Tailoring clinical and theoretical studies for the generation Z

A new generation, generation Z, is entering the nursing faculties. This generation of students, born within the past 20 years, has unique needs regarding learning. Ford & Moseley (2020) stated that there are multiple challenges in health that impact health professions educators’ abilities to teach and support learners which in turn demand new strategies that recognize technologies that can meet the learner's expectations. Nursing facilitators, the teachers meeting the students during the clinical studies period and nurse preceptors, may face challenges in meeting this new generation’s needs (Gunnarsdottir et al., 2021). Since this generation is more technologically knowledgeable than any previous generation, they are communicating mainly via social media and less communication is done face-to-face. The majority are members of three to ten social media and have the need of checking them numerous times per day. The students might experience loneliness; therefore, the new generation of students needs a platform or “space” that will increase well-being, promote a sense of belonging and foster teamwork. (Trent, 2018). This incentive might create a new platform stage where the students can express and discuss. This is important since they exist mainly on social media, and the level of loneliness in real contact face- to- face is high.

Two questions are guiding this discussion. The first: Is there a major difference between generation Z and all other generations? The second: How do those differences impact teaching theoretical knowledge in the classroom and practical knowledge in a clinical environment? According to Gjevjon, et al. (2022) most of today’s nursing students belong to generation Y and Z while the majority of nursing faculty belong to generation X. Generation X was born during 1965-1980, they are the generation after the baby boomers born during 1946-1964. Generation Y refers also to the millennial generation, born between 1981-1996. Generation Z was born during 1997-2012 (Khan, Aleem & Walia, 2021).  Generational differences, such as digital vs. face-to-face teaching, attention span and digital competence may create rigidity between the expectations of how teachers and facilitators should teach and how students learn best.

Generation Y value the most flexibility in working life, they desire work-life balance, they are more results-oriented and seek rewards thus, they are innovators and enjoy collaboration. Generation Z uses more technologies in everyday life, technologies that are new to generation Y are part of everyday life for Gen Z. Individuals in this generation are digital natives, born into the world surrounded by technology. However, they are lonelier than any other generation and do not have sufficient ability to create individual and personal connections to communicate with the patient and his/her significant others. Therefore, a stronger emphasis on reflection would meet the needs of generations Y and Z, since they favor clear and modest expectations, clear answers, immediate individual feedback, and formative and reflective assessment. This understanding is important for the construction of a successful teaching and learning environment (Gunnarsdottir, et al., 2022; Gjevjon, et al., 2022).

Pathway for development in the classroom or online education

There are different methods to learn a new subject. One of them is known as the Learning Pyramid which illustrates the impact of different teaching methods. It was first created by Edgar Dale in the 1940s and was later developed and revised by the National Training Laboratories Institute, a global community focusing on learning and training methodologies. The idea was also elaborated by Richard Feynman, and he published late in the 60s a three-volume publication on the topic scholars’ lectures and learning (Feynman in Leighton, 1985). 

Source: The University of New England, https://www.une.edu/studentlife/biddeford/las-1

To meet the requirements of the new generations we need to find inspiration from the past and tailor it to the future. We believe that teaching methods must be suitable to the student’s lifestyle and what they value the most, consequently, more active learning methods where they must participate, practice, reflect, discuss, and teach each other are necessary. However, the learning pyramid ideology was also criticized for the lack of evidence on how teachers enhance knowledge in an active manner (Harrington-Atkinson, 2021).  Gjevjon, et al. (2022), emphasized the need for participatory learning clinical skills and competencies that suit the style of the new generation and suggested active learning with peers. This can be accomplished by abridged teaching and learning activities such as student-led workshops, study groups and peer-to-peer learning partnerships.

Pathway for development in clinical education

To meet the needs of generations Y and Z and at the same time enhance clinical competence, a new form of reflective assessment must be developed. This type of reflective and formative assessment should include criteria that may enhance competencies via dialogue in areas such as critical thinking, ethics, collaborative behaviour, learning and development, satisfaction with provided care etc. However, the way we develop this reflective assessment form for clinical studies requires careful examination (Gunnarsdottir, et al., 2022).

Active and reflective assessment can be achieved through careful reflection guided by trained preceptors. In this reflection, generation Y and Z students can develop a personal connection. Reflection can also act as a platform for asking questions and sharing concerns. On the one hand, reflection during clinical studying presents a real-life perspective within the caring science tradition. On the other hand, the availability of reflection as an assessment tool with a structured criterion for a formative evaluation can offer individualized feedback and may strengthen the objectivity and reliability of the assessment (Gunnarsdottir, et al., 2022).

Discussion

There are differences between the generations regarding the use of technology. We support nursing faculty facilitators and preceptors in theoretical and clinical education to facilitate peer learning, and reflection, and to use more active and participatory teaching methods using available online platforms such as WebEx, Teams, Zoom, etc. These methods may be more approch. 

There are differences between the generations regarding the use of technology. We support nursing faculty facilitators and preceptors in theoretical and clinical education to facilitate peer learning, and reflection, and to use more active and participatory teaching methods using available online platforms such as WebEx, Teams, Zoom, etc. These methods may be more appropriate to generations Y and Z which were born into a world surrounded by technological solutions.

References

• Gjevjon, E, R., Rolland, E G., & Olsson, C. (2022). Are we prepared to educate the next generation of bachelor nursing students? A discussion paper. Nordic Journal of Nursing Research, 42(2) 59–61.
• Gunnarsdottir, T. J., Henriksen, J., Löfmark, A., Slettebo Å., & Levy-Malmberg, R. (2022). Customizing clinical studies for the new nursing generation. Nordic Journal of Nursing Research 1-4.
• Harrington-Atkinson. (2021) The learning pyramid. Blog available at: https://tracyharringtonatkinson.com/the-learning-pyramid/
• Feynman, Richard P. (1985). Ralph Leighton (ed.). Surely, You're Joking, Mr. Feynman: Adventures of a Curious Character. W. W. Norton & Co. ISBN 0-393-01921-7. OCLC 10925248. pp. 241–246.
• Khan, A., Aleem, S., & Walia, T. (2021). Happiness and well-being among generation X, generation Y and generation Z in Indian context: A survey study. Indian Journal of Positive Psychology, 12(1), 70–76.
• The University of New England: https://www.une.edu/studentlife/biddeford/las-1
• Trent, J. D. (2018). The one without smartphones. Christian Century, 135(5), 12–13.

This blogpost has been reviewed and approved 8.12.2022.