Abstract
Nursing student silence in higher education undermines active learning and critical thinking development. This literature review examines participation barriers, engagement strategies, and approaches to fostering inclusive discussion environments. Research identifies multiple contributing factors: fear of negative evaluation, cultural differences in communication styles, insufficient content knowledge, and technological challenges in virtual settings. The Student Engagement in Digital Learning Framework reveals four key dimensions—emotional, behavioral, cognitive, and social—that interact to create barriers or facilitators to student voice. Evidence-based solutions include extending wait times to 10-15 seconds for cognitive processing, implementing culturally responsive pedagogies, providing multimodal participation formats, and scaffolding discussions to build confidence. While active learning strategies significantly enhance learning experiences, adoption remains limited due to instructor concerns about student resistance. Teacher immediacy behaviors and instructor facilitation play critical roles in reducing silence. Addressing this complex phenomenon requires multifaceted interventions that create psychologically safe, inclusive learning environments while respecting diverse learning styles and cultural backgrounds across face-to-face and hybrid educational contexts.
Notes
Extensive reference list included in attached slide deck.
Sigma Membership
Rho Psi
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Faculty Development, Interprofessional and Interdisciplinary, Teaching and Learning Strategies, Nursing Education, Nursing Students, Educational Intervention
Recommended Citation
Kies, Joshua Michael; Snyder, Elizabeth Faye; and Faudree, Cyndi, "Breaking the Silence - Moving Beyond Lecture Hall Echo Chambers in Nursing Education" (2026). International Nursing Research Congress (INRC). 272.
https://www.sigmarepository.org/inrc/2026/presentations_2026/272
Conference Name
37th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Toronto, Ontario, Canada
Conference Year
2026
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2026-09-06
Breaking the Silence - Moving Beyond Lecture Hall Echo Chambers in Nursing Education
Toronto, Ontario, Canada
Nursing student silence in higher education undermines active learning and critical thinking development. This literature review examines participation barriers, engagement strategies, and approaches to fostering inclusive discussion environments. Research identifies multiple contributing factors: fear of negative evaluation, cultural differences in communication styles, insufficient content knowledge, and technological challenges in virtual settings. The Student Engagement in Digital Learning Framework reveals four key dimensions—emotional, behavioral, cognitive, and social—that interact to create barriers or facilitators to student voice. Evidence-based solutions include extending wait times to 10-15 seconds for cognitive processing, implementing culturally responsive pedagogies, providing multimodal participation formats, and scaffolding discussions to build confidence. While active learning strategies significantly enhance learning experiences, adoption remains limited due to instructor concerns about student resistance. Teacher immediacy behaviors and instructor facilitation play critical roles in reducing silence. Addressing this complex phenomenon requires multifaceted interventions that create psychologically safe, inclusive learning environments while respecting diverse learning styles and cultural backgrounds across face-to-face and hybrid educational contexts.
Description
Nursing student silence in higher education stems from fear of evaluation, cultural differences, insufficient knowledge, and technology barriers. Effective solutions include extending wait times to 10-15 seconds, culturally responsive teaching, multimodal participation options, and scaffolded discussions. Active learning enhances engagement, but adoption is slow. Addressing silence requires evidence-based interventions creating psychologically safe, inclusive environments.