Date of Award


Document Type


Degree Name

Master of Science in Nursing (MSN)

Committee Chair

Kathy Williams


Nurse educators must use effective teaching-learning tools to orient nurses hired into healthcare organizations. There is a vast amount of literature related to teaching-learning strategies such as audience response systems (ARS) in academia, but little research on ARS use in nursing classes outside of academia. The purpose of this research was to determine nurse perceptions of interactivity during lecture utilizing ARS versus lecture without ARS in an initial onboarding nursing orientation, using constructivism as the theoretical framework. A convenience sample of nurses attending an initial onboarding nursing orientation evaluated a PowerPoint based lecture using an interactivity instrument that included four 9-point Likert subscales: Individual Degree of Interactivity, Overall Degree of Interactivity, Perceived Usefulness, and Perceived Ease of Use. Thirty-four nurses evaluated their perception of interactivity of lecture without ARS, and 41 nurses evaluated their perception of interactivity of an identical lecture with ARS, and Perceived Usefulness (M=8.69, SD=0.05) and Perceived Ease of Use (M=8.89, SD=0.04) of ARS. Independent samples t-tests suggested significant differences between Individual Degree of Interactivity for lecture without ARS (M=7.33, SD=0.32) and lecture with ARS (M=7.94, SD=0.39); t (18) = -3.83, p = .001; and between Overall Degree of Interactivity for lecture without ARS (M=7.64, SD=0.22) and lecture with ARS (M=7.99, SD=0.16); t (18) = -4.014, p = .001. Findings from this research suggested ARS use during a PowerPoint presentation in an onboarding nursing orientation significantly increased both individual and overall interactivity in the classroom, and ARS was easy to use and useful in this setting.

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Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

Included in

Nursing Commons