Preferred instructional methods of millennial nursing students: A qualitative study
Dr. Brooke McAtee, PhD
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The continuing nursing shortage requires nurse educators to understand the best ways students learn to maximize student success and retention. Millennial generation students are currently the majority in the associate degree nursing classroom; therefore, identifying the instructional methods that enhance this generation’s learning can influence student success, retention, and preparation for the workforce. The literature reviewed offered conflicting findings, identifying differing instructional methods that enhanced millennial students’ learning processes. The purpose of this basic qualitative research study was to determine what instructional methods millennial students identified as aiding in their learning within an associate degree nursing program. An additional research sub-question was added to determine what instructional methods millennial nursing students described as possible barriers to their education. Students born to the millennial generation (1980-2000) and currently enrolled in a Midwest community college associate degree nursing program were invited to participate in the study. Face-to-face semi-structured interviews were the primary data collection method used. The basic qualitative design uncovered the instructional methods that aided in or created barriers to learning by millennial students in an associate degree nursing program utilizing. The findings revealed that lecture is an instructional method that enhances learning, regardless of its delivery method; the use of interactive questions further improved millennial student learning; and group work was noted as the least effective learning strategy of millennial students, although negative learning experiences with group work may be remedied if instructors are aware of the variables. This study concluded that millennial students learn best when mixed instructional methods using both active and passive strategies are utilized.
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 27835722; ProQuest document ID: 2395317648. The author still retains copyright.
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|Review Type||None: Degree-based Submission|
|Research Approach||Quantitative Research|
|Keywords||Associate Degree Nursing;
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