Gen nursing students change class: why is it thing for college students and teachers.

Generation from (born 1995–2012) is “digital natives” and the primary generation that grew up within the Internet era, partly demonstrated by their huge presence in social media. Throughout their education and life, the genes are digitally involved (Bradley, 2021) and are in a position to access the wealth of data at speed. The gene with a major a part of education on the screen, the practice strongly affects the restrictions imposed on the pandemic with air-con. However, resulting from the fast have to adapt the teaching, what worked within the classroom was not easily translated online, and the commitment to it was not monitored (Strawser, 2022). Now teachers have adopted technology and develop methods more adapted to the Z gene.

As digital natives, the gene would profit from including technology of their education; The adaptation of the fabric to the essential skills needed for registration, using technological social dynamics, is the important thing to involvement within the gene with (Chunta et al., 2021). An example could be a student using their digital skills to access the precise materials of their time before teaching the session. This is comparable to an inverted approach in the category through which the scholar is searching for information before interacting with an authority on this field (Dodson and Thompson-Hairston, 2025). Teachers can then facilitate less group work on appropriate current or progressive topics in the sphere of nursing as discussion points. In this fashion, students can see the advantage of the essential material in the suitable scenario enabling autonomy, preferred by the Gen Z (Shorey et al. 2021), while developing learning and promoting using theory for practice.

Although they can quickly access information and process, studies (and experience) have shown that resulting from counting on technology, the gene gene often shows poorly developed immunity, and that is currently a rise in mental health problems (Shorey et al., 2021). Therefore, the potential of combining digital knowledge and skills with the necessity for greater immunity may be the premise for teachers where sessions may be built. Using the built -in skills, the genes to seek out information, teachers can allow for time within the classroom to develop basic basic skills, attributes and behaviors. Here, away from the screens, relationships related to combination and constructing must be a spotlight, thus promoting care, communication and compassion.

The observations from recent teachings have shown that the involvement of the gene is commonly higher when teachers provide their very own experience related to the topic of teaching, giving the tone of subsequent teaching and the potential of using basic materials. It is recognized that although the change of some approaches doesn’t guarantee that every one students are fully committed, showed increased commitment. Discussions contained mutual learning helpful for each students and teachers.

Ultimately, the educational environment should be adapted for the scholar, and using technology should be seen as key for this key. However, this doesn’t need to be drastic. Thoroughly take into consideration how and when technology is enabled to seek out information and acquire thematic knowledge, it may be a start line adapted to the strengths of Gen Z. This must be supplemented, ensuring that constructing immunity in contacts with teaching, strengthening skills and behaviors regarding care, communication and compassion. Although the change is commonly slow and difficult, latest ways of working with the gene can profit students and committed teachers.

Bradley, C. (2021). Teaching and joining your student Gen-Z. New Jersey nurse, 51 (3), p. 10.

Chunta, K., Shellenbarger, T., Chicca, J. (2021). Students of the generation in the net environment: Strategies for nurse educators. Nurses’ education46, pp. 87–91. DOI: 10.1097/Nne 0000000000000872

Dodson, T. and Thompson-Hairston, K. (2025) Przegląd Student Nursing Gene with: Learning preferences and pedagogical strategies. Elsevier Science Direct. 20, pp. 85-90. DOI: 10.1016/J.ELN.2024.11.007

Shorey, S., Chan, V., Rajndran, P. & Ang, E. (2021). Learning styles, preferences and wishes of healthcare students from: Przegląd Scoping. Nurse education in practice57, p. 103247. DOI: 10.1016 / J.NEPR.2021.103247.

Strawser, M. (2022) Implications of upper education for teaching and learning during Covid-19. London: Lexington Books.

(I visited 4 times, 4 visits today)