Engaging Millennial Learners: Effectiveness of Personal Response System Technology with Nursing Students in Small and Large Classrooms

Abstract

Nurse educators must explore innovative technologies that make the most of the characteristics and learning styles of millennial learners. These students are comfortable with technology and prefer interactive classrooms with individual feedback and peer collaboration. This study evaluated the perceived effectiveness of personal response system (PRS) technology in enhancing student learning in small and large classrooms. PRS technology was integrated into two undergraduate courses, nursing research (n = 33) and junior medical-surgical nursing (n = 116). Multiple-choice, true-false, NCLEX-RN alternate format, and reading quiz questions were incorporated within didactic PowerPoint presentations. Data analysis of Likert-type and open-response questions supported the use of PRS technology as an effective strategy for educating millennial learners in both small and large classrooms. PRS technology promotes active learning, increases participation, and provides students and faculty with immediate feedback that reflects comprehension of content and increases faculty-student interaction.

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