1. Feedback preferences of generation Z nursing students: A conjoint analysis.
- Author
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Licas, Perlin Zellaine T. and Torres, Gian Carlo S.
- Abstract
• The current nursing students belong to a unique generation of learners called Gen Z which differ in their learning style and preference, especially in the area of feedback. • This paper identified the feedback preferences of these learners to improve and facilitate clinical teaching and learning process. • Feedback is an essential element of the teaching and learning process where the knowledge from this paper can help nurse educators improve the feedback mechanism by facilitation of immediate, constructive and facilitative process. Generation Z learners are considered digital natives, fast decision makers and are highly connected learners which pose a challenge to the nurse educators because of their evolving preferences in learning outside of traditional nursing strategies. Conjoint analysis was conducted among 274, full-time sophomore nursing students recruited through cluster random sampling. Data was collected from August to October 2019 using 13 orthogonal cards reflecting different categories of the attributes of feedback. Conjoint analysis transformed rankings into part-worth utilities or the relative preference. Nursing students prefer a feedback mechanism that provides immediate, constructive, and guided appraisal from their clinical instructors or educators. In terms of importance the type of feedback (43.85%) was considered most important factor followed by timing (22.37%), method (17.93%) and source of feedback (15.85%) respectively. Student preference and educator approaches should appropriately blend to promote optimized learning opportunities among generation Z nursing students. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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