Why Do Nursing Instructors Rely So Heavily On PowerPoints To Teach? - page 4
I have completed 3 semesters of Nursing School and so far, every lecture instructor has used PowerPoints in the classroom to teach. This method has been used probably 99% of the time. The PowerPoints... Read More
Dec 18, '10I had power points throughout my entire nursing education except my last semester. I had an old school nurse who had her PhD in education and did case studies. At first I was scared of the new teaching style but ended up learning more that semester than every other semester. I think most power points come with the teachers editions of the text books, they do not even have to make them. Many nursing instructors are also working and many are working on their PhD, at least that was my experience, so teaching was their second or third priority.
Dec 18, '10I am not trying to "mandate" anything, or that students learn in only one given way. I try to balance many diverse styles, as my students are diverse. I came here to try to answer, from a faculty perspective, why we might/might not choose to deliver material in a given manner. It works for my students. It clearly doesn't work for you. There is no need to call a caring faculty member's efforts a traveling carnival act.
Dec 18, '10Do we really think group activities are educational in the context of the material being covered, do we believe that group activities foster team work and cooperation, or is there some other motive?
I think everything I mentioned above is a component. It was certainly part of the dogma of some graduate education courses I took as well as innumerable teachers's workshops. Granted, I'm not interested enough to participate in any quantitate research in effort to contest the above via publication.
Sadly, I've worked and volunteered in a myriad of environments, and I can't help but think that classroom group projects completely fail to foster team work and cooperation. I also don't think that a lot more is learned in a group. Most students (myself included, particularly in my past) are all about quantity. They want to hastily cover the material, make their good (or passing) grade, and finish. I think a group activity, from observation and experience, merely promotes haste because groups of students, at all ages, sit around and talk about random junk while one well-meaning student urges them along stating something like, "We've got to hurry up and get this done." Notice the "hurry." They then jot down some thoughts, and quickly return to socializing with often one student, usually the usher of the group, dumping ideas that others typically respond to with "That sounds good."
Groups are also handy instances in which the instructor, at all levels, has little to do besides mingle the room asking, "How are we doing?"
Just some passing thoughts. This particular thread has really gotten my goat because I'm such a critical student these days.
Dec 18, '10I happen to love lectures, but I am not a fan of powerpoints. I prefer an instructor who lectures while drawing out concepts on the board. And I love when a student asks the questions that make you think.
The instructors I have had, who do put up powerpoints, don't really use them. Seems as if they're up more for the students who prefer to use powerpoints.
Dec 19, '10Quote from AOx1I wish more students felt this way! I sum up the most important points, explain the difficult concepts with a skit or comparison, then we jump into application (ex- watch a video and assess the patient, have a guest speaker with the disorder we're covering, use a case study, have a debate or discussion, etc). After that we wrap up with a few minutes of NCLEX practice questions.
Yet every semester, I get a few complaints. One was "Why can't we just use PowerPoint? I shouldn't have to write so much in class!" and another wrote "I just want the teacher to tell me what's on the test. I shouldn't have to read on my own time."
The majority of students report that they love actively participating, but a small but vocal minority gets quite furious if I don't present it in a small, easily spoonfed bundle.
To be honest, the students learn so much more with active learning. It takes a TON of time for the instructor to design great learning activities. It is frustrating when you go above and beyond and do your best, only to hear the same complaint: "I want PowerPoints! I don't want to read, I want you to tell me."
I wish I could just fill my class up with motivated learners who want to work! Many of you sound like a teacher's dream students
At the end of the day you can't please everyone and someone will always find a reason to complain. Those that don't like PP complain, so than you get an active teacher like you are describing and than people that want PP complain, apparently it doesn't matter if not everyone learns the same way, as long as they are being taught in the way THEY learn best. It's a no win situation. It would be nice if people could respect that fact they not everyone learns the same and they can't have it the way THEY want all the time. It would also be nice to find a good balance to touch all types of learners. You sound like you try to come close to that.
Dec 19, '10It's a lazy teacher's way of getting through a class without doing much. Seems like none of them understand the concept that PowerPoint is just to highlight main topics or show a diagram -- all my instructors also use them to read from, line by line, blah blah blah.
Next time you're stuck in a PowerPoint class pretend it's the teacher from Peanuts going "wah wah wah wahwah".
Be comforted you're not alone. In my nursing classes, the discussion is mainly a student asking a question and the snarky instructor saying "what, didn't you read the book? it's in your reading." A % of students stopped coming to class because we can read the powerpoints to ourselves just as well at home. The instructors got angry and banned us from sharing class recordings or notes with someone who could not attend, no matter why they weren't there. Is it right? I don't think so. But as long as there are multi-year waiting lists for the admissions, they can pretty much do whatever they darn well please.
Dec 19, '10Quote from AOx1My apologies, the carnival comment wasn't meant to be disrespectful....but more one of frustration. I completely understand that Prof's are trying to do their best. Sometimes it really feels like that style works to entertain us more than teach us...very frustrating and distracting when I'm trying to learn.I am not trying to "mandate" anything, or that students learn in only one given way. I try to balance many diverse styles, as my students are diverse. I came here to try to answer, from a faculty perspective, why we might/might not choose to deliver material in a given manner. It works for my students. It clearly doesn't work for you. There is no need to call a caring faculty member's efforts a traveling carnival act.
I replied because I was trying share that those who don't benefit from the more non-traditional teaching styles aren't all looking to be spoon fed, some of us just really feel limited by all the "activities" in class.
The flip-side of this is, our Prof's are fantastic lecturers. They use PowerPoint, but only as an outline, with visuals included (images/graphs) and really expound on the topics at hand. I learn so much from them, very rich experiences.
Thankfully, I've only had one professor, (she only team-taught one course--so a very small percentage of my program) who preferred your style of teaching. For me, whatever material she was supposed to cover I had to figure out from the reading and asking other Professors for clarification when needed, as her classroom activities were more cryptic than illuminating.
As far as different learning styles, it seems that to get this far in our educations, everyone should have figured out what they need to do to learn in a traditional lecture setting. Why throw a curve-ball at this point?
Dec 19, '10Quote from CuriousMeYou say this, but have you ever experienced a lecture like this done well? My prof in peds never used power points except to provide diagrams. We did case studies. She did guide and moderate--First, she'd provide necessary info on the condition being studied (S/sx, labs/diagnostics, treatments, prevention if possible), then we'd get to the questions, where participation was encouraged. However, if we answered wrong or were going down the wrong track, she would explain why that was incorrect. She never let the discussions meander too far off track, and thus we got a lot of workable information each period, without being exactly spoon fed.You may be speaking but guiding and moderating aren't providing content. I don't want to have to wait for the class to get around to the point through a guided discussion. I'm not paying to listen to them try and discover the point. These aren't literature classes here, where we're analyzing the authors intended motivation for a specific character. These are nursing classes. We do plenty of small group work, in all of our simulation groups as well as weekly in our clinical seminars....we don't need them in theory.
You mentioned that you feel your style of presenting information to require more of the student....I say it requires far less. You're trying to mandate engagement of the students by the kind of activities, instead of having it be the students responsibility to be engaged with the material.....not the skits and movies and whatever hijinks go on. I don't need to be entertained through class, I don't need a traveling carnival act....I just want to learn.
Just a comment from an old student...
Dec 19, '10I'm going to go ahead and broach my complaint. Sure, I hate being read to from a ppt, but I'd hate being read to from the book as well. All that said, what gets me steamed is the absence of supplemental information coming from the teacher and the frequent inability to answer questions and/or expound on the topic.
Dec 19, '10Quote from SarahMariaSounds like you go to my school, haha! Our PowerPoints are uploaded to BlackBoard. A couple of them are read to us in class but the rest of them we are expected to do on our own. There is very little in the way of "lecture" and what little there is consists of reading from the PowerPoint.I have completed 3 semesters ofand so far, every lecture instructor has used PowerPoints in the classroom to teach. This method has been used probably 99% of the time. The PowerPoints are provided ahead of time for download on a website, so students can bring them to class. Then, the instructor projects the PowerPoint on a screen and READS it at us for the lecture period (3-4 hours). Occasionally, there is a student question or the instructor may add something.
Why is this type of "teaching" popular? Why am I spending money to go to class to have somebody read to me when I am fully capable of reading the same material in the comfort of my own home? It seems lazy and insulting to my intelligence.
Any thoughts? Does anyone else have this experience? Does anyone benefit from this method of instruction?
Dec 19, '10Quote from CeilingCatOh my, but doesn't THAT sound familiar! Then we get chewed out with the instructor saying "Did ANYONE do their reading assignment and look at the PowerPoint? Why should I waste my time getting up here in front of the class if no one else is going to do their part?"It's a lazy teacher's way of getting through a class without doing much. Seems like none of them understand the concept that PowerPoint is just to highlight main topics or show a diagram -- all my instructors also use them to read from, line by line, blah blah blah.
Next time you're stuck in a PowerPoint class pretend it's the teacher from Peanuts going "wah wah wah wahwah".
Be comforted you're not alone. In my nursing classes, the discussion is mainly a student asking a question and the snarky instructor saying "what, didn't you read the book? it's in your reading." A % of students stopped coming to class because we can read the powerpoints to ourselves just as well at home. The instructors got angry and banned us from sharing class recordings or notes with someone who could not attend, no matter why they weren't there. Is it right? I don't think so. But as long as there are multi-year waiting lists for the nursing school admissions, they can pretty much do whatever they darn well please.
Um, because that is your JOB. That's why.
Dec 19, '10Sorry, this is my 3rd response to this post.
At my school, we are supposed to read the PowerPoints on Blackboard. Some of them have narration and some don't. Most of them are from other schools, not even made by OUR instructors.
We arrive at 8. Sometimes the instructors show up around 8:30, sometimes they show up around 10:30. They might tell us what were going to do that day, then they disappear. Some of us sit in class trying to read while everyone else is jacking their jaws at the top of their lungs and the instructors might show back up at 2 to get started. Class is over at 3. So basically, we spend 90% of the day doing nothing. I can get this nothing better accomplished at home, either reading or looking at the almighty PowerPoints. We have a super strict attendance policy but I just don't see the point.
Basically, our instructors rely on our reading and PowerPoints THEY didn't even make so there really isn't a heck of lot that they have to actually DO.
Dec 19, '10Much of the nursing education literature suggests that lecture and PowerPoints are ineffective in the teaching/learning process, particularly among Millennial learners, who make up the bulk of the undergraduate population in most colleges today. Moreover, traditional lectures in which only the instructor speaks and the students are required to listen passively may not sufficiently motivate students or inspire enthusiasm or intellectual curiosity. Studies indicate that active learning through class discussion, gaming, or use of clickers to indicate whether students are clear on particular concepts are far more effective in promoting deep, authentic learning than are the more traditional pedagogical approaches.
"ineffective in the teaching/learning process": Well, could it be instead that these students are ineffective learners? Seriously. We're not at the movies. It's not a TV show.
"use of clickers": If anyone tries to clicker-train me, I assure you that an ambulance and the police will have to be called.
I'll take the opposite tack, and say that the students had better stop listening passively. Listening passively should not be happening. They should also stop expecting to be entertained, stop expecting to be spoon-fed, and had better learn how to read a book ahead of the lecture, re-read it as many times as it takes to sink in, and get really good at teaching themselves. If you have read and studied the course material ahead of time, you are not just listening passively while you are in that class. You are listening (and watching that PowerPoint) alertly to try to pick up anything that you missed in your self-teaching, or that you misunderstood when you read that material yourself.
I don't think it's a prof's job to inspire intellectual curiosity and enthusiasm at the post-secondary level. When students finish HS and go on to vocational training and/or college, they should be bringing their own enthusiasm and intellectual curiosity. Otherwise, why pay all that money and spend all that time in classes?
They may have been catered to in HS< but there is far too much REAL WORK to be accomplished in college or vocational training, and students should not expect to be entertained. It's nice if you are, but don't expect a prof to do that.
One other thing that I wonder about is how do these students who are bored with Powerpoints cope with distance learning or online learning? Distance learning is even more gruntwork than taking the class in the classroom, because you have to essentially do it all yourself, usually without much contact with the prof and the "classmates."
As an older student with more than one degree, who is transitioning to nursing, here's my advice:
Get darned used to the idea that school = work, not entertainment. Get really good at teaching yourself, and taking online classes, and at reading and studying ahead of the classroom lectures. Stop expecting postsecondary educators to cater to you like the high school did, because it is not going to happen. If you want your money's worth out of college or vocational school, the rule of thumb is YOU do 3-4 hours of work outside the classroom for every credit hour of classroom, and A&P and some of the nursing courses will be even more than that. And you go to the lecture prepared. If you already understand the material that the instructor is talking about, it's more interesting to listen to him or her talk.