Learning styles, preferences and needs of generation Z healthcare students: Scoping review

• Published in: Nurse education in practice Vol. 57; p. 103247
• Main Authors: Shorey, Shefaly, Chan, Valerie, Rajendran, Priyadharshni, Ang, Emily
• Format: Journal Article
• Language: English
• Published: Scotland Elsevier Ltd 01.11.2021; Elsevier Limited
• Subjects: Baby boomers; Change agents; Cognitive style; Collaboration; Communication; Delivery of Health Care; Digital literacy; Digital storytelling; Education; Educational Environment; Educational Practices; Educational Status; Educational technology; Feedback; Generation X; Generation Z; Generational Differences; Health care; Humans; Learning; Learning environment; Millennials; Multiculturalism & pluralism; Needs; Nursing education; Nursing students; Online instruction; Preferences; Self care; Social networks; Storytelling; Students; Students, Nursing; Teaching; Teaching Methods; Technology; Learning; Nursing students; Generation Z; Preferences; Education; Needs
• ISSN: 1471-5953; 1873-5223; 1873-5223
• DOI: 10.1016/j.nepr.2021.103247

This scoping review aimed to consolidate evidence of the learning styles, preferences and needs of Generation (Gen) Z healthcare students. It is essential to update the educational framework and pedagogy to meet each generation’s distinct learning styles and preferences. A scoping review of published and unpublished data. Six electronic databases (PubMed, Embase, CINAHL, PsycINFO, ProQuest and Scopus) were searched for studies written in English from June 2016 to July 2021. The Arksey and O'Malley (2005) five-stage framework was adopted to guide this review: (1) identifying the research question; (2) identifying relevant studies; (3) study selection; (4) charting the data; and (5) collating, summarising and reporting the results using a thematic analysis. Seventeen studies were included and based on the thematic analysis, four themes were identified: (1) attributes of Gen Z healthcare students; (2) learning styles of Gen Z healthcare students; (3) learning preferences and needs of Gen Z healthcare students; and (4) teaching the Gen Z healthcare students: future directions and recommendations for educators. The findings implied more culturally diverse studies that adopt the mixed-methods or qualitative design are needed to capture deeper insights about Gen Z and in examining the effectiveness of technology integration and digital storytelling to boost students’ learning and confidence in their future careers. Technology, campus resources and self-care strategies must be carefully integrated and planned to ensure an optimal and a safe learning environment for the students. The specific preferences and needs of the unique healthcare disciplines and educational subjects could be examined. A theory-based framework could be considered in designing future pedagogy. These future directions could allow educators to initiate vital change agents in guiding, supporting and nurturing students across generations.