doi 10.1515/ijnes-2013-0024
International Journal of Nursing Education Scholarship 2013; 10(1): 301–306
Research Article Meigan Robb*
Effective Classroom Teaching Methods: A Critical Incident Technique from Millennial Nursing Students’ Perspective Abstract: Engaging nursing students in the classroom environment positively influences their ability to learn and apply course content to clinical practice. Students are motivated to engage in learning if their learning preferences are being met. The methods nurse educators have used with previous students in the classroom may not address the educational needs of Millennials. This manuscript presents the findings of a pilot study that used the Critical Incident Technique. The purpose of this study was to gain insight into the teaching methods that help the Millennial generation of nursing students feel engaged in the learning process. Students’ perceptions of effective instructional approaches are presented in three themes. Implications for nurse educators are discussed.
Keywords: Critical Incident Technique, Millennial generation, learning preferences, student engagement
*Corresponding author: Meigan Robb, Department of Nursing, Chatham University, Coolidge Hall, Room 238, Woodland Road, Pittsburgh, PA 15232, USA, E-mail: [email protected]
A new generation of students is enrolling in undergraduate nursing programs. These individuals born after 1982 are commonly referred to as Millennials. While many of these students will graduate, others will experience academic failures due to disengagement from the learning environment (Popkess & McDaniel, 2011). Experts suggest that educational engagement has been difficult for Millennials due to a mismatch between their learning preferences and actual methods used by faculty in the classrooms (Pardue & Morgan, 2008; Skiba & Barton, 2006). To promote the academic success of nursing students, faculty must attempt to identify and understand the learning preferences of Millennials. This manuscript presents the findings of a study that used the Critical
Incident Technique (CIT). The objective of the study was to gain insight into classroom teaching methods that help the Millennial generation of undergraduate baccalaureate nursing students feel engaged in the learning process. Students’ perceptions of effective instructional approaches are presented in three themes. A discussion regarding the implications for nurse educators is included.
Background Each generation of students brings a new set of characteristics, expectations, and preferences to the classroom. How students approach learning is shaped by many contextual factors: who they are, where they are, how they see themselves, what they pay attention to, and what people ask of and expect of them (McCarthy, 1990). Engaging students in the learning process positively influences their academic motivation and persistence toward degree completion (McGlynn, 2007). Students are motivated to engage in learning if their learning needs are being met. The literature abounds with psychological theories regarding learning style characteristics. While this literature is complex, a common thread is students’ learning styles influence the way that they perceive and processes new information. If students’ learning preferences are being addressed, they may become motivated to learn and engaged in the process. They may assimilate the information and develop new cognitive and/or behavioral skills. If material is presented in a way that does not match learning preferences, students might become academically frustrated and disengaged from learning. Students who experience this disconnect may be less likely to show interest in course content. Therefore, fostering engagement requires faculty to connect both on a personal and intellectual level with the student. If instructional methods are adapted to accommodate students’ preferences, improved learning outcomes could result (Johanson, 2012; Kraus & Sears, 2008).
Brought to you by | Brigham Young University Authenticated Download Date | 5/19/15 6:48 AM
302
M. Robb: Effective Classroom Teaching Methods
Literature review An emerging body of knowledge is appearing in the literature addressing the paradigm shift that needs to occur in undergraduate baccalaureate nursing education. The push for innovative pedagogy is in response to the unique characteristics of the current generation of students. Millennial nursing students are often described as optimistic, assertive, creative, committed, multitasking, and cooperative team players (Johanson, 2012; Mangold, 2007). Millennials are accustomed to using technology. Being constantly connected through mobile devices and web applications are a normal routine of everyday life. For Millennials to be secluded from one another is unthinkable. Based on these predominant generational characteristics faculty are challenged to identify the most appropriate methods for promoting student engagement (Johanson, 2012). The Millennials approach to learning may be unlike previous cohorts. Implied in the literature is that Millennials have a strong preference for using technology and informal learning environments that encourage socialization with faculty (Gibson, 2009; Gregoryk & Eighmy, 2009; Kraus & Sears, 2008; Nicholas, 2008; Pardue & Morgan, 2008; Popkess & McDaniel, 2011; Stanley & Dougherty, 2010). The Millennial student enters the classroom environment expecting to be taught key concepts and realistic knowledge of the nursing discipline that can be directly applied to practice (Stanley & Dougherty, 2010). They view the faculty member not as an expert, but as an individual with expertise. Research has demonstrated faculty members place a greater emphasis on maintaining structure in the classroom, and focus more on the process of teaching than the process of learning (Schaefer & Zygmont, 2003). This suggests educators may be creating classroom environments that hinder Millennial nursing students from engaging in the learning process. Therefore, identifying instructor behaviors that positively influence Millennial nursing students’ learning is warranted. This is a crucial step for becoming cognizant of the strategies that promote the academic success of this generation of nursing students. Millennials may prefer pedagogical methods that differ from conventional practice. Suggested in the research is that Millennials desire approaches that utilize active learning methods in the classroom (Gibson, 2009; Johanson, 2012; Mangold, 2007; Pardue & Morgan, 2008; Popkess & McDaniel, 2011; Stanley & Dougherty, 2010). Teaching strategies that encourage experiential
learning, group interactions, and technology use are described as most appropriate for this generation (Gibson, 2009; Johanson, 2012; Mangold, 2007; McCurry & Martins, 2010). Noted in the literature is that incorporating such methods will increase knowledge acquisition (Berry, 2009; McCurry & Hunter Revell, 2011; Strang, Bagnardi, & Utz, 2010). However, little research has evaluated if Millennial nursing students prefer the use of such methods. Thus, not all educators are willing or believe it is necessary to adapt their current teaching methods. The limited evidence and divide between faculty members supports the need for further exploration. Identifying and understanding the pedagogical preferences of Millennial students should enable nurse educators to implement instructional methods that produce positive educational outcomes.
Purpose The nursing discipline lacks research that has identified and evaluated Millennial students’ preferences as an influential factor of engagement and successful academic outcomes. Therefore, the purpose of this investigation was to gain insight into the learning preferences of undergraduate baccalaureate Millennial nursing students. Additionally, this study sought to explore teaching methods that help this generation of students feel engaged in the learning process. The research questions that guided this study were: – What are the learning preferences of undergraduate baccalaureate Millennial nursing students? – What teaching methods used in the classroom help undergraduate baccalaureate Millennial nursing students feel engaged in the learning process? – What is the faculty member’s role in student learning and engagement in the classroom setting?
Methods Research design Since this investigation identified Millennial nursing students’ learning preferences, the CIT was used. This method is a well-established qualitative tool that has been used effectively in a variety of nursing research studies (Byrne, 2001; Keatinge, 2002; Schluter, Seaton, & Chaboyer, 2007). The CIT is widely used to generate
Brought to you by | Brigham Young University Authenticated Download Date | 5/19/15 6:48 AM
M. Robb: Effective Classroom Teaching Methods
data representing experiences or perceptions of aspects of best and worst practice (Byrne, 2001). Flanagan (1954) described this technique as a set of procedures to collect observations of human behavior in such a way as to facilitate their potential usefulness in solving practical problems. The CIT involves collecting factual stories or episodes about an event. Participants are asked to identify a specific incident they experienced personally in a particular time period, and which had an important effect on a final outcome (Flanagan, 1954). Asking Millennial nursing students to describe positive learning experiences allows for the identification of students’ learning preferences, effective teaching methods, and the faculty member’s role in facilitating student engagement in learning. With the CIT technique, the emphasis is on an incident rather than vague opinions. Therefore, the sample size of a CIT study should be based on the number of incidents rather than the number of participants (Flanagan, 1954). Since the incidents rather than the participants are analyzed, the sample size of events depends on their meaning. For this reason data collection should cease once redundancy of events occurs (Schluter et al., 2007).
Participants Institutional review board approval was obtained prior to the initiation of this research. The study was conducted at a state university in western Pennsylvania. Subjects were selected from an available population of undergraduate baccalaureate nursing students enrolled at the academic institution. All students enrolled in the nursing program were invited to participate through an invitation email. In order to participate, the subjects had to be currently enrolled in nursing courses and between 18 and 30 years of age. This range reflects the Millennial generation as defined in the literature (Howe & Strauss, 2000).
Data collection When using the CIT, data can be collected through a number of avenues. According to Schluter et al. (2007), direct observations and record forms are useful when investigating explicit behaviors. The present data were collected through Qualtrics©, a web-based survey program. A benefit of this approach is that the participant is able to consider his/her response and remain anonymous (Schluter et al., 2007) A brief overview of the study and a link to the informed consent form was included in
303
the invitation email. Once the participants provided their informed consent, the online survey questions appeared. The participants were asked to describe an experience they had in the classroom in the current academic year when a nursing instructor used a particularly effective teaching method to help them learn. The question was presented as a free text response box without a character limit. In addition, participants were asked to answer four demographic questions regarding age, race, gender, and class standing. No identifying information about the participants were linked to the collected responses. Data were collected for 1 month.
Data analysis According to Flanagan (1954), the purpose of analyzing the data is to summarize and describe the experiences to allow it to be used for practical purposes. Data were studied analytically using the inductive approach of thematic analysis. The analysis began with the researcher reading and re-reading the open-ended survey responses to become familiar with the data. Next, significant sections were highlighted and themes were identified. The data were then clustered into groupings on the basis of similarity of incidents. After the initial clustering of data, each grouping was re-read in order to name and define the categories. To verify the findings of the researcher, two experts (nurse educators with classroom teaching experience) were given the incidents and category names and asked to sort the data. All categories had to be agreed upon by all parties (Flanagan, 1954). The identified categories were used to formulate a description of Millennial nursing students’ perceptions of effective classroom teaching methods.
Findings The final sample size consisted of 30 different incidents. Of the participants 26 were females and 4 were males. They were predominately (n ¼ 28) White, non-Hispanic. The categories of Asian and Black, non-Hispanic were comprised of one participant each. Participants’ ages were classified into four categories. The majority were either between 18–20 years of age (n ¼ 11) or between 21–23 years of age (n ¼ 16). One participant was between 24 and 26 years of age. The category of 27–30 years of age contained two participants. Regarding class standing, participants were predominately in their second (n ¼ 14)
Brought to you by | Brigham Young University Authenticated Download Date | 5/19/15 6:48 AM
304
M. Robb: Effective Classroom Teaching Methods
and third (n ¼ 14) years of study. Two participants were in their fourth year. The collected incidents from the present study described a variety of experiences that positively influenced student learning in the classroom. Three themes emerged from the data analysis: real world examples, need to know, and hands on learning. The themes represent teaching methods that Millennial nursing students perceived as effective.
Statements like “helps me take notes effectively” and “makes studying easier” were included in these responses. Other events described a decrease in “frustration and confusion”. One such incident reported, There is too much information on slides to copy down. I end up missing what the instructor is saying because I am trying to rush and write down all the information. I end up confused rather than learning. I had an instructor who always posted the slides before class. This was very helpful because I could bring the slides with me and actually listen to what she was saying.
Real world examples Hands on learning Real world examples refer to strategies that were perceived as effective for relating course material to professional practice. Numerous incidents discussed the benefits of learning how classroom material would “be used in the real world”. Many events focused on how the instructor added “personal stories”. Other examples discussed instructors who provided “good examples” to help students “understand class topics”. One such incident stated, I had an instructor that would always add real experiences she has had as an RN. That made the class more interesting, engaging, and kept my attention. She did not just stand up in front of us and lecture about assessing this or that.
Providing visual examples were also described as an effective technique for “helping put things into reality”. A few incidents discussed were instructors who “gave lots of pictures”. Reference was also made to pictures “helping the visual learner”. Other events focused on how the student was “still able to picture” the presented material after the class period. For example, I really enjoyed when one of my teachers was teaching the blood flow and what changes were made with fetal circulation of the heart. She put up pictures to show before and after, as opposed to just lecturing on it so we could see what was actually going on, now I will always understand fetal circulation.
Hands on learning refers to approaches that were perceived as effective for encouraging application of course material. A variety of incidents described “physically demonstrating” a particular action. A number of events referred to this approach as beneficial for “reinforcing knowledge” and “increasing confidence”. Other examples discussed were how receiving “instructor feedback” helps students “improve areas of weakness”. One such incident reported follows: One instructor of mine took part of our class time to have students demonstrate a particular step of the nursing assessment process. Students were stopped if they were doing something wrong. In doing this, I obtained a better understanding of how to improve my handle on the material.
Working with peers was also described as a “hands-onapproach”. A number of incidents discussed “interacting with classmates”, “working in small groups”, and “dividing in pairs”. Reference was made to the benefits of “group discussions”. For example, In one class we would complete case studies with analysis questions in small groups on a weekly basis. Working through the problems together helped me see things differently. It made me really focus on the material and apply my knowledge about the concepts that were previously taught.
Discussion Need to know Need to know refers to strategies that were perceived as effective for encouraging efficient use of time in and outside of the classroom. Various incidents discussed instructors who were “straight forward” and “emphasized” what information students should “focus on”. Numerous experiences discussed were having access to the PowerPoint slides or lecture notes used in class.
Findings from this study suggest undergraduate baccalaureate Millennial students prefer to learn about class topics as they relate to professional practice. Providing “visual pictures” makes class more engaging, helps put content into reality, and encourages student reflection. The findings also suggest Millennial students perceive hearing an instructor’s personal story as an effective means for obtaining a clearer understanding of class
Brought to you by | Brigham Young University Authenticated Download Date | 5/19/15 6:48 AM
M. Robb: Effective Classroom Teaching Methods
material. Brown, Kirkpatrick, Mangum, and Avery (2008) described the use of storytelling as a valuable learning tool that promotes understanding and allows students to benefit vicariously from the experiences of others. Similarly, McGlynn (2007) concluded this cohort of students looks for meaningful experiences. They want to share life events and form connections with faculty. Stanley and Dougherty (2010) referred to Millennial students as consumers of education. They enter the classroom desiring essential content that will be applicable to the professional role upon graduation. The current findings suggest undergraduate baccalaureate Millennial nursing students prefer instructors who emphasize and present important concepts versus covering large amounts of content. Teaching key concepts encourages students to focus on developing essential knowledge that is pertinent to nursing practice (Candela, Dalley, & Benzel-Lindley, 2006). However, time is of the essence for this generation. While Millennials have been described as being adept at multitasking (Mangold, 2007), they feel pressured to constantly perform and have a strong desire to achieve (Howe & Strauss, 2000). The present study findings also suggest that instructors who provide handouts to supplement classroom instruction encourage efficient use of time. As a result, confusion and frustration from sifting through unneeded material is decreased. Students are then encouraged to focus on the outcomes of their learning and develop analytical versus linear problem solving skills. Mangold (2007) proposed that Millennial nursing students are process-oriented and value doing rather than knowing. However, findings from the present study suggest this generation of learners is goal oriented and value the attainment of advanced skills and knowledge. The results also imply that undergraduate baccalaureate Millennial nursing students desire to demonstrate understanding of course content through hands on learning and peer collaboration. Immediate feedback from the instructor prompts students to improve their areas of weakness. Open discussions with classmates encourage students to develop a more global perspective of course concepts. Application of course material is then achieved through discovery, analysis, and synthesis. Similarly, Johanson (2012) concluded experiential learning activities promote reflection and the development of reasoning skills in Millennial nursing students. However, it is interesting to note in this study, the incidents only described the use of experiential learning to reinforce previously taught concepts, which suggests that using this method is not perceived as effective during the initial phase of learning new course material.
305
Implications The changing student population is prompting a need for faculty to revisit their educational approaches. A common belief is that faculty employ methods of instruction that do not meet the learning needs of the current generation of nursing students. To date, research that has actually identified the learning style of undergraduate baccalaureate Millennial nursing students is lacking. The present study is intended to help fill the gap by bringing meaning to the teaching methods that this cohort of students perceive as effective. The themes that emerged provide insight into the learning preferences of the undergraduate baccalaureate Millennial nursing student and identify the faculty member’s role in promoting engagement in the classroom setting. Also suggested in this study is that undergraduate baccalaureate Millennial nursing students perceive storytelling and concept-based instructional methods as effective techniques for presenting course material. Whereas, activities that focus on experiential learning is the Millennials’ preferred method to demonstrate the application of course material. Use of such strategies creates an environment that promotes engagement, illustrates how classroom material relates to the clinical environment, encourages student reflection, and promotes the development of reasoning skills. In addition, undergraduate baccalaureate Millennial students prefer handouts that supplement classroom instruction. Providing a copy of PowerPoint slides or lecture notes promotes the efficient use of classroom time. As a result, the Millennial learner is encouraged to focus and reflect on the concepts being presented versus disengaging in learning from becoming overwhelmed with taking notes on the lecture content. To provide effective instruction, nurse educators must connect with students (McCurry & Martins, 2010). Adapting instructional methods to meet students’ learning preferences has the potential to increase successful student outcomes (Johanson, 2012; Kraus & Sears, 2008). Therefore, faculty should consider tailoring their current methods to meet the learning needs of undergraduate baccalaureate Millennial nursing students. Nurse educators can utilize the findings from this study to determine appropriate classroom interventions.
Conclusions This investigation provides useful information to help faculty develop teaching methods that encourage student
Brought to you by | Brigham Young University Authenticated Download Date | 5/19/15 6:48 AM
306
M. Robb: Effective Classroom Teaching Methods
engagement in the classroom. However, limitations exist. Findings from this study may only pertain to a limited geographical area and only to undergraduate Millennial nursing students enrolled in a baccalaureate program in one setting. Therefore, it is recommended that this study or similar studies be replicated in other settings to enhance reliability and validity of the findings. In addition, the incidents were self-reported which introduces the possibility of attribution and exaggeration
by the participants. Lastly, one cannot conclude the identified themes are all inclusive. Participants from this study may not have experienced other methods that could also be perceived as effective. Nevertheless, this study adds to information regarding strategies that promote successful academic outcomes of undergraduate baccalaureate Millennial nursing students. The findings illuminate the essential structure of classroom methods that help this generation of learners feel engaged in the learning process.
References Berry, J. (2009). Technology support in nursing education: Clickers in the classroom. Nursing Education Perspectives, 30(5), 295–298. Brown, S. T., Kirkpatrick, M. K., Mangum, D., & Avery, J. (2008). A review of narrative pedagogy strategies to transform traditional nursing education. Journal of Nursing Education, 47(6), 283–286. Byrne, M. (2001). Research corner critical incident technique as a qualitative research method. AORN Journal, 74(4), 536. Candela, L., Dalley, K., & Benzel-Lindley, J. (2006). A case for learning-centered curriculum. Journal of Nursing Education, 45(2), 59–66. Flanagan, J. (1954). The critical incident technique. Psychological Bulletin, 51(4), 327–358. Gibson, S. E. (2009). Intergenerational communication in the classroom: Recommendations for successful teacher-student relationships. Nursing Education Perspectives, 30(1), 37–39. Gregoryk, K., & Eighmy, M. (2009). Interaction among undergraduate students: Does age matter? College Student Journal, 43(4), 1125–1136. Howe, N., & Strauss, W. (2000). Millennials rising: The next great generation. New York, NY: Vintage Books. Johanson, L. (2012). Teaching the Millennial generation considerations for nurse educators. Nurse Educator, 37(4), 173–176. Keatinge, D. (2002). Versatility and flexibility: Attributes of the critical incident technique in nursing research. Nursing and Health Sciences, 4(1), 33–39. Kraus, S., & Sears, S. (2008). Teaching for the Millennial generation: Student and teacher perceptions of community building and individual pedagogical techniques. The Journal of Effective Teaching, 8(2), 32–39. Mangold, K. (2007). Educating a new generation teaching baby boomer faculty about Millennial students. Nurse Educator, 32(1), 21–23. McCarthy, B. (1990). Using the 4MAT system to bring learning styles to schools. Educational Leadership, 48(2), 31–37.
McCurry, M. K., & Hunter Revell, S. M. (2011). Evaluating the effectiveness of personal response system technology on Millennial student learning. Journal of Nursing Education, 50(8), 471–474. McCurry, M. K., & Martins, D. C. (2010). Teaching undergraduate nursing research: A comparison of traditional and innovative approaches for success with Millennial learners. Journal of Nursing Education, 49(5), 276–279. McGlynn, A. (2007). Millennials in college: How do we motivate them? The Hispanic Outlook in Higher Education, 17(1), 34–36. Nicholas, A. (2008). Preferred learning methods of the Millennial generation. The International Journal of Learning, 15(6), 27–34. Pardue, K. T., & Morgan, P. (2008). Millennials considered: A new generation, new approaches, and implications for nursing education. Nursing Education Perspectives, 29(2), 74–79. Popkess, A. M., & McDaniel, A. (2011). Are nursing students engaged in learning? A secondary analysis of data from the National Survey of Student Engagement. Nursing Education Perspectives, 32(2), 89–94. Schaefer, K. M., & Zygmont, D. (2003). Analyzing the teaching style of nursing faculty: Does it promote a student-centered or teacher-centered learning environment? Nursing Education Perspectives, 24(5), 238–245. Schluter, J., Seaton, P., & Chaboyer, W. (2007). Critical incident technique: A user’s guide for nurse researchers. Journal of Advanced Nursing, 61(1), 107–114. Skiba, D. J., & Barton, A. J. (2006). Adapting your teaching to accommodate the Net generation of learners. Online Journal of Issues in Nursing, 11(2), 15. Stanley, M. J. C., & Dougherty, J. P. (2010). A paradigm shift in nursing education: A new model. Nursing Education Perspectives, 31(6), 378–380. Strang, S. L., Bagnardi, M., & Utz, S. W. (2010). Tailoring a diabetes nursing elective course to Millennial students. Journal of Nursing Education, 49(12), 684–686.
Brought to you by | Brigham Young University Authenticated Download Date | 5/19/15 6:48 AM
International Journal of Nursing Education Scholarship 2013; 10(1): 301–306
Research Article Meigan Robb*
Effective Classroom Teaching Methods: A Critical Incident Technique from Millennial Nursing Students’ Perspective Abstract: Engaging nursing students in the classroom environment positively influences their ability to learn and apply course content to clinical practice. Students are motivated to engage in learning if their learning preferences are being met. The methods nurse educators have used with previous students in the classroom may not address the educational needs of Millennials. This manuscript presents the findings of a pilot study that used the Critical Incident Technique. The purpose of this study was to gain insight into the teaching methods that help the Millennial generation of nursing students feel engaged in the learning process. Students’ perceptions of effective instructional approaches are presented in three themes. Implications for nurse educators are discussed.
Keywords: Critical Incident Technique, Millennial generation, learning preferences, student engagement
*Corresponding author: Meigan Robb, Department of Nursing, Chatham University, Coolidge Hall, Room 238, Woodland Road, Pittsburgh, PA 15232, USA, E-mail: [email protected]
A new generation of students is enrolling in undergraduate nursing programs. These individuals born after 1982 are commonly referred to as Millennials. While many of these students will graduate, others will experience academic failures due to disengagement from the learning environment (Popkess & McDaniel, 2011). Experts suggest that educational engagement has been difficult for Millennials due to a mismatch between their learning preferences and actual methods used by faculty in the classrooms (Pardue & Morgan, 2008; Skiba & Barton, 2006). To promote the academic success of nursing students, faculty must attempt to identify and understand the learning preferences of Millennials. This manuscript presents the findings of a study that used the Critical
Incident Technique (CIT). The objective of the study was to gain insight into classroom teaching methods that help the Millennial generation of undergraduate baccalaureate nursing students feel engaged in the learning process. Students’ perceptions of effective instructional approaches are presented in three themes. A discussion regarding the implications for nurse educators is included.
Background Each generation of students brings a new set of characteristics, expectations, and preferences to the classroom. How students approach learning is shaped by many contextual factors: who they are, where they are, how they see themselves, what they pay attention to, and what people ask of and expect of them (McCarthy, 1990). Engaging students in the learning process positively influences their academic motivation and persistence toward degree completion (McGlynn, 2007). Students are motivated to engage in learning if their learning needs are being met. The literature abounds with psychological theories regarding learning style characteristics. While this literature is complex, a common thread is students’ learning styles influence the way that they perceive and processes new information. If students’ learning preferences are being addressed, they may become motivated to learn and engaged in the process. They may assimilate the information and develop new cognitive and/or behavioral skills. If material is presented in a way that does not match learning preferences, students might become academically frustrated and disengaged from learning. Students who experience this disconnect may be less likely to show interest in course content. Therefore, fostering engagement requires faculty to connect both on a personal and intellectual level with the student. If instructional methods are adapted to accommodate students’ preferences, improved learning outcomes could result (Johanson, 2012; Kraus & Sears, 2008).
Brought to you by | Brigham Young University Authenticated Download Date | 5/19/15 6:48 AM
302
M. Robb: Effective Classroom Teaching Methods
Literature review An emerging body of knowledge is appearing in the literature addressing the paradigm shift that needs to occur in undergraduate baccalaureate nursing education. The push for innovative pedagogy is in response to the unique characteristics of the current generation of students. Millennial nursing students are often described as optimistic, assertive, creative, committed, multitasking, and cooperative team players (Johanson, 2012; Mangold, 2007). Millennials are accustomed to using technology. Being constantly connected through mobile devices and web applications are a normal routine of everyday life. For Millennials to be secluded from one another is unthinkable. Based on these predominant generational characteristics faculty are challenged to identify the most appropriate methods for promoting student engagement (Johanson, 2012). The Millennials approach to learning may be unlike previous cohorts. Implied in the literature is that Millennials have a strong preference for using technology and informal learning environments that encourage socialization with faculty (Gibson, 2009; Gregoryk & Eighmy, 2009; Kraus & Sears, 2008; Nicholas, 2008; Pardue & Morgan, 2008; Popkess & McDaniel, 2011; Stanley & Dougherty, 2010). The Millennial student enters the classroom environment expecting to be taught key concepts and realistic knowledge of the nursing discipline that can be directly applied to practice (Stanley & Dougherty, 2010). They view the faculty member not as an expert, but as an individual with expertise. Research has demonstrated faculty members place a greater emphasis on maintaining structure in the classroom, and focus more on the process of teaching than the process of learning (Schaefer & Zygmont, 2003). This suggests educators may be creating classroom environments that hinder Millennial nursing students from engaging in the learning process. Therefore, identifying instructor behaviors that positively influence Millennial nursing students’ learning is warranted. This is a crucial step for becoming cognizant of the strategies that promote the academic success of this generation of nursing students. Millennials may prefer pedagogical methods that differ from conventional practice. Suggested in the research is that Millennials desire approaches that utilize active learning methods in the classroom (Gibson, 2009; Johanson, 2012; Mangold, 2007; Pardue & Morgan, 2008; Popkess & McDaniel, 2011; Stanley & Dougherty, 2010). Teaching strategies that encourage experiential
learning, group interactions, and technology use are described as most appropriate for this generation (Gibson, 2009; Johanson, 2012; Mangold, 2007; McCurry & Martins, 2010). Noted in the literature is that incorporating such methods will increase knowledge acquisition (Berry, 2009; McCurry & Hunter Revell, 2011; Strang, Bagnardi, & Utz, 2010). However, little research has evaluated if Millennial nursing students prefer the use of such methods. Thus, not all educators are willing or believe it is necessary to adapt their current teaching methods. The limited evidence and divide between faculty members supports the need for further exploration. Identifying and understanding the pedagogical preferences of Millennial students should enable nurse educators to implement instructional methods that produce positive educational outcomes.
Purpose The nursing discipline lacks research that has identified and evaluated Millennial students’ preferences as an influential factor of engagement and successful academic outcomes. Therefore, the purpose of this investigation was to gain insight into the learning preferences of undergraduate baccalaureate Millennial nursing students. Additionally, this study sought to explore teaching methods that help this generation of students feel engaged in the learning process. The research questions that guided this study were: – What are the learning preferences of undergraduate baccalaureate Millennial nursing students? – What teaching methods used in the classroom help undergraduate baccalaureate Millennial nursing students feel engaged in the learning process? – What is the faculty member’s role in student learning and engagement in the classroom setting?
Methods Research design Since this investigation identified Millennial nursing students’ learning preferences, the CIT was used. This method is a well-established qualitative tool that has been used effectively in a variety of nursing research studies (Byrne, 2001; Keatinge, 2002; Schluter, Seaton, & Chaboyer, 2007). The CIT is widely used to generate
Brought to you by | Brigham Young University Authenticated Download Date | 5/19/15 6:48 AM
M. Robb: Effective Classroom Teaching Methods
data representing experiences or perceptions of aspects of best and worst practice (Byrne, 2001). Flanagan (1954) described this technique as a set of procedures to collect observations of human behavior in such a way as to facilitate their potential usefulness in solving practical problems. The CIT involves collecting factual stories or episodes about an event. Participants are asked to identify a specific incident they experienced personally in a particular time period, and which had an important effect on a final outcome (Flanagan, 1954). Asking Millennial nursing students to describe positive learning experiences allows for the identification of students’ learning preferences, effective teaching methods, and the faculty member’s role in facilitating student engagement in learning. With the CIT technique, the emphasis is on an incident rather than vague opinions. Therefore, the sample size of a CIT study should be based on the number of incidents rather than the number of participants (Flanagan, 1954). Since the incidents rather than the participants are analyzed, the sample size of events depends on their meaning. For this reason data collection should cease once redundancy of events occurs (Schluter et al., 2007).
Participants Institutional review board approval was obtained prior to the initiation of this research. The study was conducted at a state university in western Pennsylvania. Subjects were selected from an available population of undergraduate baccalaureate nursing students enrolled at the academic institution. All students enrolled in the nursing program were invited to participate through an invitation email. In order to participate, the subjects had to be currently enrolled in nursing courses and between 18 and 30 years of age. This range reflects the Millennial generation as defined in the literature (Howe & Strauss, 2000).
Data collection When using the CIT, data can be collected through a number of avenues. According to Schluter et al. (2007), direct observations and record forms are useful when investigating explicit behaviors. The present data were collected through Qualtrics©, a web-based survey program. A benefit of this approach is that the participant is able to consider his/her response and remain anonymous (Schluter et al., 2007) A brief overview of the study and a link to the informed consent form was included in
303
the invitation email. Once the participants provided their informed consent, the online survey questions appeared. The participants were asked to describe an experience they had in the classroom in the current academic year when a nursing instructor used a particularly effective teaching method to help them learn. The question was presented as a free text response box without a character limit. In addition, participants were asked to answer four demographic questions regarding age, race, gender, and class standing. No identifying information about the participants were linked to the collected responses. Data were collected for 1 month.
Data analysis According to Flanagan (1954), the purpose of analyzing the data is to summarize and describe the experiences to allow it to be used for practical purposes. Data were studied analytically using the inductive approach of thematic analysis. The analysis began with the researcher reading and re-reading the open-ended survey responses to become familiar with the data. Next, significant sections were highlighted and themes were identified. The data were then clustered into groupings on the basis of similarity of incidents. After the initial clustering of data, each grouping was re-read in order to name and define the categories. To verify the findings of the researcher, two experts (nurse educators with classroom teaching experience) were given the incidents and category names and asked to sort the data. All categories had to be agreed upon by all parties (Flanagan, 1954). The identified categories were used to formulate a description of Millennial nursing students’ perceptions of effective classroom teaching methods.
Findings The final sample size consisted of 30 different incidents. Of the participants 26 were females and 4 were males. They were predominately (n ¼ 28) White, non-Hispanic. The categories of Asian and Black, non-Hispanic were comprised of one participant each. Participants’ ages were classified into four categories. The majority were either between 18–20 years of age (n ¼ 11) or between 21–23 years of age (n ¼ 16). One participant was between 24 and 26 years of age. The category of 27–30 years of age contained two participants. Regarding class standing, participants were predominately in their second (n ¼ 14)
Brought to you by | Brigham Young University Authenticated Download Date | 5/19/15 6:48 AM
304
M. Robb: Effective Classroom Teaching Methods
and third (n ¼ 14) years of study. Two participants were in their fourth year. The collected incidents from the present study described a variety of experiences that positively influenced student learning in the classroom. Three themes emerged from the data analysis: real world examples, need to know, and hands on learning. The themes represent teaching methods that Millennial nursing students perceived as effective.
Statements like “helps me take notes effectively” and “makes studying easier” were included in these responses. Other events described a decrease in “frustration and confusion”. One such incident reported, There is too much information on slides to copy down. I end up missing what the instructor is saying because I am trying to rush and write down all the information. I end up confused rather than learning. I had an instructor who always posted the slides before class. This was very helpful because I could bring the slides with me and actually listen to what she was saying.
Real world examples Hands on learning Real world examples refer to strategies that were perceived as effective for relating course material to professional practice. Numerous incidents discussed the benefits of learning how classroom material would “be used in the real world”. Many events focused on how the instructor added “personal stories”. Other examples discussed instructors who provided “good examples” to help students “understand class topics”. One such incident stated, I had an instructor that would always add real experiences she has had as an RN. That made the class more interesting, engaging, and kept my attention. She did not just stand up in front of us and lecture about assessing this or that.
Providing visual examples were also described as an effective technique for “helping put things into reality”. A few incidents discussed were instructors who “gave lots of pictures”. Reference was also made to pictures “helping the visual learner”. Other events focused on how the student was “still able to picture” the presented material after the class period. For example, I really enjoyed when one of my teachers was teaching the blood flow and what changes were made with fetal circulation of the heart. She put up pictures to show before and after, as opposed to just lecturing on it so we could see what was actually going on, now I will always understand fetal circulation.
Hands on learning refers to approaches that were perceived as effective for encouraging application of course material. A variety of incidents described “physically demonstrating” a particular action. A number of events referred to this approach as beneficial for “reinforcing knowledge” and “increasing confidence”. Other examples discussed were how receiving “instructor feedback” helps students “improve areas of weakness”. One such incident reported follows: One instructor of mine took part of our class time to have students demonstrate a particular step of the nursing assessment process. Students were stopped if they were doing something wrong. In doing this, I obtained a better understanding of how to improve my handle on the material.
Working with peers was also described as a “hands-onapproach”. A number of incidents discussed “interacting with classmates”, “working in small groups”, and “dividing in pairs”. Reference was made to the benefits of “group discussions”. For example, In one class we would complete case studies with analysis questions in small groups on a weekly basis. Working through the problems together helped me see things differently. It made me really focus on the material and apply my knowledge about the concepts that were previously taught.
Discussion Need to know Need to know refers to strategies that were perceived as effective for encouraging efficient use of time in and outside of the classroom. Various incidents discussed instructors who were “straight forward” and “emphasized” what information students should “focus on”. Numerous experiences discussed were having access to the PowerPoint slides or lecture notes used in class.
Findings from this study suggest undergraduate baccalaureate Millennial students prefer to learn about class topics as they relate to professional practice. Providing “visual pictures” makes class more engaging, helps put content into reality, and encourages student reflection. The findings also suggest Millennial students perceive hearing an instructor’s personal story as an effective means for obtaining a clearer understanding of class
Brought to you by | Brigham Young University Authenticated Download Date | 5/19/15 6:48 AM
M. Robb: Effective Classroom Teaching Methods
material. Brown, Kirkpatrick, Mangum, and Avery (2008) described the use of storytelling as a valuable learning tool that promotes understanding and allows students to benefit vicariously from the experiences of others. Similarly, McGlynn (2007) concluded this cohort of students looks for meaningful experiences. They want to share life events and form connections with faculty. Stanley and Dougherty (2010) referred to Millennial students as consumers of education. They enter the classroom desiring essential content that will be applicable to the professional role upon graduation. The current findings suggest undergraduate baccalaureate Millennial nursing students prefer instructors who emphasize and present important concepts versus covering large amounts of content. Teaching key concepts encourages students to focus on developing essential knowledge that is pertinent to nursing practice (Candela, Dalley, & Benzel-Lindley, 2006). However, time is of the essence for this generation. While Millennials have been described as being adept at multitasking (Mangold, 2007), they feel pressured to constantly perform and have a strong desire to achieve (Howe & Strauss, 2000). The present study findings also suggest that instructors who provide handouts to supplement classroom instruction encourage efficient use of time. As a result, confusion and frustration from sifting through unneeded material is decreased. Students are then encouraged to focus on the outcomes of their learning and develop analytical versus linear problem solving skills. Mangold (2007) proposed that Millennial nursing students are process-oriented and value doing rather than knowing. However, findings from the present study suggest this generation of learners is goal oriented and value the attainment of advanced skills and knowledge. The results also imply that undergraduate baccalaureate Millennial nursing students desire to demonstrate understanding of course content through hands on learning and peer collaboration. Immediate feedback from the instructor prompts students to improve their areas of weakness. Open discussions with classmates encourage students to develop a more global perspective of course concepts. Application of course material is then achieved through discovery, analysis, and synthesis. Similarly, Johanson (2012) concluded experiential learning activities promote reflection and the development of reasoning skills in Millennial nursing students. However, it is interesting to note in this study, the incidents only described the use of experiential learning to reinforce previously taught concepts, which suggests that using this method is not perceived as effective during the initial phase of learning new course material.
305
Implications The changing student population is prompting a need for faculty to revisit their educational approaches. A common belief is that faculty employ methods of instruction that do not meet the learning needs of the current generation of nursing students. To date, research that has actually identified the learning style of undergraduate baccalaureate Millennial nursing students is lacking. The present study is intended to help fill the gap by bringing meaning to the teaching methods that this cohort of students perceive as effective. The themes that emerged provide insight into the learning preferences of the undergraduate baccalaureate Millennial nursing student and identify the faculty member’s role in promoting engagement in the classroom setting. Also suggested in this study is that undergraduate baccalaureate Millennial nursing students perceive storytelling and concept-based instructional methods as effective techniques for presenting course material. Whereas, activities that focus on experiential learning is the Millennials’ preferred method to demonstrate the application of course material. Use of such strategies creates an environment that promotes engagement, illustrates how classroom material relates to the clinical environment, encourages student reflection, and promotes the development of reasoning skills. In addition, undergraduate baccalaureate Millennial students prefer handouts that supplement classroom instruction. Providing a copy of PowerPoint slides or lecture notes promotes the efficient use of classroom time. As a result, the Millennial learner is encouraged to focus and reflect on the concepts being presented versus disengaging in learning from becoming overwhelmed with taking notes on the lecture content. To provide effective instruction, nurse educators must connect with students (McCurry & Martins, 2010). Adapting instructional methods to meet students’ learning preferences has the potential to increase successful student outcomes (Johanson, 2012; Kraus & Sears, 2008). Therefore, faculty should consider tailoring their current methods to meet the learning needs of undergraduate baccalaureate Millennial nursing students. Nurse educators can utilize the findings from this study to determine appropriate classroom interventions.
Conclusions This investigation provides useful information to help faculty develop teaching methods that encourage student
Brought to you by | Brigham Young University Authenticated Download Date | 5/19/15 6:48 AM
306
M. Robb: Effective Classroom Teaching Methods
engagement in the classroom. However, limitations exist. Findings from this study may only pertain to a limited geographical area and only to undergraduate Millennial nursing students enrolled in a baccalaureate program in one setting. Therefore, it is recommended that this study or similar studies be replicated in other settings to enhance reliability and validity of the findings. In addition, the incidents were self-reported which introduces the possibility of attribution and exaggeration
by the participants. Lastly, one cannot conclude the identified themes are all inclusive. Participants from this study may not have experienced other methods that could also be perceived as effective. Nevertheless, this study adds to information regarding strategies that promote successful academic outcomes of undergraduate baccalaureate Millennial nursing students. The findings illuminate the essential structure of classroom methods that help this generation of learners feel engaged in the learning process.
References Berry, J. (2009). Technology support in nursing education: Clickers in the classroom. Nursing Education Perspectives, 30(5), 295–298. Brown, S. T., Kirkpatrick, M. K., Mangum, D., & Avery, J. (2008). A review of narrative pedagogy strategies to transform traditional nursing education. Journal of Nursing Education, 47(6), 283–286. Byrne, M. (2001). Research corner critical incident technique as a qualitative research method. AORN Journal, 74(4), 536. Candela, L., Dalley, K., & Benzel-Lindley, J. (2006). A case for learning-centered curriculum. Journal of Nursing Education, 45(2), 59–66. Flanagan, J. (1954). The critical incident technique. Psychological Bulletin, 51(4), 327–358. Gibson, S. E. (2009). Intergenerational communication in the classroom: Recommendations for successful teacher-student relationships. Nursing Education Perspectives, 30(1), 37–39. Gregoryk, K., & Eighmy, M. (2009). Interaction among undergraduate students: Does age matter? College Student Journal, 43(4), 1125–1136. Howe, N., & Strauss, W. (2000). Millennials rising: The next great generation. New York, NY: Vintage Books. Johanson, L. (2012). Teaching the Millennial generation considerations for nurse educators. Nurse Educator, 37(4), 173–176. Keatinge, D. (2002). Versatility and flexibility: Attributes of the critical incident technique in nursing research. Nursing and Health Sciences, 4(1), 33–39. Kraus, S., & Sears, S. (2008). Teaching for the Millennial generation: Student and teacher perceptions of community building and individual pedagogical techniques. The Journal of Effective Teaching, 8(2), 32–39. Mangold, K. (2007). Educating a new generation teaching baby boomer faculty about Millennial students. Nurse Educator, 32(1), 21–23. McCarthy, B. (1990). Using the 4MAT system to bring learning styles to schools. Educational Leadership, 48(2), 31–37.
McCurry, M. K., & Hunter Revell, S. M. (2011). Evaluating the effectiveness of personal response system technology on Millennial student learning. Journal of Nursing Education, 50(8), 471–474. McCurry, M. K., & Martins, D. C. (2010). Teaching undergraduate nursing research: A comparison of traditional and innovative approaches for success with Millennial learners. Journal of Nursing Education, 49(5), 276–279. McGlynn, A. (2007). Millennials in college: How do we motivate them? The Hispanic Outlook in Higher Education, 17(1), 34–36. Nicholas, A. (2008). Preferred learning methods of the Millennial generation. The International Journal of Learning, 15(6), 27–34. Pardue, K. T., & Morgan, P. (2008). Millennials considered: A new generation, new approaches, and implications for nursing education. Nursing Education Perspectives, 29(2), 74–79. Popkess, A. M., & McDaniel, A. (2011). Are nursing students engaged in learning? A secondary analysis of data from the National Survey of Student Engagement. Nursing Education Perspectives, 32(2), 89–94. Schaefer, K. M., & Zygmont, D. (2003). Analyzing the teaching style of nursing faculty: Does it promote a student-centered or teacher-centered learning environment? Nursing Education Perspectives, 24(5), 238–245. Schluter, J., Seaton, P., & Chaboyer, W. (2007). Critical incident technique: A user’s guide for nurse researchers. Journal of Advanced Nursing, 61(1), 107–114. Skiba, D. J., & Barton, A. J. (2006). Adapting your teaching to accommodate the Net generation of learners. Online Journal of Issues in Nursing, 11(2), 15. Stanley, M. J. C., & Dougherty, J. P. (2010). A paradigm shift in nursing education: A new model. Nursing Education Perspectives, 31(6), 378–380. Strang, S. L., Bagnardi, M., & Utz, S. W. (2010). Tailoring a diabetes nursing elective course to Millennial students. Journal of Nursing Education, 49(12), 684–686.
Brought to you by | Brigham Young University Authenticated Download Date | 5/19/15 6:48 AM
