Educating generation Z: Psychosocial dimensions of the clinical learning environment that predict student satisfaction

Abstract

Generation Z (Gen Z) nursing students have characteristics that differentiate them from previous cohorts. They are entrenched in technology, prefer to work at their own pace, seek a great deal of feedback, and can be anxious. Because Gen Z is also entrepreneurial, it is important to identify strategies for promoting satisfaction among Gen Z nursing students to retain them in nursing. This study sought to identify the psychosocial dimensions of the clinical learning environment that best predict Gen Z nursing student satisfaction in the medical-surgical clinical learning environment. A secondary analysis was performed on data collected using the Revised Clinical Learning Environment Inventory-32. Maximum Likelihood regression analysis identified predictors of satisfaction. Three subscales of the CLEI-32, reflecting 3 psychosocial dimensions of the clinical learning environment, significantly predicted student satisfaction in the clinical learning environment, after controlling for clustering effects of students within hospitals. Findings were consistent with the literature on Gen Z learners and revealed that their satisfaction improves when they can make decisions, work at their own pace, and receive direction, feedback, and support. The effect of hospital environment on the clinical learning environment should be investigated further; other variables that predict satisfaction remain to be identified.

Keywords: Clinical education; Clinical learning environment inventory; Generation Z; Medical-surgical clinical learning environment; Nursing student perceptions; Student nurse retention.