teaching tips

Associate Editors: Diane M. Billings, EdD, RN, FAAN, ANEF

Karren Kowalski, PhD, RN, NEA-BC, ANEF, FAAN
Authors: Bobbi Shatto, PhD, RN, CNL; and Kelly Erwin, MA

Moving on From Millennials: Preparing for Generation Z

abstract
Much has been written about
teaching Millennials; however, little
has been discussed about Genera-
tion Z—those just entering college.
Nursing instructors must adapt to
the upcoming generation’s mobile
tech-savviness and self-directed
learning, which often is accompa-
nied by a lack of critical thinking
skills. Teaching strategies and in-
corporating technology are high-
lighted.
J Contin Educ Nurs. 2016;47(6):253-
254.
eration has been compiled by Mar-
keting Research firms. This article
discusses the unique learning char-
acteristics of Generation Z and de-
scribes innovative teaching strategies
to engage this new breed of student.
GENERATION Z
CHARACTERISTICS
As early as 2016, the majority of
Millennials will have moved on from
the classroom to the workplace, leav-
ing Generation Z to take their place.
This generation is more uniquely
diverse than any previous group of
college students. Biracial and multi-
racial children are the fastest grow-
ing populations in the United States.
hours of YouTube video are created
(Daughetry & Hoffman, 2014).
The accessibility to streaming ser-
vices such as Netflix and YouTube
makes this the first generation that
watches programming when it is
convenient for them, and they can
access these programs from any-
where on their smart devices. Gen-
eration Z students spend an average
9 hours per day on their cell phones
(Pew Research Center, 2014). This
reliance on mobile technology af-
fects not only how this generation
learns, it also drastically affects how
instructors should be delivering in-
structional material.
More than any of the current

M uch press has been devoted to

the Millennials, the generation
born between 1982 and the mid- to
“Traditional” families are not always
made up of parents of different sex-
es. This exposure to different cultur-
generations, Generation Z students
learn by observation and practice,
not by reading and listening to Pow-
late 1990s. However, little has been al perspectives makes this generation erPoint® presentations (Pew Re-
written about the special characteris- more accepting and open-minded of search Center, 2014). Their affinity
tics and learning styles of Generation differences than any previous gen- to Google™ information is remark-
Z, or Gen Z, which directly follows eration to date (Pew, 2014). able; however, their ability to fully
the Millennials. A recent PubMed, In a Kaiser Family Foundation critique the validity of this informa-
Ovid, and Scopus literature search (2010) study, 2,000 surveys of Gen- tion may be lacking.
yielded only four articles that dis- eration Z youth reported that be- This wired environment allows for
cussed Generation Z. Given the sides sleeping, they are exposed to instant gratification and frustration if
dearth of information in the health media more than any other activity. answers are not clear immediately.
profession literature, other sources Every 60 seconds, 2.5 million pieces The average Generation Z individ-
were investigated. A plethora of in- of content are shared on Facebook®, ual has an 8-second attention span,
formation and research on this gen- 100,000 tweets are sent, and 48 down from 12 seconds for Millen-
nials. Dr. John Ratey from Harvard
Dr. Shatto is Assistant Professor, Saint Louis University, School of Nursing, and Ms. Erwin is Medical School is calling this trend
Senior Consultant, Daughtery Business Solutions, St. Louis, Missouri. “acquired attention deficit disorder.”
The authors have disclosed no potential conflicts of interest, financial or otherwise. Their brains have become wired to
Address correspondence to Bobbi Shatto, PhD, RN, CNL, Assistant Professor, understand complex visual imagery,
Saint Louis University, School of Nursing, 3525 Caroline Mall, St. Louis, MO 63014; making visual approaches to teaching
e-mail: bshatto@slu.edu. more effective than other approaches
doi:10.3928/00220124-20160518-05 (Hallowell & Ratey, 2011).

The Journal of Continuing Education in Nursing · Vol 47, No 6, 2016 253

 CONCLUSION
TABLE Generation Z students have
TEACHING TIPS FOR GENERATION Z unique learning characteristics and
• Use mobile technology and apps when possible
preferences. They are self-directed
learners who thrive on technol-
• Use readings that can be completed on tablets or smart phones
ogy. Traditional lecture-format
• Encourage collaboration through use of social media sites such as Facebook®, classes may not engage students
Tumblr, Twitter, blogs, and discussion groups
and assigned readings may not be
• Reinforce concepts with YouTube videos completed as with previous gen-
• Use interactive games such as Kahoot® and Socrative® erations. Teaching Generation Z
• Incorporate laboratory skills into the actual classroom students will challenge nursing in-
• Videotape nurses giving report and have the students practice taking report; at the structors to adopt new methods.
end of the class, have students’ videotape themselves giving report and have them Gone are the days of hiding behind
reflect on their presentation of the pertinent material a lectern and talking at students;
• Limit readings to include only necessary information today’s teacher must interact more
• Include discussions on inclusiveness and tolerance; group work should focus on and lecture less. By creating a dy-
varying viewpoints; the use of narratives and storytelling is especially helpful when namic learning environment, nurse
teaching students from diverse backgrounds
educators will be able to help Gen-
eration Z students become more
effective learners.
RECOMMENDATIONS watch?v=pN0Y2EZuvTU). One way
Generation Z is accustomed to to engage students is to have them
REFERENCES
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