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Methods:Action research was used to apply Neuro-semantic Language Learning Theory to the use of clickers in a nursing pharmatherapeutics course.Action research design allowed for the continuity of assessment and reflection by the faculty. Results:Outcomes were measures quantitatively using ATI (Assessment Technologies Institute) test scores pre- and post-intervention.ATI scores improved with the use of clickers.Qualitative student comments indicated satisfaction with the use of clickers to improve learning.Neuroscience and learning theory are used to explain the results of the study. Conclusion:Clickers by themselves do not necessarily create better learning, but thoughtful, purposeful integration of the technology, using techniques based on neuroscience elicit higher order thinking and provides deeper conceptual learning."},{"label":"DOI","value":"10.5176/2315-4330_WNC13.52"},{"label":"Publication Date","value":"D:00 M:00 Y:2013"},{"label":"Author Supplied Keywords","value":"clickers, neuro-semantic Language Learning Theory, nursing pharmacology, nursing education"},{"label":"Publication Information","value":"Proceedings of the Third Annual World Nursing Conference, 2013, 113-121. © 2013 GSTF Archived version is the final published version."}],"description":"Translating neuroscience: When is the use of clickers effective for student learning?","sequences":[{"@type":"sc:Sequence","canvases":[{"@id":"https://iiif.quartexcollections.com/portland/iiif/073d124c-23c0-4137-9c72-77988696b711/canvas/_1","@type":"sc:Canvas","label":"Translating neuroscience- When is the use 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