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Hanieh Gholamnejad1 
, Fatemeh Ghofrani kelishami2 , Parisa Bozorg zad3 , Tahere sadat Khoshnazar1 , Soolmaz Moosavi4
, Fatemeh Ghofrani kelishami2 , Parisa Bozorg zad3 , Tahere sadat Khoshnazar1 , Soolmaz Moosavi4
1- Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran
2- Department of Nursing Management, School of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran
3- Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran
4- Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran ,moosavi.soolmaz@yahoo.com
2- Department of Nursing Management, School of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran
3- Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran
4- Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran ,
Abstract: (187 Views)
Introduction: Generation Z, which constitutes a significant portion of contemporary nursing students, has matured within a technology-saturated environment and exhibits a learning style distinct from preceding generations. The disconnect between conventional teaching methodologies and the expectations of this cohort, alongside individual and environmental factors, has contributed to a decline in their attentiveness and academic engagement. Considering the critical role of concentration in mastering complex nursing concepts and the paucity of thorough investigation in this domain, this study was designed to elucidate the challenges related to sustaining attention in the classroom from the viewpoint of Generation Z nursing students.
Methods: This qualitative research was carried out in 2024 employing qualitative content analysis and purposive sampling. Eighteen undergraduate nursing students ranging from their second to eighth semesters were selected from various universities in Tehran. Data were gathered through semi-structured interviews, transcribed in full, and subsequently analyzed following the methodological approach outlined by Granheim and Lundman. Theoretical saturation was attained after 16 interviews, with two supplementary interviews conducted. To bolster the study's rigor, the review process adhered to the evaluative criteria established by Lincoln and Guba.
Results: Data analysis led to the extraction of the theme "Attention in Crisis" and four main categories: deficiencies in instructors' professional and functional competencies (including unfamiliarity with course content and limited instructor knowledge, fatigue and lack of motivation, monotony in teaching methods, and failure to manage interaction); reduced perceived necessity of attention to classroom instruction (including ease of access to digital resources and artificial intelligence, and leniency in the evaluation system); individual and psychosocial challenges of students (including fatigue from work, lack of interest in the nursing profession, clinical frustration, and misalignment of occupational values); and weaknesses in educational infrastructure and learning environments (including shortage of equipment and inadequate physical classroom conditions). The interaction of these factors shapes the inattention of Generation Z students.
Conclusion: The findings underscore that student inattention is not solely an individual concern but is fundamentally embedded within educational frameworks and generational disparities. Revising instructional strategies, integrating contemporary technologies, and fostering interactive learning environments are imperative to effectively address the needs of Generation Z learners.
Methods: This qualitative research was carried out in 2024 employing qualitative content analysis and purposive sampling. Eighteen undergraduate nursing students ranging from their second to eighth semesters were selected from various universities in Tehran. Data were gathered through semi-structured interviews, transcribed in full, and subsequently analyzed following the methodological approach outlined by Granheim and Lundman. Theoretical saturation was attained after 16 interviews, with two supplementary interviews conducted. To bolster the study's rigor, the review process adhered to the evaluative criteria established by Lincoln and Guba.
Results: Data analysis led to the extraction of the theme "Attention in Crisis" and four main categories: deficiencies in instructors' professional and functional competencies (including unfamiliarity with course content and limited instructor knowledge, fatigue and lack of motivation, monotony in teaching methods, and failure to manage interaction); reduced perceived necessity of attention to classroom instruction (including ease of access to digital resources and artificial intelligence, and leniency in the evaluation system); individual and psychosocial challenges of students (including fatigue from work, lack of interest in the nursing profession, clinical frustration, and misalignment of occupational values); and weaknesses in educational infrastructure and learning environments (including shortage of equipment and inadequate physical classroom conditions). The interaction of these factors shapes the inattention of Generation Z students.
Conclusion: The findings underscore that student inattention is not solely an individual concern but is fundamentally embedded within educational frameworks and generational disparities. Revising instructional strategies, integrating contemporary technologies, and fostering interactive learning environments are imperative to effectively address the needs of Generation Z learners.
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