Dissertation/Thesis Abstract

A phenomenological study of millennial students and traditional pedagogies
by Toothaker, Rebecca D., Ph.D., University of Phoenix, 2014, 131; 3691420
Abstract (Summary)

The millennial generation comprises the majority of learners in the traditional university setting. Nurse educators identify problems developing teaching strategies in education that undergraduate millennial nursing students find engaging and meaningful. To prepare for the challenges of this group, it is imperative nurse educators examine preferred teaching methods, student learning styles, and needs in relation to traditional pedagogies. The purpose of this study was to identify the perception of millennial students participating in traditional pedagogies and its significant implications for nursing education. This interpretive phenomenological study recorded the lived experiences of millennial nursing students’ experiences in traditional classrooms. One on one interviews with 13 millennial students were conducted. Data collection and analysis aligned with van Manen’s method. There are five themes that emerged from the data: physically present, mentally dislocated; unspoken peer pressure; wanting more from the professors; surface learning; and lack of trust. The essence focuses around the central theme of belonging. The millennial students identified the most significant challenge in a traditional classroom was disengaging professors. Recommendations for faculty to engage nursing students through a method of shared responsibility of educational approach are given. Blended teaching pedagogies that offer traditional and active methods such as role playing and discussion forums are recommended.

Indexing (document details)
Advisor: Taliaferro, Donna
School: University of Phoenix
School Location: United States -- Arizona
Source: DAI-B 76/08(E), Dissertation Abstracts International
Subjects: Nursing, Higher education
Keywords: Millennials, Nurse educators, Teaching strategies, Traditional pedagogies
Publication Number: 3691420
ISBN: 978-1-321-64714-3
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