Claudette D. JohnsonGrand Canyon University

March 27, 2013

Teaching Multigenerational

Learners

Purpose

Focus on the multigenerational, diverse educational learner

Discuss importance of collaboration and cooperation to achieve positive outcomes

Discuss learning style of each generation

Identify strategies in teaching to achieve goals

Multigenerational Classroom

Financial issues affecting benefits, nursing shortage, and the economy along with life expectancy, and the reentry of new nurses has prevented retirements, thus, created a multigenerational workforce. (Smith & Hunter, 2007)

In healthcare, research has shown that diversity in educational preparation reports lower mortality, fewer medication errors, and positive outcomes are associated with nurses with properly prepared nurses and nurses with higher education.

(Aiken, Cheung, & Olds, 2009)

ResearchHistory

Benefit

A diverse workforce can improve the cross-cultural training of the group. Student interaction from their diverse background provides a broader perspective for the team.

(Stewart, 2006)

ObjectivesStudents in the intergenerational class will be able to:

Students in the intergenerational classroom after lecture presentation will be able to identify two (2) advantages of an intergenerational team, discuss attitudes about working with each other, and identify ways to collaborate to achieve outcomes at the end of class.

Students in the intergenerational class will be able to describe the difference amongst the four generation, and identify how each can support each generation after viewing the PowerPoint provided.

Students in the intergenerational class will verbalize two ways on how health care team members of different generations can work together and apply the lecture to practice in the role play portion of the class.

Understanding generational characteristics gives nurse educators insight into how students from different generations learn best (Johnson & Romanello, 2005)

3 Generations of Students

Multigenerational Nursing Students

Multigenerational Characteristics

Baby Boomers– Idealists– Self-identity from jobs– Motivated by recognition and

reward– Willing to learn– Prefer structured environments

and clear guidelines

Generation X’ers– Reactive– Education=goal attainment– Balance home and work– Resourceful – Independent

Millennial Generation– Value technology– Accepting of authority– Optimistic, assertive, and

positive – “Generation Me”– Need structure, guidance, and

immediate feedback

Learning Style Preferences

Baby Boomers– Structure– Guidelines– Detailed handouts– Lectures w/ note taking– Personal experiences related to

subject matter– Caring, positive environment– Technology may be foreign

Generation Xer’s− Quick learners− Physical demonstration− Independent, self-paced− Flexible learning schedules− Learn only relevant material

Millennials– Technologically savvy– Group Work– Experiential learning– Structure and guidance– Immediate feedback– Multitask efficiently– Trial and error

Strategies

Strategies (cont.)

Lecture * Presentation of content utilizing handout. Usually the first used

Case Scenarios * In-depth analysis of real life situations

Patient Simulation * Safe practice environment for skills

Strategies (cont.)

Use of these and other strategies takes preparation and execution from faculty.

Teaching strategies should be chosen for the development of critical thinking (Billings & Halstead, 2012)

Instructional Design

Prepare subject to be taught Define target population Create objectives Outline content Time frame Select strategies Evaluation

Instructional Delivery

Lecture• Establish a comfortable environment.• Have handout/ class material and visual aids

prepared and relevant to the objectives.• Use an interactive power point, requiring

examples or answer to be given.• Allow for questions.• Intersperse the three teaching strategies over the

timeframe of the class.

Instructional Delivery cont.

Case Scenarios• A safe, nonthreatening environment for maximum

student participation• Be prepared for questions and comments• Ensure the scenarios capture the most critical and

relevant class concepts• Use other visual aids (such as concept maps, boards

and slides) to give depth to the learning experience• Be supportive.

Instructional Delivery cont.

Patient Simulation• Carefully planned, using a systematic organized

approach.• Ensure the simulation matches the learners skill

and cognitive level.• Match objectives of the course with the

appropriate simulation.• Set the timeframe and assignments (roles) prior

to starting simulation.

Conclusion

Educators must understand generational differences

Educators must be knowledgeable about learning styles

Effective communication and teamwork will assist diverse learners in becoming successful nurses

Thank you for your commitment to improve patient care

QUESTIONS ?

References

Aiken, L.H., Cheung, R.B. & Olds, D.M. (2009, June). Education policy initiatives to address the nurse shortage in the United States. Health Affairs Web Exclusive. Retrieved from http://content.healthaffairs.org/cgi/content/abstract/hlthaff.28.4.w646

Arhin, A. O., & Cormier, E. (2007). Using deconstruction to educate Generation Y nursing students. Journal of Nursing Education, 46(12), 562-567.

Billings, D., & Halstead, J. (2012). Teaching in nursing: A guide for faculty (4th ed). St. Louis, MO: Elsevier-Saunders.

Burggraf, V. (2012, January). The new millennium: Evolving and emerging nursing roles. OJIN: The Online Journal of Issues in Nursing, 17(2). doi: 10.3912/OJIN.Vol17No02ManOS

Durham, C., Alden, K.(2008). Enhancing patient safety in nursing education through patient simulation. Patient Safety and Quality: An Evidence-Based Handbook for Nurses. Rockville MD. Agency for Healthcare Research and Quality (US). Retrieved from: http://www.ncbi.nlm.nih.gov/books/NBK2628/

Institute of Medicine of the National Academies (2004). In the Nation’s compelling interest: Ensuring diversity in the health care workforce. The National Academies Press, Washington, DC. Retrieved from http://www.iom.edu/report.asp?id=18287

Johnson, S. A., & Romanello, M.L. (2005). Generational diversity: Teaching and learning approaches. Nurse Educator, 30, 212-216.

Kennedy, K. (2009). How to write a nursing teaching plan. Retrieved from Http://www.helium.com/items

Lavoie-Tremblay, M., Leclerc, E., Marchionni, C., & Drevniok, U. (2010). The needs and expectations of generation Y nurses in the workplace. Journal of Nurses Staff Development, 26(1). 2-8. doi: 10.1097/NND.0b013e3181a68951.

Notarianni, M., Curry-Lourenco, K., Barham, P. & Palmer, K. (2009). Engaging learners across generations: The progressive professional development model. Journal of Continuing Education in Nursing. 40(6):261-266. DOI:http://dx.doi.org.proxy.library.vcu.edu/10.3928/00220124-20090522-07

Saunders, R. (2003). Constructing a lesson plan. Journal for Nurses in Staff Development, 19(2), 70-80. Retrieved from http://web.ebscohost.com.proxy.library.vcu.edu/ehost/detail?vid=5&sid=c2058ae3-aef4

Sherman, R. (2006, May). Leading a Multigenerational Nursing Workforce: Issues, Challenges and Strategies. OJIN: The Online Journal of Issues in Nursing, 11(2). doi: 10.3912/OJIN.Vol11No02Man0

Skiba, D., & Barton, A. (2006, May). Adapting your teaching to accommodate the net generation ofl Learners. OJIN: The Online Journal of Issues in Nursing, 11(2). doi: 10.3912/OJIN.Vol11No02Man04

Smith, R., & Hunter, B. (2007). Baby boomers and generation x: nursing education beyond the computer. Oncology Nursing Forum, 34(2), 572.

Thrall, T. H. (2005). Retirement boom? Hospitals & Health Networks, 79(11), 30-38.

Twenge, J.M. (2009). Generational changes and their impact in the classroom: teaching generation me. Medical Education. 43(5):398-405. doi: http://dx.doi.org.library.gcu.edu:2048/10.1111/j.1365-2923.2009.03310.x