Enhanced Classroom Engagement: Implementation of an Inclusive Teaching Strategy

Background: The coronavirus disease 2019 (COVID-19) pandemic posed challenges to nursing faculties, including transitioning to a virtual teaching platform and ensuring inclusivity, active engagement, and social justice, which are the hallmarks of excellence in nursing education. A three-step teaching strategy called enhanced classroom engagement (ECE-TS) was created. Method: The first step in ECE-TS required groups of students to read the assigned article and share five takeaways before class. The second step required each group to discuss and prepare a presentation using a rubric. The final step required each group to give a presentation to the class. Results: Students noted ECE-TS promoted (a) individual learning; (b) collective learning; (c) inclusivity; (d) connection among students; (e) change in the classroom environment; and (f) generated proposals for future directions related to ECE-TS. Conclusion: ECE-TS, which is a promising strategy that promotes social justice, must be tested across teaching formats and programs. [ J Nurs Educ . 2023;62(X):XXX–XXX.]