Connecting with Generation Z: Approaches in Nursing Education
Generation Z, a unique and truly digital native generation, is now entering college and the workplace. This article identifies generational influences and distinctive characteristics of this group, which may challenge nurse educators and require changes in teaching–learning design strategies and app...
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| Published in | Teaching and learning in nursing Vol. 13; no. 3; pp. 180 - 184 |
|---|---|
| Main Authors | , |
| Format | Journal Article |
| Language | English |
| Published |
Elsevier Inc
01.07.2018
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| Subjects | |
| Online Access | Get full text |
| ISSN | 1557-3087 1557-2013 |
| DOI | 10.1016/j.teln.2018.03.008 |
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| Abstract | Generation Z, a unique and truly digital native generation, is now entering college and the workplace. This article identifies generational influences and distinctive characteristics of this group, which may challenge nurse educators and require changes in teaching–learning design strategies and approaches. Specific educational suggestions and ways to support members of Generation Z in higher education and the workplace are offered.
•Gen Z students, born between the mid-1990s and 2012, are entering higher education.•Gen Z brings distinctive generational attributes that will impact education.•Teaching–learning design strategies and approaches must be offered to support Gen Z.•Faculty must consider classroom, clinical, and other changes to help Gen Z students. |
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| AbstractList | Generation Z, a unique and truly digital native generation, is now entering college and the workplace. This article identifies generational influences and distinctive characteristics of this group, which may challenge nurse educators and require changes in teaching–learning design strategies and approaches. Specific educational suggestions and ways to support members of Generation Z in higher education and the workplace are offered.
•Gen Z students, born between the mid-1990s and 2012, are entering higher education.•Gen Z brings distinctive generational attributes that will impact education.•Teaching–learning design strategies and approaches must be offered to support Gen Z.•Faculty must consider classroom, clinical, and other changes to help Gen Z students. |
| Author | Chicca, Jennifer Shellenbarger, Teresa |
| Author_xml | – sequence: 1 givenname: Jennifer surname: Chicca fullname: Chicca, Jennifer email: j.chicca@iup.edu – sequence: 2 givenname: Teresa surname: Shellenbarger fullname: Shellenbarger, Teresa email: tshell@iup.edu |
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| Cites_doi | 10.1016/j.nedt.2016.03.010 10.1891/1078-4535.23.1.24 10.1353/jip.2015.0021 10.3928/00220124-20160518-05 10.1080/00940771.2012.11461816 10.17763/haer.83.2.w221368g1554u158 10.1097/NND.0000000000000391 |
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| References | Lang (bb0025) 2016 Spears, Zobac, Spillane, Thomas (bb0075) 2015; 3 Wiedmer (bb0090) 2015; 82 Phillips (bb0050) 2016 Philip, Garcia (bb0045) 2013; 83 Carter, Creedy, Sidebotham (bb0010) 2016; 40 Mocek (bb0040) 2017; 6 Shatto, Erwin (bb0065) 2016; 47 American College Health Association (bb0005) 2017 Turner (bb0080) 2015; 71 Holtschneider (bb0015) 2017; 33 Shatto, Erwin (bb0070) 2017; 23 Seemiller, Grace (bb0060) 2016 Merriam, Bierema (bb0035) 2014 Rickes (bb0055) 2016; 44 Twenge (bb0085) 2017 Loveland (bb0030) 2017; 235 Igel, Urquhart (bb0020) 2012; 43 Phillips (10.1016/j.teln.2018.03.008_bb0050) 2016 Philip (10.1016/j.teln.2018.03.008_bb0045) 2013; 83 Carter (10.1016/j.teln.2018.03.008_bb0010) 2016; 40 Seemiller (10.1016/j.teln.2018.03.008_bb0060) 2016 Wiedmer (10.1016/j.teln.2018.03.008_bb0090) 2015; 82 Loveland (10.1016/j.teln.2018.03.008_bb0030) 2017; 235 Mocek (10.1016/j.teln.2018.03.008_bb0040) 2017; 6 Rickes (10.1016/j.teln.2018.03.008_bb0055) 2016; 44 Shatto (10.1016/j.teln.2018.03.008_bb0065) 2016; 47 Shatto (10.1016/j.teln.2018.03.008_bb0070) 2017; 23 American College Health Association (10.1016/j.teln.2018.03.008_bb0005) 2017 Twenge (10.1016/j.teln.2018.03.008_bb0085) 2017 Holtschneider (10.1016/j.teln.2018.03.008_bb0015) 2017; 33 Turner (10.1016/j.teln.2018.03.008_bb0080) 2015; 71 Igel (10.1016/j.teln.2018.03.008_bb0020) 2012; 43 Lang (10.1016/j.teln.2018.03.008_bb0025) 2016 Spears (10.1016/j.teln.2018.03.008_bb0075) 2015; 3 Merriam (10.1016/j.teln.2018.03.008_bb0035) 2014 |
| References_xml | – year: 2014 ident: bb0035 article-title: Adult learning: Linking theory and practice – volume: 83 start-page: 300 year: 2013 end-page: 401 ident: bb0045 article-title: The importance of still teaching the iGeneration: New technologies and the centrality of pedagogy publication-title: Harvard Educational Review – year: 2016 ident: bb0060 article-title: Generation Z goes to college – volume: 23 start-page: 24 year: 2017 end-page: 28 ident: bb0070 article-title: Teaching Millennials and Generation Z: Bridging the generational divide publication-title: Creative Nursing – volume: 3 start-page: 1 year: 2015 end-page: 10 ident: bb0075 article-title: Marketing learning communities to Generation Z: The importance of face-to-face interaction in a digitally driven world publication-title: Learning Communities Research and Practice – year: 2016 ident: bb0025 article-title: Small teaching: Everyday lessons from the science of learning – year: 2017 ident: bb0005 article-title: 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| Title | Connecting with Generation Z: Approaches in Nursing Education |
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