What Is Wrong with These Students?

A discussion of teaching Millenials from a Baby Boomer nursing Instructor perspective. Specialties Educators Knowledge

Updated:  

Have you ever looked out at your student filled classroom to see that half are paying attention? Are they taking notes on their tablets or laptops? Don't be fooled! A close look may reveal facebook scrolling or Amazon-buying. Social media is integral to this generation's community experience.

That realization brings an understanding of their preference for a text message to a face-to-face encounter.

There is nothing wrong with social media. We do enjoy looking at baby pictures of our high school and college friends. And what does our Ex look like now? Day-to-day personal and work routines of banking, ordering goods, and emailing have thrown us right into the middle of the digital age. Our families keep in touch through texting or facetime. And we look everything up online. Times have changed!

Connecting with our millennial students' means, like it or not, we have to get on board with digital communication.

Expanding within the digital environment sets these students apart, as does a lack of confidence. Millennial students who perceive life as stressful rely heavily on their previously hovering parents or guardians to help them navigate life's challenges. As a result, the autonomous nature of the nursing profession and the emphasis on the responsibility of decision-making that can impact lives is difficult for them.

Understanding this is crucial to recognize stress and anxiety which can inhibit learning.

Millennial students are ambitious, optimistic, gravitate towards working in teams, conventional and need to feel important. Expressions of appreciation gain of these students' attention as do small recognitions.

We might have to start giving them a pat on the back for coming to class on time!

Other ways faculty can show they appreciate their millennial students

  • Learn and call them by name (you won't remember them, that's what seating charts are for)
  • Introduce yourself on the first day of class (don't assume they know who you are!)
  • Clearly outline your expectations (these students are very concrete thinkers) - give them specific rubrics and firm due dates
  • Provide a lot of feedback (oral and written)
  • Don't criticize in front of the class (you shouldn't do this with anyone)

Millennials tend towards skepticism. After all, their parents were baby boomers who didn't trust anyone over 30! Review how you present the information. What worked with older generations simply won't work with this crowd.

Nursing faculty must gain student trust, helping them become accountable individuals that collaborate in the learning process.

Tried and true instructional methods for millennials

  • Give them questions and scenarios that relate to the real world as they understand it
  • Have students share their research with classmates
  • Encourage working in small groups to solve problems
  • Make use of available technology (incorporate computer games and resources, like Socrative© in the lesson plan)
  • Ask for their help (Millennials are helpers in the strongest sense of the word)
  • Utilize all types of learning in the classroom (don't shy away from hands-on practice and demonstration)
  • Give nursing students in upper-level courses the opportunity to engage in service-learning

Millennials are diversity sensitive. 21st-century American universities and colleges have greater inclusivity. Depending on where you teach, specific unique cultural or ethnic considerations may need to be incorporated into the classroom. They are adaptable to change so long as it is fair and clearly defined. Tolerant of differences, they may appreciate your personal quirks but they expect you to do the same for them.

Working with a classroom full of Millennials isn't easy. Understanding how they differ from you and your colleagues lends to successfully bringing them to the graduation finish line.

References

Center for Teaching Innovation (n.d.) The Millennial Generation: Understanding &
Engaging Today's Learners. Retrieved from: https://teaching.cornell.edu/resource/millennial-generation-understanding-engaging-todays-learners

Lynch, M. (2016). Top four ways to engage millennials in learning environments. The
EdAdvocate. Retrieved from: https://www.theedadvocate.org/top-four-ways-to-
engage-millennials-in-learning-environments/

One of the reasons a college degree is valued (and this is not an original thought of mine), is it proves you can stick with a task over the course of years, even the boring and tedious parts, even the parts that we find distasteful.

Students don't have to be perfect,  that's why they're students and not professionals.   Sometimes they'll flake out or whatever, but *over time* they should be improving.  But they need to have the self-awareness that while being the student doesn't make their opinions worth-less, there are other people with more knowledge, experience and (*gasp*) Authority ?

Alphabits said:

One of the reasons a college degree is valued (and this is not an original thought of mine), is it proves you can stick with a task over the course of years, even the boring and tedious parts, even the parts that we find distasteful.

Students don't have to be perfect,  that's why they're students and not professionals.   Sometimes they'll flake out or whatever, but *over time* they should be improving.  But they need to have the self-awareness that while being the student doesn't make their opinions worth-less, there are other people with more knowledge, experience and (*gasp*) Authority ?

Heaven knows some parts are boring and tedious. Surprisingly, there are people with more knowledge, experience and authority. Who'd have thunk it possible?  LOL

Specializes in School Nursing.
Alphabits said:

The above poster, very much.

if the student doesn't turn in their assignments on time, will they get the medications to the patients on time?

That's exactly right, and that's how I feel. I tell them in the very beginning of the first class as I go over the syllabus that by turning in assignments on time shows responsibility, something that all medical professionals have to have. Because of the short nature of the classes, students aren't allowed to miss any classes, and that is a college policy, not mine. I allowed for documentable extenuating circumstances. for 1 absence. I was shocked at what was thought to be extenuating, going to a concert, deciding to take a vacation, which should have been planned around classes, and so many others. I explain that extenuating, is a serious illness, death in the family, and I explain that attendance and being on time are critical for medical professionals. I fear for our future. 

Specializes in Dialysis.
beachynurse said:

I explain that extenuating, is a serious illness, death in the family, and I explain that attendance and being on time are critical for medical professionals. I fear for our future. 

You ain't just whistling dixie! The things I had students argue with me over, as well as their parents call and try to argue. The future is definitely concerning

Specializes in School Nursing.
Hoosier_RN said:

You ain't just whistling dixie! The things I had students argue with me over, as well as their parents call and try to argue. The future is definitely concerning

I quote FERPA, "If you are over 18, or have started college, whichever comes first,  their educational records belong to them". I use this as a preamble to my speech about self advocating, and I have a policy not to speak to Mom's and Dad's. If I get a call from a parent I explain the need to learn self advocacy, and for the student to contact me about the issue. They have to learn to advocate for themselves before they can advocate for a patient. 

Specializes in School Nursing.

Another issue with students is the inability to discuss controversial topics. I do a section on ethics, and we talk about various issues and why the subject can be an ethical issue, and argue for or against the subject. Some of the topics we have covered are organ transplants, death with dignity laws, brain death, is the patient dead or alive, among others. It is clearly spelled out in the syllabus, and I take a great deal of time explaining ethics, and how as medical professionals we can deal with ethical decisions on a routine basis depending on your specialty.  I don't know how these students are going to deal with ethical problems when they occur in practice. I have had younger students just get all upset and ask to leave because they are "triggered", and need to go because they can't handle the discussion. One student went to the Dean to ask why we had to discuss ethics in the class because it was upsetting to them. I thought he was going to die from laughter when we spoke. The older and more mature students will actually enjoy discussing ethical issues, and will take part in a debate about the issue. Discussing ethics can be fun, because there is no real right or wrong answer. It's based on your beliefs, values, experiences, morals, and religion. These kids today, have little to no resilience, and can't handle anything that is uncomfortable to them.. All I can say is life is uncomfortable, learn to deal with it..

Specializes in Dialysis.
beachynurse said:

I quote FERPA, "If you are over 18, or have started college, whichever comes first,  their educational records belong to them". I use this as a preamble to my speech about self advocating, and I have a policy not to speak to Mom's and Dad's. If I get a call from a parent I explain the need to learn self advocacy, and for the student to contact me about the issue. They have to learn to advocate for themselves before they can advocate for a patient. 

I did, even back then. I loved it when parents tried " I'm paying for their college" and I had the pleasure of telling them it didn't matter, as long as they were adults, not up for discussions. It happens at my job constantly now as well. Parents call because the holiday is coming and "Susie" needs to be off, or the family just won't survive. Boo freaking hoo...

Specializes in Education.

I too taught ethics. The older students (Gen-Exers) did show a greater capability to discuss topics that had no definitive answer.  If you've done the math, it has been a minute since I taught that class.  I always wondered if it was a sign of maturation.  Knowing that generally speaking the younger the student the more concrete thinkers they are likely to be.  The more recent generations however seem to stay concrete thinking much later than previous ones, has anyone else noticed that?

Specializes in Surgical Specialty Clinic - Ambulatory Care.
Alphabits said:

One of the reasons a college degree is valued (and this is not an original thought of mine), is it proves you can stick with a task over the course of years, even the boring and tedious parts, even the parts that we find distasteful.

Students don't have to be perfect,  that's why they're students and not professionals.   Sometimes they'll flake out or whatever, but *over time* they should be improving.  But they need to have the self-awareness that while being the student doesn't make their opinions worth-less, there are other people with more knowledge, experience and (*gasp*) Authority ?

Sorry, but even now in my 40s, you can take your authority and throw it down the river. I'm not doing what anyone says because they have authority. And that is rule number two in nursing. Rule number one is learning to say no to almost everything requested by those "in authority". 
People in "authority" will ask you to do things you have no experience with or tell you that you can do things you can't. They are willing to put you at risk and many times your patients as well. 
I had a doctor (person of authority)last week tell me we didn't need to fill out a consent to do an I & D.  Even when I worked in the ER we had to get a consent to cut someone.....I work in a clinic now. I have enough experience now to be like "oh, okay I guess I'll throw it away, I just thought it was a good idea" so that he would go "well you know it is a good practice and since you have it filled out I'll sign it". 
Authority means nothing.

KalipsoRed21.

Okay.  So you believe your teacher/boss has no right to make assignments and determine when the assignment must be completed.

Got it.

Specializes in Education.
Quote

"Sorry, but even now in my 40s, you can take your authority and throw it down the river. I'm not doing what anyone says because they have authority. And that is rule number two in nursing. Rule number one is learning to say no to almost everything requested by those "in authority". 
People in "authority" will ask you to do things you have no experience with or tell you that you can do things you can't. They are willing to put you at risk and many times your patients as well. 
I had a doctor (person of authority)last week tell me we didn't need to fill out a consent to do an I & D.  Even when I worked in the ER we had to get a consent to cut someone.....I work in a clinic now. I have enough experience now to be like "oh, okay I guess I'll throw it away, I just thought it was a good idea" so that he would go "well you know it is a good practice and since you have it filled out I'll sign it". 
Authority means nothing."

To clarify, you have been approached in your place of employment by those of "authority" who requested you do a task or skill that you recognized as putting yourself and/or the patient at risk. You, therefore, exercised your self-advocacy and refused to comply. Similarly recently you had an "authoritative" individual request you comply with an action you knew to be incorrect, you exercised your self-advocacy and did not do so. If this interpretation of your actions is correct.  My guess would be you advocate for your patients in a similar fashion. This is the frustration as expressed above there are students who do not understand the concept of self-advocacy or advocating for others. Which is a basic precept in nursing care that you have obviously learned and are practicing. My concern is now that you are a person of authority to student nurses how are you communicating this basic precept to them?

Specializes in Emergency and Critical Care.

If I look back to when I was precepting on a unit, I wanted my new grads to be able to go into a patient room and provide basic care and comfort, such as a full assessment and be able to do the skills needed, foley, IV, NG, etc. Then when there was time we talked about the why. I think too much time is spent on upper-level knowledge ie. management and not enough on basic nursing skills, they will learn the higher level once out there, that is if we still have halfway decent mentors left at the bedside to provide it.