Gwen Erlam1, Liz Smythe2, Valerie Wright-St Clair3. 1. Unitec Institute of Technology, 5-7 Ratanui St, Henderson, Auckland 0612, New Zealand. Electronic address: gerlam@unitec.ac.nz. 2. Auckland University of Technology, 90 Akoranga Drive, Northcote, Auckland 0627, New Zealand. Electronic address: lsmythe@aut.ac.nz. 3. Auckland University of Technology, 90 Akoranga Drive, Northcote, Auckland 0627, New Zealand. Electronic address: vwright@aut.ac.nz.
Abstract
BACKGROUND: This article examines the effects of intergenerational diversity on pedagogical practice in nursing education. While generational cohorts are not entirely homogenous, certain generational features do emerge. These features may require alternative approaches in educational design in order to maximize learning for millennial students. METHOD: Action research is employed with undergraduate millennial nursing students (n=161) who are co-researchers in that they are asked for changes in current simulation environments which will improve their learning in the areas of knowledge acquisition, skill development, critical thinking, and communication. These changes are put into place and a re-evaluation of the effectiveness of simulation progresses through three action cycles. RESULTS: Millennials, due to a tendency for risk aversion, may gravitate towards more supportive learning environments which allow for free access to educators. This tendency is mitigated by the educator modeling expected behaviors, followed by student opportunity to repeat the behavior. Millennials tend to prefer to work in teams, see tangible improvement, and employ strategies to improve inter-professional communication. CONCLUSION: This research highlights the need for nurse educators working in simulation to engage in critical discourse regarding the adequacy and effectiveness of current pedagogy informing simulation design. Pedagogical approaches which maximize repetition, modeling, immersive feedback, and effective communication tend to be favored by millennial students.
BACKGROUND: This article examines the effects of intergenerational diversity on pedagogical practice in nursing education. While generational cohorts are not entirely homogenous, certain generational features do emerge. These features may require alternative approaches in educational design in order to maximize learning for millennial students. METHOD: Action research is employed with undergraduate millennial nursing students (n=161) who are co-researchers in that they are asked for changes in current simulation environments which will improve their learning in the areas of knowledge acquisition, skill development, critical thinking, and communication. These changes are put into place and a re-evaluation of the effectiveness of simulation progresses through three action cycles. RESULTS: Millennials, due to a tendency for risk aversion, may gravitate towards more supportive learning environments which allow for free access to educators. This tendency is mitigated by the educator modeling expected behaviors, followed by student opportunity to repeat the behavior. Millennials tend to prefer to work in teams, see tangible improvement, and employ strategies to improve inter-professional communication. CONCLUSION: This research highlights the need for nurse educators working in simulation to engage in critical discourse regarding the adequacy and effectiveness of current pedagogy informing simulation design. Pedagogical approaches which maximize repetition, modeling, immersive feedback, and effective communication tend to be favored by millennial students.
Authors: Sarah Ama Amoo; Yaa Boahemaa Gyasi Aderoju; Richard Sarfo-Walters; Patience Fakornam Doe; Christiana Okantey; Christian Makafui Boso; Susanna Aba Abraham; Andrews Adjei Druye; Nancy Innocentia Ebu Enyan Journal: Nurs Res Pract Date: 2022-04-18