Abstracts
Abstract
Background: Icebreakers share the common goal of promoting interaction. Despite the overwhelming positive regard for icebreakers in nursing education, they may have unintended consequences, such as highlighting inequities or perpetuating microaggressions. This research project incorporated the concept of microaggressions to explore how undergraduate nursing students experienced icebreakers within the classroom setting.
Methods: This mixed-methods exploratory sequential design study used a quantitative survey followed by a semi-structured focus group using interpretive description thematic analysis.
Results: A total of 43 students completed the quantitative survey, and three students participated in the follow-up focus group. The findings demonstrate that although well intentioned, icebreakers can also cause harm. Three themes were generated: revealing inequities, unveiling multiple tensions, and identifying conflict between purpose and outcome.
Conclusion: Through our small study, we found that icebreakers can detract from content delivery, reveal inequities, and be divisive rather than contribute to a greater sense of belonging for students.
Keywords:
- nursing education,
- mixed-methods,
- teaching strategies,
- classroom
Résumé
Contexte : Les activités brise-glace ont le même but : promouvoir l’interaction. Malgré une perception extrêmement positive des moyens de briser la glace dans la formation infirmière, ceux-ci peuvent avoir des conséquences imprévues, comme souligner des inégalités ou perpétuer des microagressions. Ce projet de recherche intégrait le concept de microagressions afin d’étudier l’expérience d’étudiantes et étudiants en sciences infirmières en ce qui concerne les moyens de briser la glace en classe.
Méthodes : Cette étude exploratoire séquentielle à méthodes mixtes comprenait un sondage pour les données quantitatives et une entrevue semi-structurée avec un groupe de discussion dont les données ont fait l’objet d’une analyse thématique descriptive interprétative.
Résultats : Au total, 43 étudiantes et étudiants ont complété le sondage de nature quantitative, et trois ont participé au groupe de discussion qui a suivi. Les données montrent que, malgré de bonnes intentions, les activités brise-glace peuvent également nuire. Trois thèmes ont été identifiés : révéler les inégalités, dévoiler les tensions multiples et identifier les conflits entre l’objectif et le résultat.
Conclusion : Dans le cadre de notre étude à petite échelle, nous avons constaté que les activités brise-glace peuvent interférer avec la présentation du contenu du cours, révéler des inégalités et diviser les gens au lieu de contribuer à susciter un plus grand sentiment d’appartenance chez les étudiantes et étudiants.
Appendices
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