Higher education is in the midst of a paradigm shift. No longer is teacher-centered instruction an effective educational strategy. The best practices for education in the 21st century has shifted to student-centered instruction and learning. This student-centered shift is even more prevalent with the emergence of the millennial-aged students' move into higher education. The millennials, also known as generation 'Y'ers, were born into a world of advanced technology that has resulted in shortened attention span and the desire for instant gratification. Consequently, nurse educators have to rethink best educational practices that will meet the needs of all learners with a particular focus on the millennial student. This paper will discuss motivators for learning, generational differences, successful teaching and learning strategies, and propose best practices that promote success for the millennial learner.
Determining the best educational strategies that facilitate learning can be a challenge for nurse educators. Factor in generational differences, motivation, and the various teaching strategies of the 21st century can become an educator's albatross.
Nurse Educators must commit to implementing the best teaching and learning practices that promote student success to facilitate a seamless transition from nursing school to practice. In addition, academic educators have a responsibility to prepare students with the necessary knowledge and skills to be globally competitive in the workforce.
To be in a position to make informed decisions about best educational strategies, nurse educators must understand the motivators for learning, what factors predict student success, and how to apply the most effective teaching strategies in the classroom and clinical setting to meet the needs of a diverse generational student population.
A report from The National Center for Education Statistics (NCES, 2015) indicated that the non-traditional student is quickly gaining momentum in numbers with the traditional college student aged between 18-24 years old. Nevertheless, the traditional age student who would currently be the millennial generation now makes up the majority of students in higher education. Consequently, it is imperative that nurse educators continue to understand best practices that promote learning for the Millennials. The purpose of this paper is to discuss the motivators for learning, generational differences, successful teaching and learning strategies, and propose best practices that promote success for the millennial learner.
Learning requires students to be actively involved in the process and not passively obtaining knowledge. The more complex the concept, the more challenging it is for some students to want to learn. Fortunately, when dealing with adult learners, most want to be successful and are motivated to do so.
Student retention and success in higher education is predicated on a wide-ranging list of factors both intrinsically and extrinsically. These factors include prior learning experiences, socioeconomic status, teaching styles, available resources, learning styles, teaching methods, academic services, emotional intelligence, and more. The literature is inundated with research studies, theories, and factors that influence and motivate students to learn (Cook and Artino, 2016; Schunk, 2012). The motivation for learning as divided into two major categories are called extrinsic motivation and intrinsic motivation also known as internal and external forces that motivate a person to learn. According to Coetzee (2011), extrinsic motivation has been defined as “the force essential for directing and empowering their energy and passion to lead them to better satisfaction and better educational performance” (Buzdar et al., 2017). According to Deci et al. (2001), intrinsic motivation is “the innate psychological needs for competence and self-determination”. There is statistically significant evidence in the literature that suggests there is a strong correlation between motivation and higher level reasoning skills. The results of one quantitative study “indicate that multiple regression models based solely on motivational variables may be used to predict high-level cognitive strategy use in active learning environments” (Stolk and Harari, 2014). To improve learning, activities geared towards the motivation requires the educator to understand motivational orientations better.
When a person is extrinsically motivated, the external environment dramatically enhances their motivation. Tendencies for people to be extrinsically motivated begins at an early age when a parent rewards a child for good behaviors. This instantaneous gratification motivates the person to repeat whatever act resulted in the reward. Throughout life, people tend to be driven to perform specific actions for extrinsic rewards albeit; the motivation is the result of reward types that increase in value. There are a plethora of things that students in higher education can be motivated with aside from grades and some examples include, exemption of future course assignments, free tickets to sports events, concerts, sports gear, books, gift cards, and more. While several factors influence motivation to learn, in many cases, students who are extrinsically motivated are compelled to performance standards according to the norms of society (Buzdar et al., 2017). A nursing student who is externally motivated might strive for mastery of a clinical skill with the goal of achieving a higher grade.
Contrary to extrinsic motivation, intrinsic motivation stems from the internal needs and desires of an individual. This internal motivation is often initially influenced by parents, but can also be peers, religious, or cultural backgrounds. Examples of intrinsic motivators for the traditional age college studentmay include, the satisfaction of meeting deadlines, positive feedback, achieving the desired competency, and self- actualization. Ultimately, it is based on the student's level of ambition.
Academic performance is predicated on many things. According to Merriam and Bierema (2014), sociocultural factors such as family and culture, high school performance, family socio-economic status, and prior learning experiences, both formally and informally plays a role in learning in higher education. It is evident that a carefully planned integration of student motivators into activities of teaching and learning can promote student success. This deliberate integration can be accomplished through student survey early in the semester.
It has become increasingly more evident that generational affiliation, such as Baby Boomers, Gen X, and Millennials also influence student success. This is in part due to the person's beliefs about student engagement, motivation to learn, and self-directedness. Consequently, higher education is going through a paradigm shift from teachercentered to student-centered learning.
Generational learners may be categorized into three groups known as the Baby Boomers, Generation X, and the Millennial Generation. Each generation presents a unique set of characteristics and values that shape or influence their educational environment (Howe and Strauss, 2007). These generational differences are influenced by their historical events, cultural, societal values, and experiences during childhood. Furthermore, these influences have a significant imprint on each generation's view of their learning environment, readiness, and motivation to learn (Foley et al., 2012).
Understanding these differences is a vital component to help guide nurse educators in the teaching and learning process of each generation (Montenery et al., 2013).
The Baby Boomers often referred to as the Veteran generation, were born between (1945-1960). The Baby Boomer generation makes up approximately two-thirds of all the United States (U.S.) workforce (Shatto and Erwin, 2017). The historical events that surround this group are drastically different from today's culture and society. The Baby Boomer's generation grew up in a time of educational growth and societal changes, such as civil rights movement, women liberation, World War II, and educational growth (Phillips, 2016). As a group, they emphasized the belief of freedom and the premise that they could change the world (Cahill and Cima, 2016).
An integral part of the Baby Boomers family structure included parents, schools, and society as a whole. For the most part, they grew up in two-parent households where the father earned the family income and the mother worked in the home instead of outside the home (Cahill and Cima, 2016). Although the Baby Boomers' generation was recognized as an advocate for societal changes, their morals and values are centered on respect for authority figures such as their parents and teachers. In addition, as a group Baby Boomers perspective of their educational experiences involved a caring educational environment and were dependent on teachers to provide the essential information.
2.2 Generation X
Generation Xers were born between 1960-1980 and makeup approximately 4 million of today's population (Riggs, 2017). There are about 65 million Generation Xers in the U.S. compared with approximately 77 million Baby Boomers and 83 million Millennials. There is a vast contrast between Baby Boomers and Generation X learners. Generation Xers, are often referred to as Twentysomethings, the MTV generation, independent, creative, and distrustful of authority (Riggs, 2017).
In contrast to Baby Boomers, Generation Xers grew up in a time of shifting societal values, such as both parents working outside the home and increased divorce rates. They had less parental supervision than previous generations, which is why they are also referred to as the Latchkey Generation (Cahill and Cima, 2016). They also grew up in a time of technological advancements, such as microwaves, videogames, and computers. The Internet did not exist when they were growing up, although, this generation is technologically literate they are not as savvy with technology as the Millennial Generation (Phillips, 2016).
The Millennial Generation was born between 1980-2000. This group, known as the Generation Y, generation next, or trophy kids, were typically sheltered by their helicopter parents (Cahill and Cima, 2016). The Millennial Generation has nearly as many members as the Baby Boomer Generation and represents approximately 53 percent of today's workforce (Pew Research Center, 2014). Furthermore, Millennials grew up in a society that included historical experiences, such as the Oklahoma City bombing, Columbine High School shooting, September 11 terrorist attacks, and the Space Shuttle disasters (Shatto and Erwin, 2017).
A hallmark of Millennials' Generation is marked by technology (Cahill and Cima, 2016). According to Barry (2014), millennials grew up in an era where technology, instant communication, and social networking are second nature. Texting, cell phones, iPods, CDs, and DVDs are at their fingertips and text messaging is their primary method of communication (Phillips, 2016). This group of people grew up in a period of advanced technology and communications, consequently, they are now perceived as the most diverse and intellectual as compared to previous generations (Phillips, 2016). Furthermore, because they grew up in an era of technology, instant access, and technology at their fingertips, this generation seeks immediate feedback related to performance in and out of the classroom (Phillips, 2016). Howe and Strauss (2007) characterize the Millennial Generation as sheltered, confident, team -oriented, achieving, pressured, and conventional. These characteristics are associated with this generation, growing up in a culture where they were expected to excel and to be successful in academic and extracurricular activities. Also, if they were experiencing challenges, they were provided with tutors, coaches, and other resources to ensure their success.
Millennials bring a new-age perspective to learning that is dramatically different from previous generations ( Shatto and Erwin, 2017). Millennials represent a significant component of today's student population in higher education. This group of generational learners is shaped by spiritual, ethnic, family influences, life and societal events that influence their view of learning and ultimately impact the teaching- learning process ( Shatto and Erwin, 2017).
The Millennial Generation is characterized as assertive, optimistic, self-reliant, inquisitive, and technologically skilled. As a result, they anticipate the use of technologybased interactive learning and digital media as part of their learning environment ( Shatto and Erwin, 2017). Furthermore, their learning preference involves multitasking between various electronic devices, collaboration, instant feedback, and positive reinforcement ( McCurry and Martins, 2010). There are some, who perceive multitasking as the lack of attention. However, from a millennial perspective, it is part of their learning orientation.
Due to their life experiences within the millennial age, this group of learners has particular learning patterns. For example, they want instant feedback, they are very comfortable with the use of technology in the classroom and enjoy using it. They expect educators to be creative in teaching ( Herrman, 2016). Characteristics of millennials orientation of learning, include the use of digital media, mobile devices, and hands-on learning experiences that simulate the work environment. In contrast, millennial learning preference does not include traditional methods that include an intense dislike to read or write, which is drastically different from the conventional way of learning. For example, instead of reading the required chapter in their textbooks, this group will skim the section for concepts ( Montenery et al., 2013). The learning orientation of this group presents challenges in the teaching and learning process for both students and educators. The recommended approach to address this generation's view of learning, include interactive teaching and learning approaches to improve the clinical competency, technology, digital media along with a combination of instructional methods to facilitate student engagement in the classroom ( Montenery et al., 2013). Such strategies like the flipped classroom, active learning, and innovative teaching, and learning strategies ( Shatto and Erwin, 2017). Examples may include the use of clickers, group projects, storytelling, and other hands-on activities to engage the learner. According to Montenery et al. (2013), active participation and student engagement is an essential component of developing critical thinking skills in the millennial generation.
According to Schunk (2012), learning is a change in behavior that occurs through active learning and practice, and it is a behavioral change that can occur in many different settings. The following pedagogical strategies have been proven effective for improving the learning outcomes in higher education and are supported by theories of teaching and learning.
The flipped classroom is an approach to learning that is student centered and has the potential to address the needs of the 21st century nursing student. According to Hawks (2014), the flipped classroom is defined as “a pedagogical model that employs asynchronous video lectures, reading assignments, practice problems, and other digital, technology-based resources outside the classroom, and interactive, group-based, problem-solving activities in the classroom” ( Lage et al., 2000). There are various dimensions of learning in nursing education and it encompasses principles of several learning theories. The flipped classroom integrates the pieces of several theories. In a flipped classroom, students must be motivated and self-directed enough to study the assigned lessons prior to class, then come to class prepared to apply those learned concepts. Malcolm Knowles' andragogy model of learning is a framework to help educators for understanding how to assist adults best to learn. Knowles base the andragogical model on explicit assumptions such as adults perceive that knowledge will help them to improve their performances in real-life situations, adults readiness to learn motivates them to take a more active role in their learning ( Green and Schlairet, 2017). The flipped classrooms empower the learner to be self-directed and to be in control of his or her learning. The cognitive learning theory which focuses on thinking reasoning and developmental changes would also be applicable in this case because it requires the student to be independent with acquiring knowledge and self-directedness ( Butts and Rich, 2018).
The flipped classroom model facilitates students to work independently and complete assignments outside of the classroom to allow time at the school to engage the learner in activities requiring higher order thinking skills ( Missildine et al., 2013). Also, the flip classroom model facilitates a student-centered learning environment, where students are prepared to actively engage in the teaching and learning process and enhance the application of knowledge ( Missildine et al., 2013). Examples of the flip classroom model include student-led discussions, case studies, problem-based learning, and role-play to name a few. For example, instead of facilitating traditional instructional method such as lecture, the faculty will assign student learning activities to review outside of class time. Activities may include reviewing PowerPoint presentations, pre-recorded lectures, or a video outside of class. These out of class activities allow class time to be used to focus on the application of knowledge and student-centered activities such as student-led discussions or case study analysis. In addition, the flipped classroom model challenges students to come to class prepared and to participate in the teaching and learning process actively.
The literature supports the flip classroom as an effective strategy to improve learning and academic success. Missildine et al. (2013) conducted a quasi-experimental design study to examine the effects of a flipped classroom and innovative learning activities on academic achievement and the satisfaction of nursing students. The study compared three approaches to learning: traditional lecture only, lecture and lecture capture back up, and the flipped classroom approach of lecture capture with innovative classroom activities. Results indicated that with interactive classroom activities could result in improved learning; however, the interactive classroom did not improve student satisfaction ( Missildine et al., 2013,).
The impact of that technology has on our global nation has transformed the way students that learn and the teaching strategies used for instruction. The Millennial learner was the first generation that did not have to adapt to technology as with previous generations, and they indoctrinated in a life full of technology. In fact, according to Pew Research Center, 81% of Millennials are on some type of social media such as Facebook and due to the mobility of technology, most have constant access 24 hours a day. The Millennials are so connected to mobile technology that they have been referred to as the selfie generation ( Fjortoft, 2017). Naturally, the integration of technology in the classroom would be perceived as beneficial to learning.
There is a preponderance of evidence in the literature that supports the incorporation of technology in the classroom, citing a positive correlation between use of technology and improved student learning outcomes ( Damewood, 2016; Shepard, 2012).Various innovative instructional strategies are based on the use of technology. Automated response systems and simulation seemed to appear in the literature of nursing education more often than other types, such as computerized gaming systems, smart boards, or virtual clinical settings ( Castillo-Manzano et al.,2016; Damewood, 2016; Shepard, 2012).
Automated Response Systems (ARSs) are tools used in the classroom to allow students to engage in learning through the ability to provide immediate feedback to the instructor and each other. ARSs are available in the form of clickers or applications (apps) on smartphones and tablets. ARS can be used for polling, assessment of learning, practice NCLEX style test questions, and student debates ( Shepard, 2012; Herrman, 2016).
As with any innovative teaching strategy, there are both advantages as well as disadvantages. Among the benefits of using ARSs include immediate feedback, promotes active participation by all students, particularly helpful for the introverted student, provides a summative evaluation of learning, enhanced student satisfaction, and most importantly improved academic performance ( Castillo- Manzano et al., 2016; Shepard, 2012). The findings of one study in which clickers were used to determine the effectiveness indicated a “clear statistical evidence at 5% that ARSs are a significant aid to improving academic performance” ( Castillo-Manzano et al., 2016). Shepard (2012) described how to using clickers for debate with a senior level baccalaureate nursing class resulted in a 5% increase on a unit exam after its implementation suggesting a positive correlation between the use of clickers as a teaching strategy and learning outcomes. Also, faculty found it helped to create a student-centered environment. While there is a demonstrable benefit for student learning, there are downsides to using ARSs. The most noted disadvantage is the cost of equipment and maintenance or student accumulation of service provider charges depending on their carrier data charges for cell phone usage. As technology continues to develop along with the effect of supply and demand, the costs will continue to decline.
The use of technology in innovative ways is another interactive approach to allow nurse educators to incorporate active learning experiences in the teaching and learning process that is grounded in educational theory. The social cognitive theory is based on the assumption that students learn through observation of others. This interaction between learners is reciprocal as it helps the learner to develop and understand the skill at hand and self-correct as needed ( Butts and Rich, 2018; Schunk, 2012).
Simulation is a nontraditional instructional method to provide students with an opportunity to practice skills in a non-threatening and safe learning environment ( Dearmon et al., 2013). According to The Institute of Medicine ( IOM, 2010), simulation is described as the use of standardized patients, computerized manikins, and animations. Low and High fidelity Simulation has been used in nursing education for several years as a teaching and learning strategy to help develop higher order thinking and enhance the application of knowledge and skills ( Dearmon, 2012). Low fidelity simulation involves the use of case studies, roleplaying and mannequins to help students engage and respond to realistic clinical situations ( Borum, 2013). Examples of low Fidelity simulation may include learning opportunities to develop intravenous, Foley, or gastrointestinal insertion skills using mannequin body parts (Faulcon, 2015).
High Fidelity simulation provides a high level of learning experiences using computerized patient simulators, virtual standardized patients, and scenarios ( Borum, 2013). These experiences enhance student's ability to make clinical decisions and perform skills.
The National League for Nursing (NLN), 2015 supports simulation as a teaching methodology to prepare students for twenty-first-century nursing practice. According to the NLN (2015), simulation provides experiential learning opportunities and help students transition into practice by providing a real- time clinical decision in a safe and nonthreatening environment.
Adult education has shifted to a new paradigm of studentcentered learning. Students in higher education are widely diverse in every sense of the word, needless-to-say, learning styles are equally varied. Students of today have high standards and expectations from their educators, and it is no longer acceptable for educators to teach the way they were taught. Teachers of the 21st century must take time to selfevaluate their teaching styles to be sure as many different learning styles are accommodated as possible.
A report of a research study by the American Association of Colleges and Universities indicated that there is sufficient evidence that engaged learning experiences also known as high-impact practices are beneficial for student success ( Finley and McNair, 2013). The study identified six high-impact practices, and they are
(1) learning communities,
(2) service-learning courses,
(3) study abroad experiences,
(4) internships,
(5) capstone courses or culminating senior experiences,
(6) research with a faculty member" (Finley and McNair, 2013, p. 5).
Learning communities are created when a group of learners with shared academic goals work together to achieve those goals. In most cases, the students in a learning community will not only learn and study together, but their lives are completely intertwined. Students in a learning community will be assigned a designated faculty to oversee their academic progression and plan relevant activities. These students will often share the same living quarters and participate in the same extracurricular activities. Sustainability of learning communities is dependent upon faculty support and student engagement ( AACU, n.d.).
Service learning experiences are designed to give students the opportunity for application of skills and knowledge from the curriculum in the real-world settings ( AACU, n.d.). An example in nursing education would be clinical rotations in acute care and community settings.
As the name implies, study abroad are learning experiences that take place out of the United States. This global learning gives the students the ability to explore different worldviews by experiential learning ( AACU, n.d.).
An internship is a form of active engagement or experiential learning. Similar to service learning it gives student, an opportunity to learn in the real-world setting, typically the work setting of the intended career ( AACU, n.d.). In nursing education these are known as preceptorship experiences also referred to as focused client care experiences in which the student will work several full shifts one-on-one with a registered nurse.
The culminating experience also known as the capstone projects are predetermined activities in the form of projects performance or research papers. These culminating assignments are often required by senior students prior to graduation. The purpose is to integrate what was learned during the program giving the student an opportunity to demonstrate achievement of program outcomes ( AACU, n.d.).
The findings of part I of a two-part study indicated that the students perceived their engagement in HIPs to be beneficial to their overall learning. Therefore mentioned high-impact practices can all be linked to the Constructivist learning theory. Constructivism is based on the principles that acquisition of knowledge is an active process facilitating growth as students learn. It assumes that learning is social and contextual, it offers reflective activities, it is influenced by the language we use, it is built on previous knowledge, occurs over time, and requires motivation ( Schunk, 2012).
It is essential that nursing students have adequate opportunities to apply what is learned in the classroom to live patients in the clinical setting. Mastery of theoretical knowledge is achieved through clinical rotation experiences in which students apply skills and knowledge on live patients in acute care and other practice settings under the direct supervision of a faculty and or a registered nurse employed by the healthcare facility ( Shepard, 2014). The finding of an original research mixed-method study on the effectiveness of a preceptorship program on learning outcomes indicated that students perceived enhanced learning by the conclusion of their participation in a 120- hour preceptorship during their senior year of a baccalaureate program. The study had five dependent variables which were professionalism, confidence level, clinical skill development, communication skills, and critical thinking skills. Items related to professionalism produced a p < .05 significance level suggesting professionalism was the skill most enhanced as a result of the preceptorship experience ( Shepard, 2014,).
Nurse educators must determine the pedagogy that will most likely help the millennial learner to achieve student learning outcomes and promote a seamless transition to practice. Regular programmatic evaluation is necessary to understand and meet the learning demands of the generation. Understanding and integrating the various instructional methods used for facilitation of learning as previously described is the first step academicians should take to facilitate student success. These strategies include high impact practices, flipped classrooms, use of technology on smartphones, tablets, iPads, etc., in the classroom, are a few known effective methods. Removing barriers to student learning is essential to student success.
One of the least effective academic strategies is the straight lecture in which the student is not actively engaged in learning. Finally, being aware of millennials in the classroom and understanding what motivates them to learn both extrinsically as well as intrinsically can be a valuable tool to boost self-directed learning. There are definite advantages and disadvantages to all teaching modalities ; nonetheless, collectively, these recommendations could help the millennial student adjust to the rigor of college education and ultimately have a better probability of transitioning to the clinical setting to practice.
It is critical that nurse educators have the necessary knowledge and skills to prepare the next generation of nurses to transition from the classroom to practice providing safe, competent care are globally competitive, and become lifelong learners. In today's generationally diverse classroom, nurse educators must consider the class' generational demographics and select those pedagogical strategies that are best and meet the needs of those groups represented. Millennial learners, known as the Generation Yers, make up a significant proportion of college classrooms. This generation of learners was born in a technologically advanced world that has led to short attention spans and the desire of instant gratification. Various teaching strategies have been proposed for nurse educators to provide a sustainable learning atmosphere most conducive to achieving learning outcomes for the emerging millennial nursing student.