Readiness to Practice in Generation Z Nursing Students

Abstract

Background: Generation Z nursing students born after 1995 have been described as true digital natives with a short attention span and tendencies toward boredom. The purpose of this pilot study is to compare readiness for practice and anxiety and self-confidence during decision making between Generation Z students who completed a 4-week immersive clinical and those in a 14-week immersive clinical. Method: A convenience sample ( n = 46) of Generation Z graduating baccalaureate nursing students was surveyed. Results: Independent samples t tests were conducted, with no statistical differences between groups on any measures. Conclusion: Findings suggest that extended periods of time in an immersive clinical do not influence readiness to practice or anxiety and self-confidence during decision making in the next generation of students. [ J Nurs Educ. 2019;58(10):604–606.]

Problem-based learning: A strategy to foster generation Z's critical thinking and perseverance

“…Generation Z prefers practical, real-world learning experiences ( Chicca & Shellenbarger, 2018a ; Hampton & Keys, 2017 ; Seemiller & Grace, 2017 ; Schmitt and Lancaster, 2019 ). PBL provides an ideal strategy to capture the student's attention with real clinical problems and provide a learning medium that the students would find meaningful and applicable to their role in patient care.…”

“…Generation Z's immersion in social media and dependence on their phones for social interaction, validation, and feedback has been correlated with greater levels of isolation, poor self-confidence, anxiety, and depression ( Chicca & Shellenbarger, 2018b ; Twenge, 2016 ). However, encouragement may bolster confidence and lessen anxiety ( Hampton & Keys, 2017 ; Schmitt & Lancaster, 2019 ; Twenge, 2016 ). The PBL facilitator may influence the confidence of the students during a PBL activity through praise and constructive feedback regarding group communication, team behaviors, information gathering, analysis of data, progress toward consensus, and appropriate use of resources.…”

A large cross‐sectional survey of COVID‐19 vaccination willingness amongst healthcare students and professionals: Reveals generational patterns

“…Snowball sampling contributed to the further dissemination of the survey amongst the target population. Participants were categorized into generations according to the following criteria, drawn from the literature: BB participants were born between 1946 and 1964; generation X participants between 1965 and 1980, generation Y participants between 1981 and 1996, and generation Z participants after 1997 (Schmitt & Lancaster, 2019 ).…”

“…The recent healthcare literature recognizes four generations that differ in their professional and work‐related attitudes, values and beliefs: (1) the baby boomers (BB) generation values organizational loyalty and a strong work ethic; (2) generation X prioritizes a work‐life balance; (3) generation Y is innovation‐oriented and values change over stability; (4) generation Z is the first fully native digital generation and it has intensively integrated social media into everyday life (Schmitt and Lancaster, 2019 ). Our hypothesis is based on the assumption that these generational differences affect vaccination hesitancy, such that generational differences in professional and work‐related attitudes, values and beliefs should be considered in vaccination campaigns the healthcare professionals and students are exposed in taking care of vulnerable people and vaccination is supposed to contribute to patient safety at the individual and the organizational level.…”

Influence of Critical Thinking Technologies on Improvement of Students Performance During Self-Study

“…The authors compare domestic and foreign experience of the formation of critical thinking competencies in students of different fields of study. Also foreign experience in the formation of critical thinking and its impact on the educational process is studied in the works of Marynchenko and Motsak (2021), Schmitt and Lancaster (2019), Li (2016), Riany et al (2018). Features of the formation of professional competencies in new generation of students are studied in the works of Hampton and Keys (2017), Seemiller ang Grace (2017).…”