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首页> 外文期刊>Journal of professional nursing: official journal of the American Association of Colleges of Nursing >Applying Newman's theory of health expansion to bridge the gap between nursing faculty and Generation Z
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Applying Newman's theory of health expansion to bridge the gap between nursing faculty and Generation Z

机译：应用纽曼的卫生扩张理论弥合护理教师与发电Z之间的差距

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摘要

Background: The Generation Z nursing student presents with a set of unique challenges from a faculty perspective since they have experienced technology and the use of screens since infancy. Nursing faculty require a different approach to this generation in order to communicate with, engage, effectively teach, and retain these students, all while revisiting their ideology of what defines student success. Approach: Newman's (1994) Theory of Health as Expanding Consciousness serves as a framework that nursing faculty can use to guide interactions and build relationships with Generation Z students to promote autonomy and critical thinking. The use of the mnemonic PROVE can help faculty outline strategies for use to improve metacognition and higher levels of consciousness in students of Generation Z. Outcome: By not prescribing to students "what to think", faculty can focus on helping students learn "how to" think and attain higher levels of consciousness.
机译：背景：Z一代护理专业的学生从教师的角度提出了一系列独特的挑战，因为他们从婴儿期就体验了技术和屏幕的使用。护理教师需要对这一代人采取不同的方法，以便与这些学生沟通、参与、有效教学和留住他们，同时重新审视他们对学生成功的定义。方法：纽曼（1994）的健康扩展意识理论作为一个框架，护理教师可以用它来指导与Z一代学生的互动和建立关系，以促进自主性和批判性思维。使用助记证明可以帮助教师概述用于提高Z一代学生元认知和更高意识水平的策略。结果：通过不向学生规定“思考什么”，教师可以专注于帮助学生学习“如何”思考并达到更高的意识水平。

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