Much has been written about teaching Millennials; however, little has been discussed about Generation Z-those just entering college. Nursing instructors must adapt to the upcoming generation's mobile tech-savviness and self-directed learning, which often is accompanied by a lack of critical thinking skills. Teaching strategies and incorporating technology are highlighted. J Contin Educ Nurs. 2016;47(6):253-254.

Most undergraduate students today are part of the millennial generation. However, the next wave of students-Generation Z-are just beginning to enter universities. Although these groups share many similarities, they each have unique characteristics that create challenges in the classroom. Incorporating technology, engaging students with adaptive learning activities, and understanding basic generational differences are ways to limit the effects of generational conflict while keeping both millennials and Generation Z students engaged in learning. It is important to understand basic differences and distinctions across generations for developing pedagogy that reaches these unique student populations.

The flipped classroom experience promotes retention and accountability for learning. The authors report their evaluation of a flipped classroom for accelerated second-degree nursing students during their primary medical-surgical nursing course. Standardized HESI® scores were compared between a group of students who experienced the flipped classroom and a previous group who had traditional teaching methods. Short- and long-term retention was measured using standardized exams 3 months and 12 months following the course. Results indicated that short-term retention was greater and long- term retention was significantly great in the students who were taught using flipped classroom methodology.

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Understanding role expectations would benefit both preceptors and nurse educators who select, train, and support nurse preceptors. Identification of essential preceptor competencies can inform preceptor preparation courses and identify needs for continuing education of preceptors. J Contin Educ Nurs. 2018;49(5):233-240.

The effect of educational interventions on the transition experiences of new graduates of prelicensure programs is unclear. This study investigated the effect of curriculum revision on transition to practice of nursing graduates. The nursing curriculum can have a positive influence on professional and job satisfaction at 3 months postgraduation, but the practice environment becomes the dominant force after that. Graduates who demonstrated poorer transition to practice at 3 months were more likely to leave their first positions by 12 months.