Creative Ideas as Strategy In Nursing Education Icebreakers are an essential component in establishing a conducive learning environment within nursing education. These strategies help set the tone for innovative teaching and active learning while fostering rapport between the instructor and students. They provide an opportunity to gauge students’ backgrounds, motivations, and their openness to creative educational methods. Additionally, icebreakers encourage participation, ease communication, and create a foundation for group discussions throughout the course.
Icebreaker Strategies for Nursing Education
1. Shapes Define Your Personality
General Description:
This icebreaker involves displaying shapes on a screen using an overhead projector or PowerPoint. Participants select a shape based on personal characteristics, followed by a discussion.
Preparation and Equipment:
You will need an overhead projector, PowerPoint, or a chalkboard, along with writing materials. The shapes can be drawn in real-time or prepared beforehand.
Example of Strategy in Action:
Participants are asked to choose a shape that best represents their nursing style, learning approach, or personality. It’s important to encourage students to select shapes unrelated to body types. The instructor explains the psychometric interpretations of each shape based on psychogeometric theory (Dellinger):
- Squares: Structured, organized, task-oriented.
- Circles: Nurturing, people-oriented, harmonious.
- Rectangles: In transition, unsure, or confused.
- Triangles: Natural leaders, decision-makers.
- Squiggly Lines: Creative, relaxed, idea-oriented.
Participants can choose to share their shape with the class, promoting self-reflection and group dynamics.
Usefulness:
This activity gives insights into individual personalities and group interactions. It encourages self-exploration and helps students understand their role within a team. By identifying strengths and weaknesses based on shapes, group members learn to appreciate the diverse talents necessary for optimal team functioning. This exercise fosters a collegial spirit, particularly in clinical or orientation groups.
2. Get In Line
General Description:
This strategy is ideal for getting students out of their seats on the first day of class. Students line up according to a predetermined order such as birth month, years of experience, or alphabetically by name. The catch? No verbal communication is allowed—students must use nonverbal cues such as gestures and facial expressions.
Preparation and Equipment:
No special preparation or equipment is required. However, a larger space may be necessary depending on the size of the group.
Example of Strategy in Action:
In this activity, students use nonverbal communication to determine the correct order based on the instructor’s instructions. It gets the class moving, encourages teamwork, and fosters interaction among students who might be hesitant to engage.
Usefulness:
This exercise highlights the importance of nonverbal communication and can lead to discussions about how nurses communicate in clinical settings. For larger classes, the activity can be made competitive by dividing students into groups and timing them to see which group completes the task first. This exercise fosters engagement and helps establish relationships early in the course.
3. Introduce Each Other
General Description:
Pairs of students are given time to interview one another, after which they introduce their partner to the class. Topics might include personal interests, reasons for pursuing nursing, or significant life experiences.
Preparation and Equipment:
No equipment is required, and the activity is best suited for groups of around 20.
Example of Strategy in Action:
Students interview each other for a set time and then present their partner to the class. This helps break down social barriers and fosters group cohesion, especially in large classes where students may not know each other.
Usefulness:
This exercise breaks cliques and encourages students to form new connections. It can also help students overcome post-lunch lethargy or hesitation in participation. Tailoring discussion topics to course objectives can incite meaningful conversations, fostering a more engaged classroom.
4. A Brush with Fame
General Description:
Michele Deck’s “A Brush with Fame” strategy involves students sharing stories about their experiences with famous people. This personal icebreaker strikes a balance between privacy and engagement.
Preparation and Equipment:
No equipment is needed, but clear instructions should be given to ensure the discussion remains appropriate for the classroom.
Example of Strategy in Action:
Students share their “Brush with Fame” experiences, whether personal or professional. This can segue into a broader discussion about confidentiality in healthcare, as participants discuss the importance of maintaining professional boundaries.
Usefulness:
This activity provides a fun way to build rapport among students, giving them a glimpse into each other’s lives while keeping the tone light and engaging. It also introduces important healthcare concepts such as confidentiality in an indirect manner.
5. Why Are You in Nursing?
General Description:
Students pair up or form small groups to discuss why they chose nursing as a career. These conversations can be shared with the larger group or kept within pairs, depending on class size and time constraints.
Preparation and Equipment:
This activity requires minimal preparation. Questions can be presented via PowerPoint, written on a board, or asked verbally.
Example of Strategy in Action:
Groups discuss specific questions such as “Why did you choose nursing?” or “What has been the most significant moment in your nursing journey?” Afterward, students share their answers with the class, leading to a richer discussion on the motivations and challenges of nursing.
Usefulness:
This strategy helps students reflect on their personal goals, facilitates self-awareness, and encourages active participation. It’s an excellent icebreaker for students who are less likely to speak up and can also be used to review key concepts at the end of a session.
6. Let’s Discuss
General Description:
The “Let’s Discuss” strategy opens the floor for students to share their experiences or thoughts on a topic related to the course material. This conversational method encourages students to reflect on their past experiences and apply them to new learning contexts.
Preparation and Equipment:
No preparation is required, but a few guiding questions should be prepared in advance.
Example of Strategy in Action:
For instance, in an infant resuscitation class, the instructor might begin with, “Let’s discuss your previous experiences with neonatal resuscitation.” This opens a dialogue about past experiences, helping clarify what students know and where there might be gaps in understanding.
Usefulness:
This strategy promotes discussion, encourages students to share real-world experiences, and serves as a platform for identifying misconceptions or areas of confusion. It can be especially useful when tackling complex or controversial topics.
Conclusion
Incorporating icebreakers in nursing education is a valuable strategy for fostering student engagement, encouraging participation, and creating a supportive learning environment. Whether through creative activities such as “Shapes Define Your Personality” or personal discussions like “Why Are You in Nursing?”, these icebreakers not only enhance interaction but also allow students and instructors to build strong, communicative relationships. By getting students involved early and frequently, instructors set the stage for a dynamic and collaborative educational experience.