Abstract
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.
Sigma Membership
Phi Gamma (Virtual)
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Quantitative Research
Keywords:
Associate Degree Nursing, Group Work, Millennial Generation, Instructional Method
Advisor
Julia Bronner
Second Advisor
Joy Kieffer
Third Advisor
Carol Bergo-O'Toole
Degree
PhD
Degree Grantor
Capella University
Degree Year
2020
Recommended Citation
McAtee, Brooke, "Preferred instructional methods of millennial nursing students: A qualitative study" (2021). Dissertations. 319.
https://www.sigmarepository.org/dissertations/319
Rights Holder
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All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2021-08-06
Full Text of Presentation
wf_yes
Description
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.