Can I relate? A review and guide for nurse managers in leading generations

Abstract

Managers can use intergenerational differences to create a rich environment that bridges generational differences and fosters workforce cohesion.

Stimulating Intrinsic Motivation in Millennial Students: A New Generation, a New Approach

“… Defining characteristics include: core attributes; work ethics; preferred work environment; job expectations; work and family life balance. Based on Augustin (); Khalaila (); Sinclair et al (); Cook and Artino (); Harpe (); Christensen et al (); and Rutledge et al (). …”

“…Training through simulation exercises offers pragmatic opportunities to build competence (Khalaila, ; Gillispie, ) and confidence (Barrett et al, ) in an interactive manner (Desy et al, ; Pandey et al, ) and within a risk‐free environment. The modalities that can be employed include, but are not limited to, screen‐based computer simulators (Abdel Meguid and Khalil, ; Havyer et al, ), standardized patients (Marks, ), complex task trainers (Rogers and Tutty, ; Christensen et al, ), and realistic patient simulators (Alcamo et al, ; Hill et al, ). These tools can be easily adapted to represent a very wide variety of client conditions (Miller, ; Kusurkar, ) that can be t ailored to different levels of difficulty ( Strombach et al, ; Raza et al, ) .…”

“…It has already been firmly established that the enhancement of IM in millennial health care students is of paramount importance (Bakon et al, ; Brown et al, ; Walker et al, ; Chen et al, ). Literature is replete with reports of the positive effects of providing autonomy to students in the development of IM (Cook and Artino, ; Abdel Meguid and Khalil, ; Christensen et al, ). It is also noteworthy that controlling behavior of educators has been consistently reported to impede student learning (Emerson, ; Mor et al, ), and achieve only short‐term compliance (Fryer et al, ; Nuffer et al, ).…”

“…It is also noteworthy that controlling behavior of educators has been consistently reported to impede student learning (Emerson, ; Mor et al, ), and achieve only short‐term compliance (Fryer et al, ; Nuffer et al, ). Thus, autonomy‐supportive health care education is intrinsically valuable by providing students with opportunities to learn from different perspectives (Vandewaetere et al, ; Burch et al, ; Mestdagh et al, ; Rowland and Kumagai, ; Woolley and Fishbach, ), and thereby enhance a greater conceptual understanding of the material (Abdel Meguid and Khalil, ; Christensen et al, ).…”

“…Often educators tend to intervene only as rescuers in uncomfortable client–clinician situations (Junod Perron et al, ; Gonzalo et al, ), and expect students to reproduce desirable behaviors and skills simply by observing their educators (Cianciolo et al, ; Lamba et al, ). Another underlying reason for this attitude among educators is that many do not feel confident enough to instruct students in skills that they have not yet mastered (Yilmaz et al, ; Christensen et al, ; Lysak et al, ). Additionally the teaching of client communications skills is not often considered a priority, as the first mandate is to always address the health needs of clients (Augustyniak et al, ; Igde and Sahin, ; Oommen et al, ; Valero‐Chillerón et al, ).…”