The path to and from multigenerational teaching. By Sharon Adams, MSNEd, RN, CRRN, CNE

Transcription

1 The path to and from multigenerational teaching By Sharon Adams, MSNEd, RN, CRRN, CNE

2 Adults returning in record numbers Can not be classified as traditional learners Instructors can not disregard life experiences as a factor in learning

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6 Children of the Depression Heroes were the GI generation Earliest marrying/babying First generation to embrace divorce Described in college as: Withdrawn Cautious Unimaginative Unadventurous If in school, it is due to intrinsic factor since this group is in retirement

7 Like the traditional classroom structure Will not generally contradict or disagree with instructor in front of others Does not enjoy being singled out in group discussions or for questions Likes to practice alone, not in groups Not likely to ask questions during discussions Organize materials in bullet/outline form Don t provide too much information Use at least 12 point type Take your time through the important points Don t assume that all are techno phobic Fastest growing segment of population learning to use the Internet

8 Me generation Heroes themselves Career focused workaholics Waited later in life to have children Advocates of self help Experienced grade inflation Enjoyed learning for learning sake Wants recognition and praise Want power and title

9 Enjoy working in creative and independent manners Sensitive to criticism Often posses significant professional experience Require lots of interaction and talk time Prefer a spirit of collegiality in classroom May have problems with authoritarian instructors Give plenty of time for Boomers to practice new skills alone Have a tendency to know things but not be able to do them Enjoy most team projects Can serve as group leaders, appealing to their me focus Organize materials with headings Put details on a separate sheet

10 Also known as the Lost generation Adult oriented from an early age Anti-hero Experienced age of death AIDS Homicide suicide First generation to be less educated than their parents by both choice and circumstance Largest segment of online learners Not constrained by time or place First to seek work/life balance

11 Self-reliant Require regular, if not constant, feedback May lack interpersonal skills Can be cynical Require relevance in assignments and courses Often impatient Consider themselves to be technologically capable Are adaptable and informal Will resist group work outside of class Use pop-culture examples if possible Use most exciting material in short lecture (15-20 min) Use bullet points when giving info Use plenty of graphics and white space - Visual appeal is key Explain why assignments, courses, skills are important on a regular basis

12 Eagerly anticipated babies Lowest parent to child ratio Universally protected and sheltered Parents are heroes More discretionary income Expect active learning in classrooms Team-oriented Volunteerism as part of graduation requirements Readers Most racially diverse

13 Accustomed to group work Comfortable with active learning Multi-task with ease Technological experts Goal and achievement oriented Require more structure and mentoring Learn from failure Motivated by money and earning potential Give lots of activities with several steps Use the most up-to-date technology and references available Tie course or program goals in with economic gain Get creative or allow them to be creative with presentations, etc. Give reading materials for lectures or supplemental information

14 Basis of U.S. education levels K-12 Assigns the teacher with full responsibility of what will be learned and when Initially used to establish higher education

15 Learner s need to know Self concept of learner Prior experience of learner Readiness to learn Orientation to learn Motivation to learn

16 Level of energy an individual is willing to expend toward the achievement of a goal Two types Extrinsic or Intrinsic

17 "Your life today is the result of your attitudes and choices in the past. Your life tomorrow will be the result of your attitudes and the choices you make today." Author Unknown

18 Teachers are the guide Students are the ones who do the paddling Only on the river a short time Rough waters ahead so be prepared

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20 Knowledge is constructed, not received Mental modes change slowly Questions are crucial Caring is crucial

21 Promote a responsebased curriculum Ask now what Push critical thinking using nursing intervention Apply ADPIE

22 Think like a Nurse If the patient comes back in (time period) with (S/S) what is the most likely explanation? What are the risk factors for this patient? What 3 diagnostics are most likely to be ordered and why? What would you delegate? What are safety issues? What are your discharge teaching priorities? (Puckett, 2011)

23 Clinical Questioning Don t give answers, ask! Respond to a question with a question What if? What then? What s next? Where would you find that out? How does fit in with? Why not instead or first or at all? (Puckett, 2011)

24 A nursing student is caring for a 15 yo patient who is HIV +. The mother asks the health care team not to reveal the diagnosis to the child. The attending physician complies with the mother s wishes. The nursing instructor confronts the physician, believing that the child should know. The bedside nurse tells the child the diagnosis accidentally, also believing that he has the right to know. The student nurse refuses to address the patient s questions regarding the diagnosis. Rank the members of the health care team in order, 1 being the person who acted most ethically and so on. Student Nurse Nursing Instr Bedside Nurse Physician

25 Don t paddle for them Self-reliance most enduring source of motivation Wean from external dependencies of pedagogy style learning Build and paddle their own canoe

26 Seek and find a better method by which teachers may teach less, but learners learn more John Adams Cornelius I never teach my pupils. I only attempt to provide the conditions in which they can learn. Albert Einstein

27 Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press Baker College Effective Teaching and Learning Department, (2004). Teaching across generations. Retrieved on April 10, 2011 from Caputi, L. & Englemann, L. (2005). Teaching nursing: The art and science. 3 vols. Glen Ellyn, IL: College of DuPage. Knowles, M.S., Holton, E.F. & Swanson, R.A. (2005). The adult learner: The definitive classic in adult education and human resource development. (6 th ed). Burlington, MA: Elsevier

28 Pew, S. (2007). Andragogy and pedagogy as foundational theory for student motivation in higher education. Insight Journal, 2, Puckett, T. (2011). Creative Teaching Strategies for the Nurse Educator. Seminar presented on April 27, 2011 via PESI Healthcare in Indianapolis, IN. Woempner, C. (2007). Teaching the next generation. The Future of Education: A Structured Response to Uncertainty. Retreived on April 9, 2011 from April2007.pdf