evaluate the ECE-TS for nursing education.
• To assess the strategy's impact on student learning and engagement.
• To promote social justice in virtual academic settings.

Main Methods:

• A three-step strategy (ECE-TS) was implemented.
• Students engaged in pre-class readings and group discussions.
• Group presentations were delivered using a rubric.

Main Results:

• Students reported enhanced individual and collective learning.
• ECE-TS fostered inclusivity and improved student connections.
• The strategy positively impacted the classroom environment and suggested future directions.

Conclusions:

• ECE-TS is a promising strategy for nursing education.
• The strategy supports social justice principles.
• Further testing across diverse teaching formats and programs is recommended.