Connecting with Generation Z: Approaches in Nursing Education

Chicca, Jennifer; Shellenbarger, Teresa

doi:10.1016/j.teln.2018.03.008

Cited by 243 publications

(261 citation statements)

References 7 publications

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“…Today, the new generation of students, known as Generation Z (i.e., anyone born in 1995 or later), are entering nursing programs (Chicca & Shellenbarger, 2018). In South Korea, most students who have enrolled in baccalaureate nursing programs since 2017 are members of Generation Z (Higher Education in Korea, n.d.).…”

Section: Introductionmentioning

confidence: 99%

“…In South Korea, most students who have enrolled in baccalaureate nursing programs since 2017 are members of Generation Z (Higher Education in Korea, n.d.). Students in this generation are characterized as digital natives; although they are familiar with digital technology and interacting with people online, they tend to be more individualistic and may have underdeveloped social and relationship skills (Chicca & Shellenbarger, 2018). This generation also tends to have a limited attention span, high desires for convenience and immediacy, and greater concerns about emotional and physical safety (Chicca & Shellenbarger, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Attributes associated with person‐centered care competence among undergraduate nursing students

Park

Choi

2020

Research in Nursing & Health

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Person‐centered care is widely recognized as a promising practice to improve patient care quality. However, little is known about the competencies of nursing students who are essential to providing high‐quality person‐centered care. In this study, relevant attributes, including professional nursing competence, empathy, and self‐awareness, were examined in relation to person‐centered care competence among South Korean nursing students while controlling for individual characteristics, including age, gender, religion, and academic performance. Data were collected from 213 senior students enrolled in four nursing schools in South Korea from November 15 to 30, 2017. The mean age of the nursing students in the sample was 23 years. Data were analyzed using multiple regression analyses while accounting for the students nested in their schools. Professional nursing competence and empathy were strongly associated with person‐centered care competence among nursing students. Of the five aspects of professional nursing competence, human understanding and communication skills were the most likely to be associated with person‐centered care competence. Moreover, there were few variations across nursing schools in the levels of professional nursing competence. Our findings corroborate the importance of developing better communication skills and empathy to improve and maintain person‐centered care competence among nursing students who belong to a new generation.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Attributes associated with person‐centered care competence among undergraduate nursing students

Park

Choi

2020

Research in Nursing & Health

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“…Interestingly, there is scant literature about the generational perspectives of children, youth and parents who belong to one of these generations: Generations X, Y and Z in the pediatric nursing literature. Each of these generational groups is described broadly by collective perspectives influenced greatly by societal changes, economic conditions and significant historic developments (Chicca & Shellenbarger, 2018a, 2018b. The generational designation corresponds roughly to a period of 20 years as illustrated by the age ranges of each of the following generational groups.…”

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confidence: 99%

“…"Growing up in a virtual cloud of technology with infinite sources of information and digital interactions has changed the way they think, communicate and learn" is an apt description of this newest generation (Adamson,p.29). Some experts have suggested that this heavy reliance on and immersion with technology is associated with shorter spans of attention (Chicca & Shellenbarger, 2018a, 2018bShatto & Erwin, 2016 Other characteristics of Generation Z that distinguish them from previous generations is their diversity. Forty-eight percent of Generation Z are ethnically diverse compared to earlier generations; the ethnic composition of Millennials and Generation X is 39 and 30 percent, respectively.…”

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confidence: 99%

“…However, it is incumbent upon our specialty field of practice, science and education to be responsive to these generational changes (Johanson, 2017;Sparks, 2012;Sudheimer, 2009). Our attention needs to be directed to being not only astute in our specialty areas of pediatric nursing expertise but to be culturally and digitally competent, responsive and innovative to meet the generational needs of the children, youth and families we serve (Aguilar-Palacio, Gil-Lacruz, Sanchez-Recio, & Rabanaque, 2018;Chicca & Shellenbarger, 2018a, 2018bJohanson, 2017).…”

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confidence: 99%

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Generations X, Y, and Z

Betz¹

2019

Journal of Pediatric Nursing

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Applying simulation learning theory to identify instructional strategies for Generation Z emergency medicine residency education

Hrdy,

Tarver,

Lei

et al. 2024

AEM Education and Training

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IntroductionGeneration Z learners are entering emergency medicine (EM) residency training, bringing unique learning preferences that influence their engagement with residency education. To optimally teach and motivate this incoming generation of learners, EM educators must understand and adapt to the changing instructional landscape.MethodologyThe Simulation Leaders Advancing the Next Generation in Emergency Medicine (SLANG‐EM) Workgroup was created to identify effective educational strategies for Generation Z learners entering EM. Members were faculty in the Society for Academic Emergency Medicine (SAEM) Simulation Academy, well versed in learning theory supporting simulation‐based education (SBE) and actively involved in EM residency education.Unique treatment/analysisThrough primary and secondary literature searches, the SLANG‐EM Workgroup identified four distinctive learning preferences of Generation Z learners: (1) individualized and self‐paced learning, (2) engaging and visual learning environments, (3) immediate and actionable feedback, and (4) combined personal and academic support. Workgroup members evaluated these learning preferences using a novel conceptual framework informed by the theoretical principles underpinning SBE, recommending instructional strategies for Generation Z EM residency learners across multiple educational environments.Implications for educatorsInstructional strategies were described for the didactic, simulation, and clinical learning environments. In the didactic environment, identified instructional strategies included meaningful asynchronous education, interactive small‐group learning, and improved multimedia design. In the simulation environment, educational innovations particularly suitable for Generation Z learners included learner‐centered debriefing, rapid‐cycle deliberate practice, and virtual simulation. In the clinical environment, described instructional strategies involved setting learner‐centered goals and delivering facilitative feedback in the context of an educational alliance. Overall, these instructional strategies were clustered around themes of student‐centered education and the educator as facilitator, which align well with Generation Z learning preferences. These findings were synthesized and presented as an advanced workshop, “Delivering Effective Education to the Next Generation,” at the 2023 SAEM Annual Meeting.

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Connecting with Generation Z: Approaches in Nursing Education

Cited by 243 publications

References 7 publications

Attributes associated with person‐centered care competence among undergraduate nursing students

Attributes associated with person‐centered care competence among undergraduate nursing students

Generations X, Y, and Z

Applying simulation learning theory to identify instructional strategies for Generation Z emergency medicine residency education

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