Why Do Nursing Instructors Rely So Heavily On PowerPoints To Teach?

[SarahMaria]

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 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?

[ImThatGuy, BSN, RN]

I survived pre-PowerPoint without taking copious notes.

[HyperSaurus, RN, BSN]

Many of my profs use power points, but not all. Some make Word documents with blanks in them for us to print out and fill out through out lecture. I had one professor, for Peds, who did used case studies as her main format. Not many people enjoyed that, but I did. The profs who do use power points use them responsibly (except the one who skips 15-20 out of the 60 slides)

[RN_2012, BSN, RN]

I have had instructors who were completely lost and couldn't lecture when the PP projector wasn't working. I often suggested we use the book to follow along and instruct like they did before power points...but then the instructor has to actually know what is in the text.

[JYCVTY]

You've got the "teachers" that read the powerpoints (I had one of those), then you have the instructors who provide the powerpoints as a study/review tool and as a way to organize a lecture.

For me, it's not the use of powerpoints that is the issue; it's how the teacher uses them. Most teachers that I've had know how to use them properly.

ETA: My first go 'round in school involved no powerpoints at all. In fact, personal computers were a luxury that nearly no college student had. Back then (when I walked 10 miles to school in five feet deep snow , we would take notes by writing like crazy in our notebooks. I would rather have some of the notes provided for me on the ppt's with the instructor's lecture and my notes supplementing what is already there.

I completely understand what you mean... I've been in school for a while now.. and I know a good instructor when I see one... I've had a nursing instructor where she would just read off the powerpoints... and I was like.... HUH????? why do I need to drive 1 WHOLE HOUR to school to listen to you read the powerpoint notes when I can do that myself at home; but, on the other hand, there are those instructors (usually w/ more experience) that utilize powerpoint notes differently... in a much more effective way... where they thoroughly explain the process and go into details and give examples or further explanations of the material, which really helps aid in learning...

[ImThatGuy, BSN, RN]

I have had instructors who were completely lost and couldn't lecture when the PP projector wasn't working. I often suggested we use the book to follow along and instruct like they did before power points...but then the instructor has to actually know what is in the text.

Same here. Ask a question not on the ppt slide, and you get the deer in the headlights look. What happened to critical thinking?

[IHeartPeds87]

My issue isn't the powerpoints. Powerpoint, as a program, can be used in great ways as a supplement to a lecture. My problem is when teacher sit there and read the slides to you.

In fact, I also went to school in the days before powerpoints were used, and here is the thing. There were still professors who wrote out lecture notes for themselves and proceeded to read off those notes.

The problem isn't so much the powerpoints, but the style of lecturing where you are being READ TO.

Powerpoint, in itself, is actually a great tool. You should be able to put up a point on a slide, and then as a teacher, EXPLAIN the point in your lecture. You shouldn't have to read this from notes!

For example, while studying, for example, enzymes. I would think that a great slide would be "Enzymes and Substrates : Lock and Key Model" with some sort of a clip or animation showing how the enzyme and substrate fit together. This should be followed up by the professor EXPLAINING what this means and taking questions.

Powerpoint can be a really great tool, because in the prepowerpoint days I felt like I was doing a lot of rote "copying" from the board.

Lecture should be the time where a human person is EXPLAINING the material in print (or in this case, on the screen).

If I just wanted to read words, there are tons of books out there that could do the same thing- that isn't what I am paying for or why I attend class.

I'm not in nursing school yet, but this is what i've found in the prerequisite courses.

[Moogie]

My issue isn't the powerpoints. Powerpoint, as a program, can be used in great ways as a supplement to a lecture. My problem is when teacher sit there and read the slides to you.

In fact, I also went to school in the days before powerpoints were used, and here is the thing. There were still professors who wrote out lecture notes for themselves and proceeded to read off those notes.

The problem isn't so much the powerpoints, but the style of lecturing where you are being READ TO.

Powerpoint, in itself, is actually a great tool. You should be able to put up a point on a slide, and then as a teacher, EXPLAIN the point in your lecture. You shouldn't have to read this from notes!

For example, while studying, for example, enzymes. I would think that a great slide would be "Enzymes and Substrates : Lock and Key Model" with some sort of a clip or animation showing how the enzyme and substrate fit together. This should be followed up by the professor EXPLAINING what this means and taking questions.

Powerpoint can be a really great tool, because in the prepowerpoint days I felt like I was doing a lot of rote "copying" from the board.

Lecture should be the time where a human person is EXPLAINING the material in print (or in this case, on the screen).

If I just wanted to read words, there are tons of books out there that could do the same thing- that isn't what I am paying for or why I attend class.

I'm not in nursing school yet, but this is what i've found in the prerequisite courses.

:bowingpur

Thank you!

[hiddencatRN, BSN, RN]

All of my classes in school used powerpoints. The first quarter, I took my own separate notes because I remember better what I handwrite. However, the pace and volume of information was so much that I ended up missing a ton of stuff with hand written notes. I bought a netbook, and started typing my notes in to the powerpoints during lecture. I lost the handwritten memory boost, but was better able to pay attention in class and got more notes down. It was a trade off, and in the end I think I came out ahead with the powerpoints.

We had some instructors that didn't add much to the powerpoints and we had instructors that added a lot. Between attending lecture and having the powerpoints, our textbooks could be used as reference only, so it really helped focus our studying.

Reading straight from the powerpoint and adding nothing has more to do with the teacher's talents than powerpoints, which are simple a tool to be used.

[ImThatGuy, BSN, RN]

No one on here cares that PowerPoints are used. We're all vehemently against being read to from detail-deficient slides by instructors who can't/won't/don't elaborate on anything beyond what's printed on the slide.

[SarahMaria, MSN, RN]

No one on here cares that PowerPoints are used. We're all vehemently against being read to from detail-deficient slides by instructors who can't/won't/don't elaborate on anything beyond what's printed on the slide.

Exactly. It's not the program used that is the problem. I couldn't care less if the information was presented on Word, Excel, written on the board, or distributed on a handout. What bothers me is sitting in a classroom for several hours (possibly having the powerpoints ahead of time) and having an instructor read the material verbatum at me with no additional explanations or details. I understand that powerpoints can be helpful when used correctly as a supplementary learning tool.

I believe students have become dependent on them because it does some of the work for them. A chapter powerpoint highlights the main, important points to focus on so the student does not have to realize this for themselves. Providing a powerpoint is like a "cheat sheet" so some students can avoid reading the textbook. I don't know if this is a good thing.

[AOx1]

I 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 :)

[CuriousMe]

I 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.

I'm a very active and participative learner. I do all my reading before coming to class (and take notes on my reading), often finding other sources so that I can delve further. In fact in my program, they don't lecture on all of our reading...so anyone not reading is going to have a very difficult time even passing exams, never mind doing well. I'm not looking to be spoon fed (in fact that really annoys me).

I am looking to be taught though. I have yet to learn much from the techniques you mentioned above. I would find the skit and the video to be most objectionable, the skit because I'm not in grade school and the video because I could watch a video at home. I don't want to have a "debate or discussion" about the material, as my classmates likely don't know any more about the topic than I do. I'd rather do the case study at home as well, and not waste class time on it.

What I prefer is for the Professor (the one in the room with years of both academic and clinical experience) to lecture about the topic. I'm paying all this cash at a top university program to learn from accomplished professors....so that's who I'd really prefer to hear speak about the material.