Statistical analysis revealed that anxiety (P = .002) and depression (P = .026) scores decreased postoperatively. Significant relationships were found among the preoperative and postoperative variables: expectations, anxiety, depression, and PHS. Analyses also found that preoperative expectations, anxiety, depression, and PHS contributed 38% of the variance of postoperative PHS (P < .001). However, the postoperative variables were not significant predictors of postoperative PHS (P = .075). The findings support the need for interventions to assist patients in developing realistic expectations and for clinicians to screen patients for anxiety and depression before and after surgery. Future research needs to measure PHS at various times postoperatively to identify continued limitations after surgery.
Background
Student enrollment in online learning is increasing. Generation Z students are now enrolled in higher education, including in online nursing courses. Faculty teaching in the online environment should consider best practices and learner characteristics to address the needs of this student generation.
Problem
Generation Z students prefer independent learning while still being socially connected to peers. Although this generation of students is comfortable with technology, their unique traits may create challenges for nurse educators teaching in online settings.
Approach
This article provides strategies for nurse educators teaching Generation Z students in online learning environments. Ways to foster student engagement, stimulate intellectual development, and build rapport with students, while considering characteristics specific to this generation of learners, are offered.
Conclusion
Online learning continues to develop as a means for educating nursing students. Using strategies for best online teaching practices while considering learner attributes will help students and educators be successful.
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