Nurse Educator Vol. 39, No. 4, pp. 199-201 Copyright * 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins
Nurse Educator
Creative Classroom Strategies for Teaching Nursing Research Regina Miecznikoski Phillips, PhD, RN, CNE Faculty are constantly challenged to find interesting classroom activities to teach nursing content and engage students in learning. Nursing students and graduates need to use research skills and evidence-based practice as part of their professional care. Finding creative and engaging ways to teach this material in undergraduate nursing programs are essential. This article outlines several successful strategies to engage nursing students in research content in the time and space constraints of the classroom. Keywords: classroom strategies; nursing research; teaching strategies
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aculty are continually challenged to identify stimulating and meaningful ways to engage students in learning complex content. Finding ways to promote student interest and enthusiasm for nursing research is a particular challenge. New nursing graduates from all educational programs are called on to actively participate in evidence-based practice; nursing students and graduates should understand research skills and evidence-based strategies to be successful in their professional practice. The American Association of Colleges of Nursing states that graduates of baccalaureate programs should understand and apply research findings from nursing and other disciplines in their practice.1 It is essential that faculty use creative and innovative ways to engage students in this content in the classroom. Many strategies have been used to make research and evidence-based practice content more meaningful. Some educators have used mock studies guided by faculty; simulated experiments have also been well received by nursing students and practicing clinicians.2-6 Many educators have used games and exercises for a variety of nursing content areas, including research.7-10 This article describes several user-friendly activities to effectively engage nursing students in an undergraduate nursing research course.
Author Affiliation: Assistant Professor, Department of Nursing, Towson University, Maryland. The author declares no conflicts of interest. Correspondence: Dr Phillips, Towson University, 8000 York Rd, Towson, MD 21152 ([email protected]). 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.nurseeducator online.com). Accepted for publication: April 4, 2014 DOI: 10.1097/NNE.0000000000000052
Nurse Educator
Framework for Student Engagement For more than 25 years, educators have emphasized the importance of student involvement in the classroom to enhance learning. One conceptual perspective for student engagement describes how motivation and active learning are ‘‘spirals working together synergistically, building in intensity, and creating a fluid and dynamic phenomenon that is greater than the sum of their individual effects.’’11 When students are engaged, they are motivated to learn. Active learning affects all aspects of student engagement with students as dynamic participants in their learning.11 Developing classroom strategies to engage students in the research content encourages them to participate in their own learning and to develop an appreciation for research as they progress into the professional role.
Research Course This 3-credit undergraduate nursing research course is part of the first semester, senior year, in a baccalaureate nursing program. For the research course, the students are divided into 3 sections, ranging in size from 25 to 30 students each. The 3-hour class meets once each week with different faculty teaching each section. While all sections use the same syllabus and weekly content schedule, faculty presentation of the material varies, depending on teaching style. As with other nursing programs, students have several courses, including clinical courses, during the same semester. Because of class scheduling and clinical site availability, these students often face long hours in the classroom and a multitude of assignments and tests during the week. Students readily admit they sometimes prioritize the assignments in other courses over nursing research responsibilities. In addition, many of the students are employed outside the academic setting. The research class in this program often includes nonlicensed nursing students as well as students from the RN-BS completion option. The RN-BS option in this program is Volume 39 & Number 4 & July/August 2014
Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins. Unauthorized reproduction of this article is prohibited.
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offered only in a face-to-face format. These RNs often ‘‘run in’’ to class from the work setting, attend class, and leave to return to the work environment. Therefore, along with the usual challenges of engaging students in the research content, faculty members encounter students who may not prioritize the content as compared with clinical course material or who are physically tired from long hours in class or work.
Classroom Strategies A variety of classroom strategies designed specifically to engage students and enhance understanding of key research concepts are used, usually at the beginning of the class period. The activities are planned every 2 to 3 weeks throughout the 15-week semester. This allows time for didactic content presentations, students to work on class projects, and intermittent quizzes and tests in the semester. The various activities are chosen because they are easy to do in any classroom setting. They are relatively simple and require materials or equipment that are easy to acquire. Because of scheduling and space availability, the research activities are completed primarily in a classroom setting and within the time constraints of the scheduled class. These strategies are also appealing because little or no complex technology is required to complete the activities. Although the activities described are used in a classroom, several can be adapted for an online class as well. In the first class session, kaleidoscopes, purchased from the local craft or party supply store, are distributed to each student. The students are instructed to look at an object in the front of the room with their ‘‘naked eye’’ first and then to look at the same object through the kaleidoscope. The class discussion is focused on how the views fare different. This leads to a discussion of perspectives, that is, multiple views for the same object, and that there are many perspectives or views in research, each contributing in some way to the body of scientific knowledge. This activity can be done in an online class as well; students can purchase an inexpensive kaleidoscope, observe the object independently, and participate in an online discussion. When done in class, the activity and discussion take about 15 minutes. In this class, crossword puzzles or word games are used to reinforce terminology or elements of the research process. These are developed from various puzzle creation programs available online. The puzzles and exercises are usually done in small groups during the class period. The crossword puzzles or word games can also be done independently and submitted as part of an online assignment. These puzzles usually take about 15 to 30 minutes to complete. A scavenger hunt designed to relate research concepts to the real world is also used. The scavenger hunt involves approximately 4 to 6 activities for students to complete related to specific research studies or parts of the research process. For example, 1 activity on the scavenger hunt instructs students to find information about the design of a large study such as the Nurses’ Health Study or the Women’s Health Initiative. They analyze information about the study, using a series of faculty-generated questions as a guide. For these studies, students are asked to describe the research design, determine if this is nursing research and provide a rationale for their decision, and describe the study findings and how the findings impact nursing care. In another scavenger hunt 200
Volume 39 & Number 4 & July/August 2014
activity, students assess ethical issues about research, such as the implications associated with community consultation versus individual consent for inclusion in research studies. Still another activity might direct the student to investigate sources for specific evidence-based guidelines. Depending on the number of activities on the scavenger hunt and the number of questions for each activity, the scavenger hunt can take up to about 1 hour. The scavenger hunt can be completed in class individually or in small groups or is an excellent activity for an online course. A fourth activity in this class is the ‘‘cookie experiment,’’ developed originally by Thiel4 and revised by Morrison-Beedy and Cote’-Arsenault.12 The cookie experiment serves as an overview of the research process and research paradigms. Students provide consent, participate in the experiment, and complete qualitative and quantitative data collection forms similar to those described by Morrison-Beedy and Cote’-Arsenault.12 In the activity, the fat content rather than egg content of the cookies is manipulated. The cookies are labeled to differentiate them from each other (ie, cookie A vs cookie B) and are given to students on a plain, white napkin. The activity is well suited to a classroom setting, takes about 30 minutes to complete, and generates discussion about the quantitative versus qualitative perspectives, relevant and extraneous variables, and the data collection process. Another activity used as the course progress examines individual reaction time. The activity is focused on nonexperimental designs, data collection strategies such as observation, and measurement of specific characteristics. Students are divided into groups of 4 to 6 individuals and are provided with a standard yardstick purchased from the local hardware store. The directions for the activity are based on a science experiment about reaction time for elementary/middle school students.13 Each group has 3 people involved in the activity simultaneously. Specific directions for the activity are found in the Table, Supplemental Digital Content 1, http://links.lww .com/NE/A133. During the reaction time activity, the recorder observes the participant (ie, catcher) and notes the distance the yardstick travels from the moment it is dropped until it is caught again. Each student has an opportunity to ‘‘catch’’ the dropped yardstick with their eyes open and closed. These distance measures are compared with a standardized table to convert the distance to reaction time. A variety of conversion tables for reaction time are available online. In the class discussion that follows, students identify the study question and relevant variables and speculate about the effect of open versus closed eyes on the outcome. The class identifies the students with the fastest reaction times and identifies potential variables affecting the outcome (eg, age, athleticism, hand-eye coordination, etc). This activity takes about 30 minutes in class. For an online class, the activity can be completed by students independently, with the results posted for all class members to view, followed by online discussion. A music activity was developed to reinforce elements of design and sampling. Students are notified in advance of class to bring a portable device to play music using earphones (eg, smartphone, iPod, etc). When students arrive on the designated class day, they are told that the purpose of the activity is to test the effect of music on test grades and test completion time. Students number off to form 2 groups (eg, 1, 2, 1, 2). Group 1 is instructed to use their device set to the music of Nurse Educator
Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins. Unauthorized reproduction of this article is prohibited.
their choice; students in group 2 use no music. Both groups complete a paper-and-pencil test with 15 multiple-choice items created by the faculty member. Students are instructed to record their own start and ending times for the questions at the top of the paper. When finished, students calculate the time in minutes required to complete the questions; the maximum time allowed is 15 minutes. Each student grades his/her own test, and the grade is recorded anonymously on a spreadsheet by the student to avoid any embarrassment about the results. The grades on this test do not count toward the course grade, and the faculty confirms this with students after the activity is completed. Class discussion focuses on the type of sampling and research design used in the activity. In the subsequent classes, the data are used to illustrate various types of descriptive statistics. The activity takes about 30 minutes to complete in class and can be adapted to an online course.
Evaluations Although many of the activities described have been sporadically integrated into the nursing research course for more than 5 years, the specific format for the in-class activities and the evaluation process have been in place for 2 full semesters, with more than 55 students participating. The activities are evaluated using a short form administered after the activity is completed. The evaluation includes the following questions: (1) What did you like/enjoy about the activity? (2) What constructive feedback would you give about the activity? (3) What did you learn about nursing research? And (4) any additional comments. Student feedback for all the activities has been overwhelmingly positive. Nearly all of those responding liked being involved in the activities and learning from them. Several students commented that they liked the ‘‘real life’’ examples of research, and many reported the activities made research ‘‘fun’’ and ‘‘interesting.’’ While few students had constructive feedback about any of the activities, 3 students expressed concern about getting a splinter when trying to catch a wooden yardstick in the reaction time activity the first time it was used. All wooden yardsticks were subsequently replaced by lightweight metal or plastic ones, also found at the local hardware store. A sample of comments about selected activities can be found in the Table, Supplemental Digital Content 2, http://links .lww.com/NE/A134.
Nurse Educator
Conclusion Finding ways to make the research process and evidencebased practice relevant to nursing students and graduates is often a challenge. To make this important content meaningful, interesting, and engaging, educators look for creative strategies that can be used in the space and time constraints of the classroom. Creative classroom activities such as these, including some that can be adapted to an online course, help faculty communicate important concepts of nursing research in a way that is meaningful and fun.
References 1. American Association of Colleges of Nursing (AACN). AACN position statement on nursing research. Available at http://www .aacn.nche.edu/publications/position/nursing-research. Accessed December 31, 2013. 2. Estes TS, Globig C, Selig PM. An innovative teaching approach to nursing research. Newborn Infant Nurs Rev. 2009;9(6):102-105. 3. Phillips RM, Bonsteel SB. The faculty and information specialist: stimulating student interest and experiential learning. Nurs Educ. 2010;35(3):136-138. 4. Thiel CA. The cookies experiment: a creative teaching strategyI teaching the research process. Nurs Educ. 1987;12(3):8-10. 5. Birks M. Making it real: a hands-on approach to teaching research. Int Nurs Rev. 2011;58(2):270-272. 6. Hamilton J. Teaching research to graduate nursing students: a strategy using clinically based research projects. Nurs Forum. 2010; 45(4):261-265. 7. Beck CT. Small group games for teaching nursing researchI a crossword puzzle and a scavenger hunt. West J Nurs Res. 1986; 8(2):233-238. 8. Gipson M, Bear M. Enhancing learning: a comparison of lecture and gaming outcomes. Nurs Educ. 2103;38(5):184-185. 9. Lever K. Introducing students to research: the road to success. J Nurs Educ. 2005;44(10):470-472. 10. Spiers JA, Paul P, Jennings D, Weaver K. Strategies for engaging undergraduate nursing student in reading and using qualitative research. Qual Rep. 2012;17(art 48):1-22. 11. Barkley EF. Student Engagement Techniques: A Handbook for College Faculty. San Francisco, CA: Jossey-Bass; 2010. 12. Morrison-Beedy D, Cote’-Arsenault D. The cookie experiment revisited: broadened dimensions for teaching nursing research. Nurs Educ. 2000;25(6):294-296. 13. McBrayer J. Reaction time science: how fast are you? Education .com. 2012. Available at http://www.education.com/print/Reaction_ Time_Science_How_Fast/. Accessed December 11, 2013.
Volume 39 & Number 4 & July/August 2014
Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins. Unauthorized reproduction of this article is prohibited.
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Nurse Educator
Creative Classroom Strategies for Teaching Nursing Research Regina Miecznikoski Phillips, PhD, RN, CNE Faculty are constantly challenged to find interesting classroom activities to teach nursing content and engage students in learning. Nursing students and graduates need to use research skills and evidence-based practice as part of their professional care. Finding creative and engaging ways to teach this material in undergraduate nursing programs are essential. This article outlines several successful strategies to engage nursing students in research content in the time and space constraints of the classroom. Keywords: classroom strategies; nursing research; teaching strategies
F
aculty are continually challenged to identify stimulating and meaningful ways to engage students in learning complex content. Finding ways to promote student interest and enthusiasm for nursing research is a particular challenge. New nursing graduates from all educational programs are called on to actively participate in evidence-based practice; nursing students and graduates should understand research skills and evidence-based strategies to be successful in their professional practice. The American Association of Colleges of Nursing states that graduates of baccalaureate programs should understand and apply research findings from nursing and other disciplines in their practice.1 It is essential that faculty use creative and innovative ways to engage students in this content in the classroom. Many strategies have been used to make research and evidence-based practice content more meaningful. Some educators have used mock studies guided by faculty; simulated experiments have also been well received by nursing students and practicing clinicians.2-6 Many educators have used games and exercises for a variety of nursing content areas, including research.7-10 This article describes several user-friendly activities to effectively engage nursing students in an undergraduate nursing research course.
Author Affiliation: Assistant Professor, Department of Nursing, Towson University, Maryland. The author declares no conflicts of interest. Correspondence: Dr Phillips, Towson University, 8000 York Rd, Towson, MD 21152 ([email protected]). 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.nurseeducator online.com). Accepted for publication: April 4, 2014 DOI: 10.1097/NNE.0000000000000052
Nurse Educator
Framework for Student Engagement For more than 25 years, educators have emphasized the importance of student involvement in the classroom to enhance learning. One conceptual perspective for student engagement describes how motivation and active learning are ‘‘spirals working together synergistically, building in intensity, and creating a fluid and dynamic phenomenon that is greater than the sum of their individual effects.’’11 When students are engaged, they are motivated to learn. Active learning affects all aspects of student engagement with students as dynamic participants in their learning.11 Developing classroom strategies to engage students in the research content encourages them to participate in their own learning and to develop an appreciation for research as they progress into the professional role.
Research Course This 3-credit undergraduate nursing research course is part of the first semester, senior year, in a baccalaureate nursing program. For the research course, the students are divided into 3 sections, ranging in size from 25 to 30 students each. The 3-hour class meets once each week with different faculty teaching each section. While all sections use the same syllabus and weekly content schedule, faculty presentation of the material varies, depending on teaching style. As with other nursing programs, students have several courses, including clinical courses, during the same semester. Because of class scheduling and clinical site availability, these students often face long hours in the classroom and a multitude of assignments and tests during the week. Students readily admit they sometimes prioritize the assignments in other courses over nursing research responsibilities. In addition, many of the students are employed outside the academic setting. The research class in this program often includes nonlicensed nursing students as well as students from the RN-BS completion option. The RN-BS option in this program is Volume 39 & Number 4 & July/August 2014
Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins. Unauthorized reproduction of this article is prohibited.
199
offered only in a face-to-face format. These RNs often ‘‘run in’’ to class from the work setting, attend class, and leave to return to the work environment. Therefore, along with the usual challenges of engaging students in the research content, faculty members encounter students who may not prioritize the content as compared with clinical course material or who are physically tired from long hours in class or work.
Classroom Strategies A variety of classroom strategies designed specifically to engage students and enhance understanding of key research concepts are used, usually at the beginning of the class period. The activities are planned every 2 to 3 weeks throughout the 15-week semester. This allows time for didactic content presentations, students to work on class projects, and intermittent quizzes and tests in the semester. The various activities are chosen because they are easy to do in any classroom setting. They are relatively simple and require materials or equipment that are easy to acquire. Because of scheduling and space availability, the research activities are completed primarily in a classroom setting and within the time constraints of the scheduled class. These strategies are also appealing because little or no complex technology is required to complete the activities. Although the activities described are used in a classroom, several can be adapted for an online class as well. In the first class session, kaleidoscopes, purchased from the local craft or party supply store, are distributed to each student. The students are instructed to look at an object in the front of the room with their ‘‘naked eye’’ first and then to look at the same object through the kaleidoscope. The class discussion is focused on how the views fare different. This leads to a discussion of perspectives, that is, multiple views for the same object, and that there are many perspectives or views in research, each contributing in some way to the body of scientific knowledge. This activity can be done in an online class as well; students can purchase an inexpensive kaleidoscope, observe the object independently, and participate in an online discussion. When done in class, the activity and discussion take about 15 minutes. In this class, crossword puzzles or word games are used to reinforce terminology or elements of the research process. These are developed from various puzzle creation programs available online. The puzzles and exercises are usually done in small groups during the class period. The crossword puzzles or word games can also be done independently and submitted as part of an online assignment. These puzzles usually take about 15 to 30 minutes to complete. A scavenger hunt designed to relate research concepts to the real world is also used. The scavenger hunt involves approximately 4 to 6 activities for students to complete related to specific research studies or parts of the research process. For example, 1 activity on the scavenger hunt instructs students to find information about the design of a large study such as the Nurses’ Health Study or the Women’s Health Initiative. They analyze information about the study, using a series of faculty-generated questions as a guide. For these studies, students are asked to describe the research design, determine if this is nursing research and provide a rationale for their decision, and describe the study findings and how the findings impact nursing care. In another scavenger hunt 200
Volume 39 & Number 4 & July/August 2014
activity, students assess ethical issues about research, such as the implications associated with community consultation versus individual consent for inclusion in research studies. Still another activity might direct the student to investigate sources for specific evidence-based guidelines. Depending on the number of activities on the scavenger hunt and the number of questions for each activity, the scavenger hunt can take up to about 1 hour. The scavenger hunt can be completed in class individually or in small groups or is an excellent activity for an online course. A fourth activity in this class is the ‘‘cookie experiment,’’ developed originally by Thiel4 and revised by Morrison-Beedy and Cote’-Arsenault.12 The cookie experiment serves as an overview of the research process and research paradigms. Students provide consent, participate in the experiment, and complete qualitative and quantitative data collection forms similar to those described by Morrison-Beedy and Cote’-Arsenault.12 In the activity, the fat content rather than egg content of the cookies is manipulated. The cookies are labeled to differentiate them from each other (ie, cookie A vs cookie B) and are given to students on a plain, white napkin. The activity is well suited to a classroom setting, takes about 30 minutes to complete, and generates discussion about the quantitative versus qualitative perspectives, relevant and extraneous variables, and the data collection process. Another activity used as the course progress examines individual reaction time. The activity is focused on nonexperimental designs, data collection strategies such as observation, and measurement of specific characteristics. Students are divided into groups of 4 to 6 individuals and are provided with a standard yardstick purchased from the local hardware store. The directions for the activity are based on a science experiment about reaction time for elementary/middle school students.13 Each group has 3 people involved in the activity simultaneously. Specific directions for the activity are found in the Table, Supplemental Digital Content 1, http://links.lww .com/NE/A133. During the reaction time activity, the recorder observes the participant (ie, catcher) and notes the distance the yardstick travels from the moment it is dropped until it is caught again. Each student has an opportunity to ‘‘catch’’ the dropped yardstick with their eyes open and closed. These distance measures are compared with a standardized table to convert the distance to reaction time. A variety of conversion tables for reaction time are available online. In the class discussion that follows, students identify the study question and relevant variables and speculate about the effect of open versus closed eyes on the outcome. The class identifies the students with the fastest reaction times and identifies potential variables affecting the outcome (eg, age, athleticism, hand-eye coordination, etc). This activity takes about 30 minutes in class. For an online class, the activity can be completed by students independently, with the results posted for all class members to view, followed by online discussion. A music activity was developed to reinforce elements of design and sampling. Students are notified in advance of class to bring a portable device to play music using earphones (eg, smartphone, iPod, etc). When students arrive on the designated class day, they are told that the purpose of the activity is to test the effect of music on test grades and test completion time. Students number off to form 2 groups (eg, 1, 2, 1, 2). Group 1 is instructed to use their device set to the music of Nurse Educator
Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins. Unauthorized reproduction of this article is prohibited.
their choice; students in group 2 use no music. Both groups complete a paper-and-pencil test with 15 multiple-choice items created by the faculty member. Students are instructed to record their own start and ending times for the questions at the top of the paper. When finished, students calculate the time in minutes required to complete the questions; the maximum time allowed is 15 minutes. Each student grades his/her own test, and the grade is recorded anonymously on a spreadsheet by the student to avoid any embarrassment about the results. The grades on this test do not count toward the course grade, and the faculty confirms this with students after the activity is completed. Class discussion focuses on the type of sampling and research design used in the activity. In the subsequent classes, the data are used to illustrate various types of descriptive statistics. The activity takes about 30 minutes to complete in class and can be adapted to an online course.
Evaluations Although many of the activities described have been sporadically integrated into the nursing research course for more than 5 years, the specific format for the in-class activities and the evaluation process have been in place for 2 full semesters, with more than 55 students participating. The activities are evaluated using a short form administered after the activity is completed. The evaluation includes the following questions: (1) What did you like/enjoy about the activity? (2) What constructive feedback would you give about the activity? (3) What did you learn about nursing research? And (4) any additional comments. Student feedback for all the activities has been overwhelmingly positive. Nearly all of those responding liked being involved in the activities and learning from them. Several students commented that they liked the ‘‘real life’’ examples of research, and many reported the activities made research ‘‘fun’’ and ‘‘interesting.’’ While few students had constructive feedback about any of the activities, 3 students expressed concern about getting a splinter when trying to catch a wooden yardstick in the reaction time activity the first time it was used. All wooden yardsticks were subsequently replaced by lightweight metal or plastic ones, also found at the local hardware store. A sample of comments about selected activities can be found in the Table, Supplemental Digital Content 2, http://links .lww.com/NE/A134.
Nurse Educator
Conclusion Finding ways to make the research process and evidencebased practice relevant to nursing students and graduates is often a challenge. To make this important content meaningful, interesting, and engaging, educators look for creative strategies that can be used in the space and time constraints of the classroom. Creative classroom activities such as these, including some that can be adapted to an online course, help faculty communicate important concepts of nursing research in a way that is meaningful and fun.
References 1. American Association of Colleges of Nursing (AACN). AACN position statement on nursing research. Available at http://www .aacn.nche.edu/publications/position/nursing-research. Accessed December 31, 2013. 2. Estes TS, Globig C, Selig PM. An innovative teaching approach to nursing research. Newborn Infant Nurs Rev. 2009;9(6):102-105. 3. Phillips RM, Bonsteel SB. The faculty and information specialist: stimulating student interest and experiential learning. Nurs Educ. 2010;35(3):136-138. 4. Thiel CA. The cookies experiment: a creative teaching strategyI teaching the research process. Nurs Educ. 1987;12(3):8-10. 5. Birks M. Making it real: a hands-on approach to teaching research. Int Nurs Rev. 2011;58(2):270-272. 6. Hamilton J. Teaching research to graduate nursing students: a strategy using clinically based research projects. Nurs Forum. 2010; 45(4):261-265. 7. Beck CT. Small group games for teaching nursing researchI a crossword puzzle and a scavenger hunt. West J Nurs Res. 1986; 8(2):233-238. 8. Gipson M, Bear M. Enhancing learning: a comparison of lecture and gaming outcomes. Nurs Educ. 2103;38(5):184-185. 9. Lever K. Introducing students to research: the road to success. J Nurs Educ. 2005;44(10):470-472. 10. Spiers JA, Paul P, Jennings D, Weaver K. Strategies for engaging undergraduate nursing student in reading and using qualitative research. Qual Rep. 2012;17(art 48):1-22. 11. Barkley EF. Student Engagement Techniques: A Handbook for College Faculty. San Francisco, CA: Jossey-Bass; 2010. 12. Morrison-Beedy D, Cote’-Arsenault D. The cookie experiment revisited: broadened dimensions for teaching nursing research. Nurs Educ. 2000;25(6):294-296. 13. McBrayer J. Reaction time science: how fast are you? Education .com. 2012. Available at http://www.education.com/print/Reaction_ Time_Science_How_Fast/. Accessed December 11, 2013.
Volume 39 & Number 4 & July/August 2014
Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins. Unauthorized reproduction of this article is prohibited.
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