Claudette D. Johnson Grand Canyon University March 27, 2013

1. Teaching Multigenerational Learners Claudette D. Johnson Grand Canyon University March 27, 2013

2. 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

3. Research History Benefit Multigenerational Classroom • 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) 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)

4. Objectives Students 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.

5. Multigenerational Nursing Students • Understanding generational characteristics gives nurse educators insight into how students from different generations learn best (Johnson & Romanello, 2005) 3 Generations of Students Millennials 1982-2002 Baby Boomers 1943-1960 Generation Xer's 1961-1981

6. Millennial Generation Value technology Accepting of authority Optimistic, assertive, and positive “Generation Me” Need structure, guidance, and immediate feedback 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

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

8. Strategies

9. 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

10. 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)

11. Instructional Design • Prepare subject to be taught • Define target population • Create objectives • Outline content • Time frame • Select strategies • Evaluation

12. 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.

13. 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.

14. 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.

15. 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

16. QUESTIONS ? Thank you for your commitment to improve patient care

17. 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