Cantrell Mary Ann, Farer Danielle
J Nurs Educ. 2019 Jan 1;58(1):27-32. doi: 10.3928/01484834-20190103-05.
The dissonance experienced between nurse educators and millennial students is a well-known phenomenon, yet evidence ascertaining what these learners seek to actively engage in meaningful learning is scant. The purpose of this study was to analyze millennial undergraduate nursing students' experiences in traditional nursing classrooms, which included their interactions with nursing faculty.
This was a multisite qualitative study. Eight focus groups were conducted at six schools of nursing comprising a total of 220 millennial generation undergraduate nursing students.
The interpreted meaning of students' integrated experiences are reflected into four themes and one subtheme: (a) being physically present but mentally dislocated, (b) wanting more from disengaged professors, (c) surface learning, (d) lack of trust, and (e) wanting respect and dignity from professors. The essence of the phenomenon is disenfranchised learning.
A critical examination of conventional educational practices in nursing programs is needed. [J Nurs Educ. 2019;58(1):27-32.].
护理教育工作者与千禧一代学生之间存在的矛盾是一个众所周知的现象，但确定这些学习者为积极参与有意义的学习所寻求的东西的证据却很少。本研究的目的是分析千禧一代本科护理学生在传统护理课堂上的经历，包括他们与护理教师的互动。
这是一项多地点定性研究。在六所护理学院进行了八个焦点小组访谈，共有220名千禧一代本科护理学生参与。
学生综合经历的解释意义反映在四个主题和一个子主题中：（a）身在课堂心不在焉，（b）希望从冷漠的教授那里得到更多，（c）表面学习，（d）缺乏信任，以及（e）希望得到教授的尊重和尊严。该现象的本质是被剥夺权利的学习。
需要对护理专业的传统教育实践进行批判性审视。[《护理教育杂志》。2019年；58(1):27 - 32。]
