1
|
Reid L, Button D, Brommeyer M. Challenging the Myth of the Digital Native: A Narrative Review. NURSING REPORTS 2023; 13:573-600. [PMID: 37092480 PMCID: PMC10123718 DOI: 10.3390/nursrep13020052] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2023] [Revised: 03/15/2023] [Accepted: 03/16/2023] [Indexed: 04/09/2023] Open
Abstract
Background and Aims: Nurses are increasingly engaging with digital technologies to enhance safe, evidence-based patient care. Digital literacy is now considered a foundational skill and an integral requirement for lifelong learning, and includes the ability to search efficiently, critique information and recognise the inherent risk of bias in information sources. However, at many universities, digital literacy is assumed. In part, this can be linked to the concept of the Digital Native, a term first coined in 2001 by the US author Marc Prensky to describe young people born after 1980 who have been surrounded by mobile phones, computers, and other digital devices their entire lives. The objective of this paper is to explore the concept of the Digital Native and how it influences undergraduate nursing education. Materials and Methods: A pragmatic approach was used for this narrative review, working forward from Prensky’s definition of the Digital Native and backward from contemporary sources of information extracted from published health, education and nursing literature. Results: The findings from this narrative review will inform further understanding of digital literacy beliefs and how these beliefs influence undergraduate nursing education. Recommendations for enhancing the digital literacy of undergraduate nursing students are also discussed. Conclusions: Digital literacy is an essential requirement for undergraduate nursing students and nurses and is linked with safe, evidence-based patient care. The myth of the Digital Native negates the reality that exposure to digital technologies does not equate digital literacy and has resulted in deficits in nursing education programs. Digital literacy skills should be a part of undergraduate nursing curricula, and National Nursing Digital Literacy competencies for entry into practice as a Registered Nurse should be developed and contextualised to individual jurisdictions.
Collapse
Affiliation(s)
- Lisa Reid
- College of Nursing and Health Sciences, Flinders University, Adelaide 5042, Australia
- Flinders Digital Health Research Centre, Flinders University, Adelaide 5042, Australia
| | - Didy Button
- College of Nursing and Health Sciences, Flinders University, Adelaide 5042, Australia
- Flinders Digital Health Research Centre, Flinders University, Adelaide 5042, Australia
| | - Mark Brommeyer
- College of Business, Government and Law, Flinders University, Adelaide 5042, Australia
- College of Public Health, Medical and Veterinary Sciences, James Cook University, Townsville 4811, Australia
| |
Collapse
|
2
|
Davies H, Robertson S, Sundin D, Jacob E. Impact of pre-registration extended immersive ward-based simulation on student learning in preparation for clinical placement. NURSE EDUCATION TODAY 2022; 119:105575. [PMID: 36179424 DOI: 10.1016/j.nedt.2022.105575] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/04/2022] [Revised: 08/14/2022] [Accepted: 09/18/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Graduate nurses commonly experience significant challenges in transitioning to professional practice. The practice readiness of graduate nurses continues to be a concern for nurse educators and industry partners. Introduction of pre-registration extended immersive ward-based simulation can provide opportunities for students to practice the role of registered nurse before graduation. It is not clear if participation in simulation-based learning transfers to increased preparedness for dealing with real-life situations following entry into the workforce. OBJECTIVE To report on student views on how ward-based immersive simulation assisted in preparing for clinical placement and graduate practice. DESIGN A qualitative, descriptive design was used to conduct a series of face-to-face focus groups. SETTING School of Nursing and Midwifery metropolitan Western Australian university. PARTICIPANTS Final year baccalaureate nursing students who had participated in six four-hour simulation workshops between February and April 2021 were selected through purposive sampling. METHODS Focus group and interview data was transcribed from audio recordings. A six-phase approach was used to analyse data into themes and sub-themes. The study adhered to the consolidated criteria for reporting of qualitative research. RESULTS Three focus groups and one interview were conducted. Eight themes emerged. Student learning was identified as occurring in a variety of ways, such as how to work as a team and was influenced by a number of factors, such as the capacity for students to self-reflect. CONCLUSIONS Learning opportunities for students to practice how to think and work independently as a registered nurse is something that can be supported by pre-registration extended immersive ward-based simulation. Understanding of what will be expected of them once qualified can make students more prepared for professional practice enabling them to apply knowledge gained from simulated experiences to a similar situation as a graduate nurse.
Collapse
Affiliation(s)
- Hugh Davies
- School of Nursing and Mideifery, Edith Cowan University, Western Australia, Australia.
| | - Sue Robertson
- School of Nursing and Mideifery, Edith Cowan University, Western Australia, Australia.
| | - Deb Sundin
- School of Nursing and Mideifery, Edith Cowan University, Western Australia, Australia.
| | - Elisabeth Jacob
- School of Nursing, Midwifery & Paramedicine, Australian Catholic University, Victoria, Australia.
| |
Collapse
|
3
|
What Potential Entrepreneurs from Generation Y and Z Lack-IEO and the Role of EE. EDUCATION SCIENCES 2020. [DOI: 10.3390/educsci10110331] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This paper addresses the issue of individual entrepreneurship orientation (IEO) and entrepreneurship education (EE), which are both important for modern economic development. Intergenerational differences in these areas were discussed, especially characteristics of Generations Y and Z. The results of research conducted among 757 Polish students showing their IEO are presented. 80% of respondents displayed high levels of proactivity (primarily directed at meeting their own needs), whilst only 56% exhibited innovativeness and only 47% risk-taking. On the basis of the research results, the authors formulated recommendations for entrepreneurship education, aimed at strengthening IEO among representatives of Generations Y and Z.
Collapse
|
4
|
Friesth M, Dzara K. An Educational Evaluation of a Journal Club Approach to Teaching Undergraduate Health Care Research. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2020; 7:2382120520940662. [PMID: 32743078 PMCID: PMC7376377 DOI: 10.1177/2382120520940662] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/31/2020] [Accepted: 06/17/2020] [Indexed: 06/01/2023]
Abstract
BACKGROUND Health care research is a common undergraduate health sciences requirement. There is limited literature regarding course structure, content, or learning outcomes; most courses have traditionally been taught through didactic lecture. This is misaligned with Generation Y learner values, as they desire guided learning, real-world examples, active engagement, learning through doing, and psychological safety. METHODS A "journal club" approach to teaching health care research was implemented at Northeastern University in Fall 2018. Each session involved (1) a moment of reflection; (2) an introduction to the topic; (3) 1 student methods report presentation; (4) 2 student "journal club" self-directed structured article summary presentations; (5) large-group discussion; (6) plus/delta feedback to instructor. Each student completed 2 "journal club" and 1 methods presentations, 6 peer reviews, CITI research training, a quality improvement survey, and a final course reflection. We utilized a convergent mixed-methods educational evaluation, integrating data from 3 distinct sources-a quality improvement survey, final student course reflections, and Plus/Delta feedback-which were analyzed via thematic analysis. The Northeastern University Institutional Review Board exempted the study. RESULTS Students appreciated the course structure and reported confidence in their critical appraisal abilities. Four qualitative themes emerged: (1) enabled a high degree of growth as students and scholars; (2) designed in thoughtful and unique format; (3) initially intimidated students and was academically challenging; and (4) prioritized and enabled psychological safety. CONCLUSIONS Although initially intimidating and admittedly challenging, undergraduate health sciences students applauded the course's curricular design and enabling of psychological safety, which aligned with Generation Y learner values, ultimately leading to growth in perceived and realized confidence and ability to critically review research articles.
Collapse
Affiliation(s)
- Michaela Friesth
- Northeastern University, Department of
Health Sciences, Boston, MA, USA
| | - Kristina Dzara
- Northeastern University, Department of
Health Sciences, Boston, MA, USA
- Harvard Medical School, Boston, MA,
USA
- Brigham Education Institute, Brigham and
Women’s Hospital, Boston, MA, USA
- Departments of Pediatrics and Obstetrics
and Gynecology, Massachusetts General Hospital, Boston, MA, USA
| |
Collapse
|
5
|
Huber P, Schubert HJ. Attitudes about work engagement of different generations-A cross-sectional study with nurses and supervisors. J Nurs Manag 2019; 27:1341-1350. [PMID: 31136020 DOI: 10.1111/jonm.12805] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2018] [Revised: 04/19/2019] [Accepted: 05/25/2019] [Indexed: 12/18/2022]
Abstract
AIM This study investigated whether generation Y nurses (1981-1995) adopt a different attitude about work than generation X caregivers (1966-1980) and baby boomers (1956-1965). BACKGROUND Employees' positive attitude to work engagement is a competitive factor for clinics. In age-diverse team structures, possible different attitudes can lead to conflicts. METHODS As part of a quantitative, descriptive, cross-sectional study with the survey instrument AVEM-44, health and nursing staff, as well as nursing directors and ward administrators, were interviewed. RESULTS A total of N = 992 individuals (n = 312 nursing directors, n = 259 ward administrators and n = 421 nurses) were included in the study. Nurses and executives viewed generation Y as being less willing to give oneself out and as attaching less importance to work than generation X and the baby boomers. On the other hand, professional ambition was more important to generation Y than the older generations. CONCLUSIONS Transformational leadership behaviour represents an approach to guide employees of different generations individually and to harmonize different attitudes. IMPLICATIONS FOR NURSE MANAGEMENT To lead employees transformationally, it is necessary to know generation-specific differences concerning attitudes towards work.
Collapse
Affiliation(s)
- Peter Huber
- Management of nursing, Kreisklinik Ebersberg gGmbH, Ebersberg, Germany
| | | |
Collapse
|
6
|
|
7
|
Turner AM, Prihoda TJ, English DK, Chismark A, Jacks ME. Millennial Dental Hygiene Students’ Learning Preferences Compared to Non-Millennial Faculty Members’ Teaching Methods: A National Study. J Dent Educ 2016. [DOI: 10.1002/j.0022-0337.2016.80.9.tb06190.x] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- April M. Turner
- Department of Periodontics; University of Texas Health; San Antonio
| | - Thomas J. Prihoda
- Department of Pathology; University of Texas Health Science; San Antonio
| | | | | | - Mary E. Jacks
- University of Texas Health Science Center; San Antonio
| |
Collapse
|
8
|
Hampton D, Pearce PF, Moser DK. Preferred Methods of Learning for Nursing Students in an On-Line Degree Program. J Prof Nurs 2016; 33:27-37. [PMID: 28131145 DOI: 10.1016/j.profnurs.2016.08.004] [Citation(s) in RCA: 31] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2015] [Indexed: 10/21/2022]
Abstract
Investigators have demonstrated that on-line courses result in effective learning outcomes, but limited information has been published related to preferred teaching strategies. Delivery of on-line courses requires various teaching methods to facilitate interaction between students, content, and technology. The purposes of this study were to understand student teaching/learning preferences in on-line courses to include (a) differences in preferred teaching/learning methods for on-line nursing students across generations and (b) which teaching strategies students found to be most engaging and effective. Participants were recruited from 2 accredited, private school nursing programs (N=944) that admit students from across the United States and deliver courses on-line. Participants provided implied consent, and 217 (23%) students completed the on-line survey. Thirty-two percent of the students were from the Baby Boomer generation (1946-1964), 48% from Generation X (1965-1980), and 20% from the Millennial Generation (born after 1980). The preferred teaching/learning methods for students were videos or narrated PowerPoint presentations, followed by synchronous Adobe Connect educations sessions, assigned journal article reading, and e-mail dialog with the instructor. The top 2 methods identified by participants as the most energizing/engaging and most effective for learning were videos or narrated PowerPoint presentations and case studies. The teaching/learning method least preferred by participants and that was the least energizing/engaging was group collaborative projects with other students; the method that was the least effective for learning was wikis. Baby Boomers and Generation X participants had a significantly greater preference for discussion board (P<.0167) than millennial students. Millennial students also had a greater preference for simulation than did Baby Boomer and Generation X students and rated on-line games as significantly more energizing/engaging and more effective for learning (P<.0167) than did Baby Boomer and Generation X students. In conclusion, the results of this study demonstrate that there are distinct student preferences and generational differences in preferred teaching/learning methods for on-line students. Faculty need to incorporate various teaching methodologies within on-line courses to include both synchronous and asynchronous activities and interactive and passive methodologies.
Collapse
Affiliation(s)
- Debra Hampton
- Academic Coordinator, Population and Organizational Systems and MSN to DNP Programs and Assistant Professor at the University of Kentucky College of Nursing, KY..
| | - Patricia F Pearce
- Interim Director, School of Nursing and Associate Professor, Loyola University New Orleans, LA
| | - Debra K Moser
- Director of the Office for Faculty Collaboration and Scholarship and Professor and Linda C. Gill Chair of Cardiovascular Nursing, University of Kentucky, KY
| |
Collapse
|
9
|
Hills C, Levett-Jones T, Warren-Forward H, Lapkin S. Teaching and learning preferences of ‘Generation Y’ occupational therapy students in practice education. INTERNATIONAL JOURNAL OF THERAPY AND REHABILITATION 2016. [DOI: 10.12968/ijtr.2016.23.8.371] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Caroline Hills
- Practice education co-ordinator, School of Health Sciences, National University of Ireland, Galway, Ireland
| | - Tracy Levett-Jones
- Director of the Research Centre for Health Professional Education, Deputy Head of School (Teaching and Learning), School of Nursing and Midwifery, The University of Newcastle, Callaghan, NSW, Australia
| | - Helen Warren-Forward
- Associate Professor, School of Health Sciences, The University of Newcastle, Callaghan, NSW, Australia
| | - Samuel Lapkin
- Lecturer, Faculty of Health, University of Technology Sydney, NSW, Australia
| |
Collapse
|
10
|
Ibrahim A, Asuku ME. Reaching Our Successors: Millennial Generation Medical Students and Plastic Surgery as a Career Choice. Niger J Surg 2016; 22:12-6. [PMID: 27013852 PMCID: PMC4785685 DOI: 10.4103/1117-6806.169868] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
Abstract
BACKGROUND Research shows that career choices are made as a result of preconceived ideas and exposure to a specialty. If plastic surgery is to continue to attract the best, factors that may dissuade the millennial generation medical students from pursuing plastic surgery as a career must be identified and addressed. We explored the determinants of interest in plastic surgery as a career choice amongst millennial generation medical students. MATERIALS AND METHODS A survey regarding factors considered important in choosing plastic surgery was conducted amongst final year medical students in September 2011. Participants were asked to rate their agreement or disagreement with 18 statements on a four-point Likert scale (1 = very unimportant; 4 = very important). Statistical analyses were performed using Chi-square test to compare categorical variables between male and female medical students. Values of P < 0.05 were considered significant. RESULTS The most important factors influencing the decision of medical students to choose plastic surgery as a career include; plastic surgeons appear happy in their work 93 (85%), Plastic surgeons have rewarding careers 78 (71%), and plastic surgeons provide good role models for medical students 96 (87%). An overall score of > 3.0 was seen in all the subscales except in gender equity and life style concerns. There were statistically significant differences between male and female students in opinions of a spouse, a significant other, or family members in choosing plastic surgery P < 0.5 and my choice of plastic surgery will be influenced by my decision to have a family P < 0.5. CONCLUSION Factors influencing the decision of medical students to choose plastic surgery were related to the perceived quality of life as a plastic surgeon and the ability of plastic surgeons to provide good role models for medical students. Female medical students were more concerned with gender equity and work-life balance in selecting plastic surgery compared to male medical students.
Collapse
Affiliation(s)
- Abdulrasheed Ibrahim
- Department of Surgery, Division of Plastic Surgery, Ahmadu Bello University Zaria, Nigeria
| | - Malachy E Asuku
- Department of Surgery, Division of Plastic Surgery, Ahmadu Bello University Zaria, Nigeria
| |
Collapse
|
11
|
|
12
|
Bhana VM. Interpersonal skills development in Generation Y student nurses: a literature review. NURSE EDUCATION TODAY 2014; 34:1430-4. [PMID: 24880789 DOI: 10.1016/j.nedt.2014.05.002] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/25/2013] [Revised: 05/02/2014] [Accepted: 05/09/2014] [Indexed: 05/24/2023]
Abstract
BACKGROUND Student nurses require training in the development of the interpersonal skills that are required for therapeutic nurse-patient relationships. This training should be provided within the basic education of nurses in a higher education institution. As the birth years of Generation Y range from the early 1980s to the late 1990s this generation is of the age group that enrols in higher education institutions. The unique learning needs of this generation necessitate a review of teaching strategies used in the development of interpersonal skills. OBJECTIVES The aim of this study is to present a literature review on the significance and development of interpersonal skills in Generation Y nursing students through nursing education. METHODOLOGY Literature searches were conducted on databases-with the use of Cumulative Index of Nursing and Allied Health (CINAHL), Clinical key, PubMed and Google Scholar-using specific keywords and a timeframe of 2005 to 2013. All relevant articles were read critically. FINDINGS Interpersonal skills are at the core of the nurse-patient relationship. Meaningful interaction is recognised in Swanson's theory of "informed caring". Debates, case studies, role-playing, storytelling, journaling, simulations and web page links to audio and video clips are some of the teaching strategies which can develop the interpersonal skills needed for meaningful interactions. CONCLUSION Teaching strategies embedded in the deconstruction pedagogies stimulate critical, analytical thinking through methods which complement the unique learning styles of Generation Y learners.
Collapse
Affiliation(s)
- Varshika M Bhana
- Department of Nursing Science, University of Pretoria, HW Snyman Building, Room 8-28, Gezina, Pretoria 0001, South Africa.
| |
Collapse
|
13
|
Button D, Harrington A, Belan I. E-learning & information communication technology (ICT) in nursing education: A review of the literature. NURSE EDUCATION TODAY 2014; 34:1311-23. [PMID: 23786869 DOI: 10.1016/j.nedt.2013.05.002] [Citation(s) in RCA: 99] [Impact Index Per Article: 9.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/04/2013] [Revised: 04/27/2013] [Accepted: 05/02/2013] [Indexed: 05/06/2023]
Abstract
OBJECTIVES To examine primary research articles published between January 2001 and December 2012 that focused on the issues for students and educators involved with E-learning in preregistration nursing programs. The literature was systematically reviewed, critically appraised and thematically analyzed. BACKGROUND E-learning is arguably the most significant change to occur in nursing education since the move from hospital training to the tertiary sector. Differences in computer and information literacy for both students and educators influence the success of implementation of E-learning into current curricula. DATA SOURCES Online databases including CINAHL, MEDLINE, OVID, the ProQuest Central, PubMed, ERIC and Science Direct were used. METHODS The criteria used for selecting studies reviewed were: primary focus on electronic learning and issues faced by nursing students and/or nurse educators from undergraduate preregistration nursing programs; all articles had to be primary research studies, published in English in peer reviewed journals between January 2001 and December 2012. RESULTS Analysis of the 28 reviewed studies revealed the following three themes: issues relating to E-learning for students; use of information technologies; educator (faculty) issues involving pedagogy, workload and staff development in E-learning and associated technology. CONCLUSION The review highlighted that commencing preregistration nursing students required ongoing education and support surrounding nursing informatics. This support would enable students to progress and be equipped with the life-long learning skills required to provide safe evidence based care. The review also identified the increased time and skill demands placed on nurse educators to adapt their current education methodologies and teaching strategies to incorporate E-learning.
Collapse
Affiliation(s)
- Didy Button
- Flinders University Faculty of Health Sciences, School of Nursing and Midwifery, Academic Staff, Sturt Building, Bedford Park, Adelaide, South Australia, Australia.
| | - Ann Harrington
- Flinders University Faculty of Health Sciences, School of Nursing and Midwifery, Academic Staff, Sturt Building, Bedford Park, Adelaide, South Australia, Australia.
| | - Ingrid Belan
- Flinders University Faculty of Health Sciences, School of Nursing and Midwifery, Academic Staff, Sturt Building, Bedford Park, Adelaide, South Australia, Australia.
| |
Collapse
|
14
|
The perception of radiation therapy students on a clinical specialist radiation therapist-led breast workshop. JOURNAL OF RADIOTHERAPY IN PRACTICE 2014. [DOI: 10.1017/s1460396913000459] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
AbstractPurposeThe clinical specialist radiation therapist (CSRT) is a radiation therapist with advanced site-specific clinical skills and knowledge that can be utilised to enhance the education of radiation therapy (RT) students within an academic setting. The aim of this study is to assess the students’ perception of the teaching provided by a CSRT within a case-based learning workshop tailored for breast cancer.MethodsA workshop that followed the patient's RT treatment pathway (consultation, CT simulation, treatment planning and delivery) was led by a breast-site CSRT to 16 third-year students. Following completion of the workshop, a 4-point Likert-scale survey was distributed to explore the students’ didactic and clinical experiences and their general perceptions of the CSRT's contribution to their breast-site module education.ResultsThe median didactic experience reported by the students were ‘a lot’ in patient care and ‘some’ in treatment unit and treatment planning. In contrast, the students reported less clinical experience; the median response for patient care and treatment unit experience was ‘a little’ and ‘none’ for treatment planning. All 13 students who responded to the survey agreed that the CSRT enhanced their understanding of the material. The students felt engaged in the CSRT-lecture and perceived it as value added. The majority of the students (92%) indicated the CSRT to be a useful learning resource in their training and education. Additional comments provided by the students noted the utility of the CSRT-led lecture in consolidating their knowledge of the breast cancer treatment planning and delivery and suggest further expansion of this learning format to other disease sites.ConclusionsThird-year RT students commencing their clinical practicum will have had a greater proportion of their learning from didactic teaching as opposed to clinical experience. In transitioning to their final year, the focus of the curriculum shifts to the application of theory into the clinical environment. The students perceived the CSRT to be a useful resource to enhance their understanding of the breast-site module and their feedback supports the instructional quality and effectiveness of the CSRT in this clinical teaching role.
Collapse
|
15
|
Bowie BH, Carr KC. From Coach to Colleague: Adjusting Pedagogical Approaches and Attitudes in Accelerated Nursing Programs. J Prof Nurs 2013; 29:395-401. [DOI: 10.1016/j.profnurs.2012.05.016] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/04/2011] [Indexed: 11/27/2022]
|
16
|
|
17
|
McDonald G, Jackson D, Wilkes L, Vickers MH. A work-based educational intervention to support the development of personal resilience in nurses and midwives. NURSE EDUCATION TODAY 2012; 32:378-384. [PMID: 21724307 DOI: 10.1016/j.nedt.2011.04.012] [Citation(s) in RCA: 88] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/11/2010] [Revised: 04/16/2011] [Accepted: 04/21/2011] [Indexed: 05/31/2023]
Abstract
A work-based educational programme was the intervention used in a collective case study aiming to develop, strengthen and maintain personal resilience amongst fourteen nurses and midwives. The participants attended six, monthly workshops and formed a participatory learning group. Post-intervention, participants reported positive personal and professional outcomes, including enhanced self-confidence, self-awareness, communication and conflict resolution skills. They strengthened relationships with their colleagues, enabling them to build helpful support networks in the workplace. The intervention used new and innovative ways of engaging nurses and midwives exhibiting the effects of workplace adversity - fatigue, pressure, stress and emotional labour. Participants were removed from their usual workplace environment and brought together to engage in critical reflection, experiential learning and creativity whilst also learning about the key characteristics and strategies of personal resilience. Participants' experiences and skills were valued and respected; honest airing of the differences within the group regarding common workplace issues and concerns was encouraged. The new contribution of this intervention for nursing and midwifery education was supporting the learning experience with complementary therapies to improve participants' wellbeing and reduce stress.
Collapse
Affiliation(s)
- Glenda McDonald
- Family & Community Health (FaCH) Research Group, School of Nursing & Midwifery, University of Western Sydney, Locked Bag 1797 Penrith NSW 2751, Australia.
| | | | | | | |
Collapse
|
18
|
Abstract
BACKGROUND This article is a response to expressions of concern from a range of sources, including reports of curriculum redesign to accommodate the characteristics of Gen Y, claims made in the press and concerns expressed by educators in the health professions. Are these concerns grounded in research and if so how can educators in the health professions respond? METHOD Narrative review and discussion. RESULTS Generation Y is defined, and beliefs about its defining characteristics are reviewed. The key role of marketing companies in the creation and perpetuation of generalised views of Gen Y is addressed, and a review of recent research related to members of this generation is presented. The more extreme claims of Gen Y as a unique generation are critiqued and implications for teaching members of this generation are reviewed. General advice is provided in relation to teaching and supervising Gen Y. DISCUSSION The numerous claims regarding the uniqueness of Gen Y can be found to largely arise from a limited number of poorly designed and implemented studies, often conducted by marketing companies with a vested interest in promoting a belief in the existence of another unique societal subgroup. The limited educational research conducted to date has emphasised the importance of the relational dimension of learner-teacher interaction as a highly valued attribute of quality teaching.
Collapse
Affiliation(s)
- Geoff White
- Faculty of Education, Monash University Victoria, Australia Southern Health, Victoria, Australia.
| | | |
Collapse
|
19
|
Generational Differences and Learning Style Preferences in Nurses From a Large Metropolitan Medical Center. ACTA ACUST UNITED AC 2012; 28:166-72. [DOI: 10.1097/nnd.0b013e31825dfae5] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
|
20
|
HUTCHINSON DIANNE, BROWN JANIE, LONGWORTH KAREN. Attracting and maintaining the Y Generation in nursing: a literature review. J Nurs Manag 2011; 20:444-50. [DOI: 10.1111/j.1365-2834.2011.01203.x] [Citation(s) in RCA: 29] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
|
21
|
Pettigrew AC, Dienger MJ, O'Brien King M. Nursing Students Today: Who Are They and What Are Their Learning Preferences? J Prof Nurs 2011; 27:227-36. [DOI: 10.1016/j.profnurs.2011.03.007] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2009] [Indexed: 10/17/2022]
|
22
|
Welch S. Nursing caps to feminist pedagogy: transformation of nursing education. TEACHING AND LEARNING IN NURSING 2011. [DOI: 10.1016/j.teln.2010.12.002] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
|
23
|
DiLullo C, McGee P, Kriebel RM. Demystifying the Millennial student: a reassessment in measures of character and engagement in professional education. ANATOMICAL SCIENCES EDUCATION 2011; 4:214-26. [PMID: 21735557 DOI: 10.1002/ase.240] [Citation(s) in RCA: 48] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/03/2011] [Revised: 05/23/2011] [Accepted: 06/04/2011] [Indexed: 05/08/2023]
Abstract
The characteristic profile of Millennial Generation students, driving many educational reforms, can be challenged by research in a number of fields including cognition, learning style, neurology, and psychology. This evidence suggests that the current aggregate view of the Millennial student may be less than accurate. Statistics show that Millennial students are considerably diverse in backgrounds, personalities, and learning styles. Data are presented regarding technological predilection, multitasking, reading, critical thinking, professional behaviors, and learning styles, which indicate that students in the Millennial Generation may not be as homogenous in fundamental learning strategies and attitudes as is regularly proposed. Although their common character traits have implications for instruction, no available evidence demonstrates that these traits impact their fundamental process of learning. Many curricular strategies have been implemented to address alleged changes in the manner by which Millennial students learn. None has clearly shown superior outcomes in academic accomplishments or developing expertise for graduating students and concerns persist related to the successful engagement of Millennial students in the process of learning. Four factors for consideration in general curricular design are proposed to address student engagement and optimal knowledge acquisition for 21st century learners.
Collapse
Affiliation(s)
- Camille DiLullo
- Department of Anatomy, Philadelphia College of Osteopathic Medicine, Philadelphia, Pennsylvania 19131, USA.
| | | | | |
Collapse
|
24
|
Training the Millennial Learner Through Experiential Evolutionary Scaffolding: Implications for Clinical Supervision in Graduate Education Programs. J Genet Couns 2010; 19:554-69. [DOI: 10.1007/s10897-010-9319-8] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2010] [Accepted: 08/03/2010] [Indexed: 10/19/2022]
|
25
|
Boyd CA. Mock webpage: an innovative assignment for second-degree nursing students. Nurs Forum 2010; 45:159-165. [PMID: 20690991 DOI: 10.1111/j.1744-6198.2010.00184.x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/29/2023]
Abstract
Generating challenging and meaningful academic assignments for nursing students in which the student manages the technology used to deliver information is needed for accelerated second-degree nursing students. Developing those assignments is critical for keeping accelerated second-degree students engaged in the learning process. They are highly motivated, self-directed learners who have been found to have a preference for teaching-learning experiences that incorporate the use of technology. This paper describes the development of a mock webpage assignment to meet the learning needs of accelerated second-degree nursing students.
Collapse
Affiliation(s)
- Cory Ann Boyd
- Accelerated Track in Nursing, Quinnipiac University, Hamden, CT, USA.
| |
Collapse
|
26
|
Abstract
With the current and predicted nursing shortage, much emphasis is placed on recruitment and retention. With an aging workforce, we must recruit, educate, and retain nurses from many different generations. As leaders and educators, we must be aware of generational differences and work with staff to appreciate potential preferences in communication, approach to learning and motivational factors. We are aware that over the next 15 years, many experienced nurses will retire. We must do all we can to recruit and retain nurses from all generations in order to provide a workforce able to meet the needs of our patients and families. Generational preferences should be considered when developing nursing education and in welcoming and accepting new staff into the culture of the nursing unit.
Collapse
|
27
|
|
28
|
Abstract
As all nurses are aware, healthcare is experiencing a time of great change. This change can lead to stress, nurse vacancy rates, and burnout. However, the effects of stress can be mitigated by personal hardiness. This article presents an overview of hardiness, as well as the results of a qualitative study to describe hardiness in the workplace.
Collapse
|
29
|
|
30
|
Leski J. Nursing Student and Faculty Perceptions of Computer-Based Instruction at a 2-Year College. J Nurs Educ 2009; 48:91-5. [DOI: 10.3928/01484834-20090201-09] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
|
31
|
Freeman LM, Trower CA, Tan RJB, Terkla DG. Comparison of attitudes between Generation X and Baby Boomer veterinary faculty and residents. JOURNAL OF VETERINARY MEDICAL EDUCATION 2009; 36:128-134. [PMID: 19436000 PMCID: PMC2700773 DOI: 10.3138/jvme.36.1.128] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/27/2023]
Abstract
Understanding the characteristics and preferences of the different generations in the veterinary workforce is important if we are to help optimize current and future veterinary schools and teaching hospitals. The purpose of this study was to compare the attitudes of different generations of veterinary faculty and those of faculty and house officers. A survey administered to faculty and house officers asked respondents to identify their level of agreement with a series of statements addressing work and lifestyle issues and feedback preferences. In addition, the survey included an open-ended question on non-monetary rewards for hard work. Thirty-eight of 48 faculty members (79%) and 45 of 54 house officers (83%) completed the survey. Among faculty, there were no significant differences between the Generation X and Baby Boomer subgroups or between genders. More faculty than house officers responded that delayed gratification is acceptable (p = 0.03) and that it is difficult to balance home and work life (p < 0.001). Compared to faculty, house officers preferred more frequent (p = 0.03) and critical (p = 0.02) feedback. The most common responses to the question on effective non-monetary rewards for hard work, from both faculty and house officers, were recognition and time off. No attitudinal differences were detected between generations within the faculty group, but a number of significant differences emerged between faculty and house officers. Increased awareness of the importance of balance and rewards for hard work, as well as modification of feedback styles, may be beneficial in teaching and mentoring current and future generations.
Collapse
Affiliation(s)
- Lisa M Freeman
- Department of Clinical Sciences, Tufts Cummings School of Veterinary Medicine, North Grafton, MA 01536, USA.
| | | | | | | |
Collapse
|
32
|
Affiliation(s)
- Anne B Woods
- Johns Hopkins University, School of Nursing, USA.
| | | |
Collapse
|