1. Teaching Multigenerational Learners
Team White will be reporting on multigenerational nursing learners.
Today’s workforce is made up of different generations with varying attitudes, beliefs, work habits and expectations (Lavoie-Tremblay, Leclerc, Marchionni, Drevniok, 2010). This diversity challenges the way educators lead and the way educators teach. Increasing classroom diversity challenges the profession of nursing to incorporate all generational learning styles in planning nursing curriculum. An understanding and analysis of barriers and selection of learning strategies for non- traditional students is instrumental for effective planning of a curriculum. The authors will discuss attitudes and values in nursing approached towards diversity in nursing education and create strategies in preparing an education plan that will successfully prepare the non-traditional nursing workforce. Proper educational preparation of diverse students will require a culturally competent educator to lead the way.
Amanda Bowman, Angela Broughton, Claudette Johnson, Danica Stout
Grand Canyon University
NUR: 647E Nursing Education Seminar I
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
Purpose
Diversity and generation gaps are part of human nature and Nursing’s students and workforce are no different (Banks, 2005). Having four generation in the workforce is unique to nursing because historically, nurses retire or decrease working hours (Thrall, 2005). Patterns such as 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 and challenges (Smith & Hunter, 2007). The nursing workforce is diverse in culture and experience perceives learning in different ways which can benefit a team. Effective teaching indicates that quality patient care hinges on well-educated nurses leading the way. 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).
The purpose of this paper is to focus on the multigenerational, diverse educational learner. The authors will be discussing differences in each generation, how they learn, identify strategies in teaching along with ways to successfully teach these various groups in order to achieve positive outcomes. 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).

3. Multigenerational Classroom
History
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)
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)
Benefit
Several factors have contributed to the increase of multi-generational groups working and learning together in the workforce and in higher education. People are living longer and working and studying into their latter years. Advances in health care, plus greater access to health care information and services have helped increase the average human lifespan since the mid-twentieth century. The recent economic downturn has required many would-be retirees to delay retirement. Many worker who have lost jobs are going back to school to retrain for new work.
According the National center for Educational Statistics, three-quarters of all undergraduates are nontraditional, (Burggraf, 2012). Burggraf (2012) categorized nontraditional students as those who have delayed enrollment, attend part-time, work fulltime, or have dependents. About one-third of undergraduates are adult learners (Arhin, & Cormier, 2007). According to Burggraf (2012), the landscape of higher education is changing, with the number of adult learners continues to increase at many colleges and universities. Beyond the obvious difference of age and time away from the classroom, adult learners may not have the same comfort level or familiarity with technology—and they may be the least advised on how to use it (Arhin, & Cormier, 2007). Thus, organizations and higher-education institutions are experiencing the challenges of educating a multi-generational student population.
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) 3

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.
Goals and objectives should focus on the ability of all 4 generations collaborating and cooperatively complementing the strength and weakness of each generation class. Knowledge of each groups capabilities, learning styles, values and motivation can be instrumental in planning and strategizing the education goals and objectives (Billings & Halstead, 2012). Clear, specific and measurable objectives and guidelines are necessary for all learners to achieve positive outcomes (Billings & Halstead, 2012).
Some of the objectives include:
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. 4

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
Understanding generational characteristics gives nurse educators insight into how students from different generations learn best (Johnson & Romanello, 2005). Three generations of learners have been categorized and analyzed in research. Notarianni, Curry-Lourenco, Barham, and Palmer (2009) describe these categories as the Baby Boomers, Generation Xers, and Millennial Generations. Baby Boomers were born between 1943 and 1960 while generation Xers were born between 1961 and 1981, and millennial students were born between 1982 and 2002 (Notarianni, Curry-Lourenco, Barham, & Palmer, 2009). The experiences and cultures in which these generations were raised affect their perception of education and learning style preferences. Analyzing diverse characteristics of each population of learners helps to determine learning styles and effective teaching strategies.
Millennials
Baby Boomers
Generation Xer's

6. 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
Baby Boomers grew up during the Vietnam War. They are now between the ages of 46 to 64 years old. This population is often known as idealists and believe they can be the change in the world. This generation is motivated by recognition and reward and gain their identities from their careers. Learning is important to this generation as they feel it can improve their performance and further enhance their career (Notarianni, Curry-Lourenco, Barham, & Palmer, 2009).
Generation Xers are reactive. Their ages are between 30 and 45 years old. This generation view’s education as the necessary route to be taken in order to acquire a stable job to support themselves (Notarianni, Curry-Lourenco, Barham, & Palmer, 2009). This population can balance home duties with their career. They are resourceful, independent, and manage well on their own (Johnson & Romanello, 2005).
The Millennial generation, was born with technology present. Ages of this generation range from 2 to 29 years old. This generation is comfortable with computers and the internet (Notarianni, Curry-Lourenco, Barham, & Palmer, 2009). With technology being ever-present in this generation’s world, immediate feedback, structure, and guidance are necessary. The Millennial generation is often know as “Generation Me,” as these learners set high goals and expectations for themselves and believe they can achieve them (Twenge, 2009). These learners are accepting of authority, optimistic, assertive, and positive (Johnson & Romanello, 2005).

7. 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
Baby Boomers prefer structured environments and clear guidelines to be engaged in learning. Learning materials which include detailed handouts, guided lectures, and extensive note-taking are helpful to this generation (Johnson & Romanello, 2005). These factors may classify this generation as visual and auditory learners. This generation easily comprehends material when personal experiences are related to subject matter. Baby Boomers prefer positive reinforcement and a caring learning environment (Johnson & Romanello, 2005). It is important to note that this population may not be comfortable using technology, as computers and the internet were not readily available during their initial educational experiences.
Generation Xer’s learn quickly and thrive in learning environments which they can demonstrate their own expertise. They are kinesthetic learners and enjoy hands-on projects. Flexible learning in which their time can be self-managed and learning activities can be done at their own pace are helpful. Ensuring that learning experiences are relevant and can be used in the real-world will quickly engage this group. This group is mostly concerned with learning material that is relevant to achieve passing grades and only want to learn what will benefit them directly (Johnson & Romanello, 2005).
Millennial’s learning style differs from Baby Boomers and Generation X’ers in that they are the most technologically savvy of the three. Incorporating technology into all learning opportunities is appealing to this group of learners. Group work, innovative learning experiences, and experiential learning are also valued (Johnson & Romanello, 2005). According to Notarianni, Curry-Lourenco, Barham, and Palmer (2009), personal feedback is important to them, but they also want structure, guidance, and extensive orientation. Technology has accustomed this group into gaining information immediately and feedback from educators is expected in the same way. Millennials learn by trial and error and prefer to complete multiple tasks at one time. This generation thrives with learning experiences that include simulations, collaboration in groups, and creative interactive exercises (Johnson & Romanello, 2005).

8. Strategies
Strategies can be effective tools in in assessing and evaluating learning
A variety of teaching strategies can be used to provoke active learning. The goal of educators should be to prepare students to become competent clinicians, critical thinkers, problem-solvers and collaborators, team players, self-directed learners and effective communicators (Wheeler & Collins, 2003). There are a number of strategies that can be used. Three will be discussed.

9. Lecture Case Scenarios Patient Simulation Strategies (cont.)
* 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
Lecture: Used to clarify concepts and provide background information.
Advantages: Time efficient, raises questions
Disadvantages: Decreased student involvement, lengthy prep time for faculty
Case Scenarios: The scenario becomes part of the explanation of the lesson comparison. It is introduced after the lecture is completed. They apply learned theories to real-life situations.   The use of cases allows students to integrate and apply developing clinical and basic science knowledge and skills. Case studies provide a process of participatory learning that facilitates active and reflective learning.
Advantages: Stimulates critical thinking, recall and retention
Disadvantage: Poor student prep may result in decreased learning
Patient Simulation: Provides interactive practice based instruction.
Advantage: Active involvement by students, teaching of clinical skills, immediate error correction, thinking occurs in a non-linear fashion, stimulates critical thinking.
Disadvantage: Time intensive, requires additional and experienced faculty. Students need orientation/direction – instructions for the activity must be very clear

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)
The 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
The design of a class begins with the subject that is to be taught. With instructor preparation and understanding of the selected materials.
The target population or student body of the class, needs to be known. This will include academic background, experiences and learning style.
The objectives of the class must be clearly defined and expectations of both student and teacher, at the completion of the class (Billings & Halstead, 2012).
Outline the content to be taught, ensuring that this matches the stated objectives. Use current and accurate information and logical organization of ideas.(Kennedy, 2009).
Establish a realistic time frame to cover content, questions and class activities.
Select teaching strategies that meet the needs of the student population related to their learning style, age and experience. Plan appropriate participation, lecture, visual and handout material (Kennedy, 2009).
Define method of evaluating student outcomes. Clear understanding and evidence of student learning can be obtained by written testing and/or clinical evaluation (Saunders, 2003).

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.
Both baby boomers and millennial's like structure and guidelines. This can be established in a formal lecture. Lecturing involves establishing a comfortable environment, including handout/ class material and visual aids prepared and relevant to the objectives, using an interactive power point, requiring examples or answer to be given, allowing for questions, and intersperse the three teaching strategies over the timeframe of the class. The key is a balance between covering content, and not becoming stagnated in one particular delivery method. By including interactive power point (allowing for questions and examples from the students) several learning style and multigenerational needs are met (Amerson, 2006).

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.
Case scenarios can give an in-depth understanding of real life situations and clinical support to theory. This can be an individual or group activity. This form of delivery stimulates critical thinking, retention and recall. Problem solving can be discussed without potential harm to a patient. The scenarios can be from events that have happened in the past (as long as they are relevant to the subject matter). This form of instruction delivery does require good student participation (Billings & Halstead, 2012). When preparing case scenarios, educators must ensure safe, nonthreatening environments 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, and be supportive to students.
The millenial’s and generation X students would both benefit from this form of information delivery. Gen X, like to show what they know and their experience, which can be done through successful scenario completion. They can move through their scenarios as quickly as they want. The millenial’s like group activity and immediate feedback, thus making this another good delivery form for them. (Notarianni, Curry-Lourenco, Barham & Palmer, 2009)

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.
Simulation for a multigenerational group will assist with various learning needs and styles. They mimic real life situations and practice. This provides students with an interactive, practice based delivery method (Billings & Halstead, 2012). The use of this technology work well for millenial’s and generation X and can be utilized by many members of the health care team. Patient simulation must be carefully planned, using a systematic organized approach. Educators need to ensure the simulation matches the learners skill and cognitive level, match objectives of the course with the appropriate simulation, and set the timeframe and assignments (roles) prior to starting simulation.
An example of simulation would be medication administration. Patient simulation scenarios offer learning opportunities and benefits to students. Understanding of the rationale for medication use is enhanced for students. They are able to see how medications fit into the treatment of conditions. They also have an opportunity to identify the five rights of med administration , as well as, the appropriate drugs, determine safe dosages, calculate dosages, properly identify the patient, administer medications by a variety of routes, observe for side effects, and evaluate the effectiveness of medications. The simulation presents a realistic clinical setting with real life distractions that may interfere with safe medication administration, preparing the student for what can and may occur in practice (Dunham & Alden, 2008).

15. Conclusion Educators must understand generational differences
Educators must be knowledgeable about learning styles
Educating a multigenerational classroom is not an easy task. To meet the challenges, educators must seek to understand the generational cohort and accommodate the difference is each other’s values, attitude and behaviors so instead of stifling progress, each will be enriching each other’s growth. Sensitivity to their learning style is instrumental in motivating each student. Understanding learning styles will enable the educator to communicate and accommodate the student’s way of learning and utilize the skills to resolve generational conflict so effective communication and team work can be built for a stronger nursing workforce.
Effective communication and teamwork will assist diverse learners in becoming successful nurses

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

17. References
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