Teaching Multigenerational Learners Claudette D Johnson Grand Canyon

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

Purpose l Focus on the multigenerational, diverse educational learner l Discuss importance of collaboration and cooperation to achieve positive outcomes l Discuss learning style of each generation l Identify strategies in teaching to achieve goals

Multigenerational Classroom History l Research 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) Benefit l 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) 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)

Objectives Students in the intergenerational class will be able to: l 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. l 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 Power. Point provided. l 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.

Multigenerational Nursing Students l Understanding generational characteristics gives nurse educators insight into how students from different generations learn best (Johnson & Romanello, 2005) 3 Generations of Students

Multigenerational Characteristics l Baby Boomers – Idealists – Self-identity from jobs – Motivated by recognition and reward – Willing to learn – Prefer structured environments and clear guidelines l Generation X’ers – Reactive – Education=goal attainment – Balance home and work – Resourceful – Independent l Millennial Generation – Value technology – Accepting of authority – Optimistic, assertive, and positive – “Generation Me” – Need structure, guidance, and immediate feedback

Learning Style Preferences l Baby Boomers – Structure – Guidelines – Detailed handouts – Lectures w/ note taking – Personal experiences related to subject matter – Caring, positive environment – Technology may be foreign l Generation Xer’s − Quick learners − Physical demonstration − Independent, self-paced − Flexible learning schedules − Learn only relevant material l Millennials – Technologically savvy – Group Work – Experiential learning – Structure and guidance – Immediate feedback – Multitask efficiently – Trial and error

Strategies can be effective tools in in assessing and evaluating learning

Strategies (cont. ) l. Lecture * Presentation of content utilizing handout. Usually the first used l. Case Scenarios * In-depth analysis of real life situations l. Patient Simulation * Safe practice environment for skills

Strategies (cont. ) l l 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 l l l l Prepare subject to be taught Define target population Create objectives Outline content Time frame Select strategies Evaluation

Instructional Delivery l 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 three teaching strategies over the timeframe of the class.

Instructional Delivery cont. l 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. l 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

QUESTIONS ? Thank you for your commitment to improve patient care

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