Bridging the gap: Nursing faculty's perceptions and challenges in teaching generation Z students

Abstract

Objective: This study aims to assess nursing faculty's perceptions and challenges in teaching Generation Z students, providing insights into the barriers and opportunities in bridging the generational learning gap. Material and Methods: A descriptive cross-sectional study was conducted among 335 nursing faculty members in the Delhi NCR region. Participants were recruited using a snowball sampling technique, and data were collected via a self-administered structured questionnaire. The questionnaire measured faculty perceptions and challenges using a Likert scale, with reliability assessed using Cronbach's alpha. Data were analyzed through Descriptive and inferential statistics. Results: Findings revealed that while faculty recognize the need for technology integration and student-centered learning, they face challenges such as academic integrity concerns, psychological stress, and adapting to Gen Z's expectations for personalized learning. The correlation between faculty perceptions and challenges was negligible (r = 0.020, P = 0.717), indicating that faculty perceptions remain stable despite these difficulties. Conclusion: Nursing faculty need to adapt pedagogical approaches to meet the evolving needs of Gen Z students. Bridging the gap between traditional teaching methods and the evolving needs of Generation Z requires faculty training, institutional support, and curriculum innovations.