Professional Experience Placement

There have been a number of studies undertaken and articles published relating to the differences between the ‘Baby boomers’, ‘Generation X’ and ‘Y’ work colleagues, students and employees within health organisations. There are implications for professional experience supervision and the learning and teaching of these cohorts. The different general characteristics described about these groups demonstrate that professional experience facilitators or supervisors require the ability to be flexible and reflect about the methods they use to guide and support students. Additionally, the supervisor may be one of these generations and may also need to be able to understand their perspective may be quite different to their students.

The current cohort of younger students undertaking professional experience placements are known as the the ‘Net’ generation or ‘Millenial’ students.  These students were born during the 1980s, have had ready access to information provided using the digital medium [Oblinger 2003]. The literature states that Millenials are comfortable using computers for social networking and web interfacing, but studies have found that does not translate into them having good information and communication technology (ICT) skills [Australian Learning and Teaching Council 2008].

Additionally, ‘Net’ generation students want information immediately and will seek answers through their computers or mobile phones rather than use other sources of media such as newspapers [Windham 2005].    These students are considered to be able to engage effectively and more widely through social networking and global communication services, than earlier generations.  For them the notion of ‘friendship’ extends further than the geographical boundaries of where they live. The Internet opens networks beyond any local or national boundary, and enables a connectedness that was not available to previous generations of students.  It is important that a clear separation is made between the use and purpose of social networking and other ICT such as e-portfolios [Australian Learning and Teaching Council 2008].

Millenials are accustomed to active, rather than passive, learning, preferring flexible and multi-faceted approaches than previous generations [Australian Learning and Teaching Council 2008].  They tend to prefer online learning rather than the formal classroom approach but they need a multi-media and multi-faceted approach to online educational delivery [Windham, 2005].

These findings have implications for the way learning and teaching opportunities are offered or appear to be undertaken by students in the workplace.  A recent study undertaken during 2010 by the SNM found that students were familiar with social networking (82%). However, few students indicated they used file sharing sites (15%) or possessed their own website (8%). The limited experience of students in ICT use provided insights into their perspective about access and use of learner support resources. Students indicated that learner support resources required for assessment tasks were the most useful.  They also reported that viewing and commenting on other students’ blogs helped them feel connected to their peers while on WIL.  Additionally, blogging assisted students to reflect and understand the role of a nurse.

This study also demonstrated that there was a cohort of students who also struggled with using digital technology effectively for their academic study.  There is also a small cohort of these ‘net generation’ students who may also have difficulty in learning to use technical or digital equipment during work inteegrated learning [WIL]. There is potential for unsafe practice that could adversely affect patient or client outcomes, if some students cannot comprehend the steps required to complete required tasks, because they utilize digital technology.  These students need to be supported to successfully complete the requirements of the unit and their BN program.  Moreover, these students may also require support in undertaking similar activities during WIL.  Further exploration of students who struggle to use digital technology as part of their academic studies may need to be followed up while they are participating in WIL.

Previous posts have discussed using Utube clips or other media to reinforce concepts or skills undertaken during work integrated learning. Access to digital media to research or verify information while on placement is an activity that students may ask to undertake or they may disappear to check information while on duty. Supervisors may find their student is working on the computer and missing learning they could have undertaken by being ‘present’ rather than virtual.  This behaviour could be mistaken for a lack of interest, when the student was augmenting their learning through researching the digital media.  Others may ask their professional experience facilitator questions when they could find out the answers for themselves, but may prefer to ask because they respect the opinion of the educator they are working with.

Do you have suggestions or tips about learning and teaching with the ‘Net’ generation students that you would like to share? You can leave them in the comment box or email them to Carey.Mather@utas.edu.au and I can post them for you.

References

Australian Learning and Teaching Council (2008).  e-Portfolio use by university students in Australia: Informing excellence in policy and practice. Australian E-Portfolio Project final Report.  Accessed 20 July 2011 at: http://www.altc.edu.au/resources?text=Australian+E-Portfolio+Project.

Mather, C. (2012) Embedding an e-portfolio into a work integrated learning environment: Evaluation of an undergraduate nursing student experience. EDULEARN 12, 4th International Conference on Education and New Learning Technologies conference proceedings,  pp. 4959-4968. ISBN: 978-84-695-3491-5.

Oblinger, D. (2003).  Boomers, Gen-Xers and Millenials: Understanding the New Students.  Educause Review, July/August 2003, viewed 14 February, 2010,   www.educause.edu/educatingthenetgen.

Windham, C.  (2005), The Student’s Perspective. In Oblinger, D.G. and Oblinger, J.L. (Eds) (2005).   Educating the Net Generation,  Educause, viewed 14 February, 2010,   www.educause.edu/educatingthenetgen.