Generation Z (Gen Z) is becoming a large proportion of the nursing work force possessing unique skills and attributes which can be harnessed by nurse educators. This week’s blog by Amy Phelan (amy.phelan.2@citystgeorges.ac.uk), Children’s Nursing Lecturer at City St Georges and Practice Educator for Great Ormond Street, considers some opportunities and challenges relevant to all working in nurse education.

Generation Z (born 1995 to 2012) are ‘digital natives’ and the first generation to grow up in the internet age, partly demonstrated through their vast presence on social media. Throughout their education and life Gen Z are digitally engaged (Bradley, 2021), and able to access a wealth of information at speed. Gen Z navigated a significant proportion of their education on a screen, a practice heavily influenced by restrictions imposed due to the COVID pandemic. However, owing to the rapid need to adapt teaching, what worked in the classroom was not easily translated online and engagement with this was not monitored (Strawser, 2022). Now there is time for educators to embrace technology, and develop methods more attuned to Gen Z.

Using their default learning method

As digital natives, Gen Z would benefit from having technology incorporated within their education; adapting material to core skills needed for registration, with a technological social dynamic, is the key to engagement with Gen Z (Chunta et al., 2021). An example could be the student using their digital skills to access relevant material in their own time prior to taught sessions. This is akin to a flipped classroom approach where the student seeks the information prior to interacting with an expert in the field (Dodson and Thompson- Hairston, 2025). Educators could then facilitate smaller group work on relevant current or progressive topics within the field of nursing as points of discussion. This way students can see the benefit of the core material in an applicable scenario allowing autonomy, preferred by Gen Z (Shorey et al. 2021), whilst advancing learning and promoting the application of theory to practice.

Although able to access and process information quickly, studies (and experience) have shown that due to the reliance on technology, Gen Z often demonstrates underdeveloped resilience, and this is now presenting as an increase in mental health concerns (Shorey et al., 2021). Therefore, being able to combine digital knowledge and skills alongside the need for greater resilience could provide a basis for educators on which to build sessions. By capitalising on Gen Z’s inbuilt skills for information finding, educators can allow time within the classroom to develop fundamental core skills, attributes and behaviours. Here, away from screens, connection and building relationships should be the focus, thus promoting care, communication and compassion.

Some reflections

Insights from recent teaching have demonstrated that Gen Z engagement is often higher when educators provide their own experiences relevant to the taught subject, setting the tone for the subsequent learning and the applicability of the core materials. It is acknowledged that whilst a change in some approaches does not guarantee that all students are fully engaged, it has shown increased engagement. Ensuing discussions offered reciprocal learning beneficial to both learners and educators.

Ultimately, the learning environment needs to be adapted for the learner, and the use of technology must be viewed as central to this. However, this does not need to be drastic. Careful consideration of how and when technology is incorporated for information finding and acquiring subject knowledge may be a starting point attuned to the strengths of Gen Z. This needs to be complimented by ensuring that resilience building features in face-to-face teaching, strengthening skills and behaviours around care, communication and compassion. While change is often slow and challenging, new ways of working with Gen Z has the potential to benefit the learners and the educators involved.

References:

Bradley, C. (2021). Teaching and Connecting with your Gen-Z Student. New Jersey Nurse, 51(3), p.10.

Chunta, K., Shellenbarger, T., Chicca, J. (2021). Generation Z Students in the Online Environment: Strategies for Nurse Educators. Nurse Education, 46, pp.87-91. doi: 10.1097/NNE.0000000000000872

Dodson, T. & Thompson-Hairston, K. (2025) A scoping review of gen z nursing students: learning preferences and educator strategies. Elsevier Science Direct. 20, pp.85-90. doi: 10.1016/j.teln.2024.11.007

Shorey, S., Chan, V., Rajendran, P. & Ang, E.  (2021). Learning styles, preferences and needs of Generation Z Healthcare Students: Scoping Review. Nurse Education in Practice, 57, p.103247. doi:10.1016/j.nepr.2021.103247.

Strawser, M. (2022) Higher Education Implications for Teaching and Learning during COVID-19. London: Lexington Books.