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    Simulation and Millennials : the perfect storm

    Erlam, Gwen; Smythe, L.; Wright-St Clair, V.

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    Date
    2016-09-09
    Citation:
    Erlam, G.D., Smythe, L., & Wright -- St Clair, V. (2016). Simulation and Millennials -- The Perfect Storm. Open Journal of Nursing, Vol. 6 No. 9, pp.688-698. doi:10.4236;ojn.2016.69071
    Permanent link to Research Bank record:
    https://hdl.handle.net/10652/4108
    Abstract
    Simulation in its various forms has developed extensively over the past 15 - 20 years for use in undergraduate nursing programs. The widespread integration of technology-based educational tools into nursing curricula is raising concerns that technology rather than sound philosophically-based pedagogy is informing nursing education. Some believe that educational soundness has been overtaken by a focus on technological prowess. The manikins used in this immersive classroom often breathe, blink, and even speak in response to lecturer-controlled commands. This research explores how Millennials as a generational cohort (18 - 30 years of age) interface with the teaching/learning platform of simulation. This action research study is unfolded in three distinct action cycles involving 161 undergraduate nursing students. Millennial characteristics of confidence, high achievement, team orientation, technology focus, feedback-saturated, and trophy-seeking traits make them especially adept in immersive simulation environment. If supported by appropriate philosophical underpinnings, simulation as a teaching/learning platform has the potential to become the preferred classroom for Millennial nursing students.
    Keywords:
    Millennials, nursing students, nursing education, New Zealand, teaching styles, action research
    ANZSRC Field of Research:
    130209 Medicine, Nursing and Health Curriculum and Pedagogy
    Copyright Holder:
    Copyright © 2016 by authors and Scientific Research Publishing Inc.
    Copyright Notice:
    This work is licensed under the Creative Commons Attribution International License (CC BY 4.0).
    Available Online at:
    http://www.scirp.org/journal/PaperInformation.aspx?PaperID=70489
    Rights:
    This digital work is protected by copyright. It may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use: Any use you make of these documents or images must be for research or private study purposes only, and you may not make them available to any other person. You will recognise the author's and publishers rights and give due acknowledgement where appropriate.
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