Effective Classroom Teaching Methods: A Critical Incident Technique from Millennial Nursing Students’ Perspective
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Meigan Robb
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.
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©2013 by Walter de Gruyter Berlin / Boston
Articles in the same Issue
- Masthead
- Masthead
- Cultural Competence and Cultural Safety in Canadian Schools of Nursing: A Mixed Methods Study
- Education Reforms in Nigeria: How Responsive is the Nursing Profession?
- Writing History: Case Study of the University of Victoria School of Nursing
- Fear and Loathing: Undergraduate Nursing Students’ Experiences of a Mandatory Course in Applied Statistics
- How does the Nurse Educator Measure Caring?
- Psychometric Properties of the Lasater Clinical Judgment Rubric
- Arts-Based Learning: Analysis of the Concept for Nursing Education
- Critical Service Learning in Community Health Nursing: Enhancing Access to Cardiac Health Screening
- Collaborative Learning Using Nursing Student Dyads in the Clinical Setting
- The Effect of Social Contingencies on Nursing Students’ Reactions During a Rural Clinical Placement
- Voices of Innovation: Building a Model for Curriculum Transformation
- Bridging the Gap: Clinical Practice Nursing and the Effect of Role Strain on Successful Role Transition and Intent to Stay in Academia
- Resisting, Reaching Out and Re-imagining to Independence: LPN’s Transitioning towards BNs and Beyond
- Exploring the Issue of Failure to Fail in a Nursing Program
- Inclusive Mosaic: Promoting Diversity in Nursing through Youth Mentorship
- Interactive Learning Research: Application of Cognitive Load Theory to Nursing Education
- The Relevance of Indigenous Knowledge for Nursing Curriculum
- The Value of Community-Focused Interprofessional Care in Peru for Developing Cultural Competency in Health Professions Students
- Female Arab-Muslim Nursing Students’ Reentry Transitions
- High Fidelity Simulation Effectiveness in Nursing Students’ Transfer of Learning
- Communities of Practice in Nursing Academia: A Growing Need to Practice What We Teach
- Nurse Educators’ Perspectives on Student Development of Reflection for Psychiatric Mental Health Nursing Practice
- The Emerging Doctor of Education (EdD) in Instructional Leadership for Nurse Educators
- Five Years Later: Are Accelerated, Second-Degree Program Graduates Still in the Workforce?
- Knowledge and Perceptions of HIV/AIDS among Cameroonian Nursing Students
- Educating Nurses for the Twenty-First Century Abilities-Based Outcomes and Assessing Student Learning in the Context of Democratic Professionalism
- In Real Time: Exploring Nursing Students’ Learning during an International Experience
- Educating DNP Students about Critical Appraisal and Knowledge Translation
- 5-Years Later – Have Faculty Integrated Medical Genetics into Nurse Practitioner Curriculum?
- Stress, Depression, and Anxiety among Undergraduate Nursing Students
- Knowing Self and Caring Through Service Learning
- Teaching Experiences of Second Degree Accelerated Baccalaureate Nursing Faculty
- Reading Ella: Using Literary Patients to Enhance Nursing Students’ Reflective Thinking in the Classroom
- Accelerated Baccalaureate Nursing Students Use of Emotional Intelligence in Nursing as “Caring for a Human Being”: A Mixed Methods Grounded Theory Study
- Effective Classroom Teaching Methods: A Critical Incident Technique from Millennial Nursing Students’ Perspective
- Simulation Education Approaches to Enhance Collaborative Healthcare: A Best Practices Review
- Erratum to 5-Years Later – Have Faculty Integrated Medical Genetics into Nurse Practitioner Curriculum?
Articles in the same Issue
- Masthead
- Masthead
- Cultural Competence and Cultural Safety in Canadian Schools of Nursing: A Mixed Methods Study
- Education Reforms in Nigeria: How Responsive is the Nursing Profession?
- Writing History: Case Study of the University of Victoria School of Nursing
- Fear and Loathing: Undergraduate Nursing Students’ Experiences of a Mandatory Course in Applied Statistics
- How does the Nurse Educator Measure Caring?
- Psychometric Properties of the Lasater Clinical Judgment Rubric
- Arts-Based Learning: Analysis of the Concept for Nursing Education
- Critical Service Learning in Community Health Nursing: Enhancing Access to Cardiac Health Screening
- Collaborative Learning Using Nursing Student Dyads in the Clinical Setting
- The Effect of Social Contingencies on Nursing Students’ Reactions During a Rural Clinical Placement
- Voices of Innovation: Building a Model for Curriculum Transformation
- Bridging the Gap: Clinical Practice Nursing and the Effect of Role Strain on Successful Role Transition and Intent to Stay in Academia
- Resisting, Reaching Out and Re-imagining to Independence: LPN’s Transitioning towards BNs and Beyond
- Exploring the Issue of Failure to Fail in a Nursing Program
- Inclusive Mosaic: Promoting Diversity in Nursing through Youth Mentorship
- Interactive Learning Research: Application of Cognitive Load Theory to Nursing Education
- The Relevance of Indigenous Knowledge for Nursing Curriculum
- The Value of Community-Focused Interprofessional Care in Peru for Developing Cultural Competency in Health Professions Students
- Female Arab-Muslim Nursing Students’ Reentry Transitions
- High Fidelity Simulation Effectiveness in Nursing Students’ Transfer of Learning
- Communities of Practice in Nursing Academia: A Growing Need to Practice What We Teach
- Nurse Educators’ Perspectives on Student Development of Reflection for Psychiatric Mental Health Nursing Practice
- The Emerging Doctor of Education (EdD) in Instructional Leadership for Nurse Educators
- Five Years Later: Are Accelerated, Second-Degree Program Graduates Still in the Workforce?
- Knowledge and Perceptions of HIV/AIDS among Cameroonian Nursing Students
- Educating Nurses for the Twenty-First Century Abilities-Based Outcomes and Assessing Student Learning in the Context of Democratic Professionalism
- In Real Time: Exploring Nursing Students’ Learning during an International Experience
- Educating DNP Students about Critical Appraisal and Knowledge Translation
- 5-Years Later – Have Faculty Integrated Medical Genetics into Nurse Practitioner Curriculum?
- Stress, Depression, and Anxiety among Undergraduate Nursing Students
- Knowing Self and Caring Through Service Learning
- Teaching Experiences of Second Degree Accelerated Baccalaureate Nursing Faculty
- Reading Ella: Using Literary Patients to Enhance Nursing Students’ Reflective Thinking in the Classroom
- Accelerated Baccalaureate Nursing Students Use of Emotional Intelligence in Nursing as “Caring for a Human Being”: A Mixed Methods Grounded Theory Study
- Effective Classroom Teaching Methods: A Critical Incident Technique from Millennial Nursing Students’ Perspective
- Simulation Education Approaches to Enhance Collaborative Healthcare: A Best Practices Review
- Erratum to 5-Years Later – Have Faculty Integrated Medical Genetics into Nurse Practitioner Curriculum?
