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R e s e a R c h B R i e s

AbstrAct

htorlly, nurng tudnt v

qutond t vlu o nurng r-

r our nd v not ppr-

td t rr-prt lnk. T

r mportnt onrn n lgt o tnrng mp on vdn-

bd nurng prt. T purpo

o t tudy w to dvlop nnovtv

trtg or tng undrgrdut

nurng rr tt ngg ml-

lnnl lrnr nd mpz t

rltonp btwn vdn-bd

prt nd lnl outom. inno-

vtv gnmnt wr dvlopd

tt nludd ntrtv lrnng,

group work, nd prtl ppl-

ton prrrd by t lrnr. U-

ng Lkrt l, tudnt prvd

tvn o nnovtv gn-

mnt nd mor trdtonl gn-

mnt wr omprd. Rult nd-

td prrn or tv lrnnggnmnt, rdng quzz, lnl

nur rrr prntton, nd

ollborton wt lnl our -

gnmnt. By ombnng trdtonl

gnmnt wt nnovtv trt-

g nd nurng prt pplton,

mllnnl lrnr wr nggd nd

bl to lrly rtult t vlu

o t rr-prt lnk vtl to

vdn-bd nurng prt.

htorlly, nurng tudntv qutond t vlu o

nurng rr our n

t undrgrdut urrulum nd

v not pprtd t rr-

prt lnk. T r mportnt

onrn n lgt o t nrng

mp on vdn-bd nurng

prt. Nur dutor v trug-

gld to dvlop tng trtg

tt undrgrdut nurng tudnt

fnd nggng nd mnngul.

T mjorty o urrnt b-

lurt undrgrdut tudnt

r mllnnl lrnr. Mllnnl

lrnr, born btwn 1980 nd

2000, ltrntvly r lbld t

Y Gnrton, t intrnt Gnr-

ton, eo Boomr, t Nntndo

Gnrton, or t Dgtl Gnr-

ton (Rn, 2002). Mllnnl lrn-

r grw up durng tm wn t

ou w on t mly. Ty lk

tr prnt, tr motr r old-

r, nd bot prnt r trong ld

dvot.

Mllnnl lrnr worldvw

mor globl nd multulturl. T

trgd o sptmbr 11, 2001

md trrorm, rom, nd ptro

tm prt o tr l xprn. T

rtrt mot ommonly ud tdrb t tudnt r ltrd

pl, onfdnt, tm-orntd

vng, prurd, nd onvnton

l (stru & how, 2006). innovtv

ppro or tng undrgrdu

t nurng rr mut ond

t mllnnl rtrt ur

rnt tudnt r to b nggd.

Mllnnl tudnt v trong

n o l-wort nd blv ty

r unqu (Pttngl, 2008; stru

& how, 2006). Ty wlom tru

tur nd rqur rqunt, potv rnormnt. Rd by prnt w

bot workd or n ngl-prnt ou

old n w t prnt workd

t tudnt wr mor lkly to b

xpod to urrogt prntng tu

ton, nd rult, ty r mor

group-orntd tn prvou gnr

ton (arn & cormr, 2007). rom

t tm ty wr old noug to ng

ong or kk or bll, mllnn

tudnt v bn xpod to group

tvt, rultng n trong tm

kll nd powrul pr bond.

Mllnnl lrnr r tno

loglly vvy nd omortbl wt

multtkng (rnd, 2000; Mngold

2007). Ty r dgtl ntv,

mnng ty grw up wt tnol

ogy, unlk mot o tr Bby Boom

proor wo r dgtl doptr.

Mllnnl lrnr vlu dong rt

r tn knowng (Mngold, 2007)

nd ty do not vw tr proo

n xprt but rtr omon

wt xprt.

Teaching Undergraduate Nursing Research: A Comparison of

Traditional and Innovative Approaches for Success withMillennial Learners

Mary K. McCurry, PhD, RNC, ANP, ACNP; and Diane C. Martins, PhD, RN

Received: February 22, 2009Accepted: April 20, 2009

Posted: December 30, 2009

Dr. McCurry is Assistant Proessor, Depart-

ment o Adult and Child Nursing, University o

Massachusetts Dartmouth, North Dartmouth,

Massachusetts; and Dr. Martins is Associate

Proessor, College o Nursing, University o

Rhode Island, Kingston, Rhode Island.

A University o Massachusetts Dartmouth

Center or Teaching Excellence-Teaching

Development Travel Grant was received or

the initial poster presentation o this study.

The authors thank Dr. Kimberly Christopher

or her review o the manuscript.

The authors have no fnancial or pro-

prietary interest in the materials presented

herein.

Address correspondence to Mary K.

McCurry, PhD, RNC, ANP, ACNP, Assis-

tant Proessor, Department o Adult and

Child Nursing, University o Massachusetts

Dartmouth, 285 Old Westport Road, North

Dartmouth, MA 02747; e-mail: mmccurry@

umassd.edu.

doi:10.3928/01484834-20091217-02

276 Copyright SLACK Incorporate

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ReseaRch BRies

Trdtonl mtod ud to t

nurng rr our nlud

rdng n txtbook, ung ddt

ltur wt or wtout PowrPont

ld, norportng objtv tt-

ng, nd vng tudnt rtqu

ppr o publd rr. Ttrtg r typlly ndvdul

tvt tt u no or mnml

tnology, nvolv knowng rtr

tn dong, or rqur tudnt to

rtqu otr work. T mor w

lrn bout mllnnl tudnt, t

r t to undrtnd wy ty

v dfulty nggng n trdton-

l mtod o lrnng nd otn r-

mn unbl to rtult t mpor-

tn o t rr-prt lnk t

t nd o t our.

aordng to Rn (2002), ml-lnnl tudnt lrnng prrn

nlud tmwork, tnology, tru-

tur, ntrtnmnt nd xtmnt,

nd xprntl tvt. T

lrnr prr group gnmnt

rtr tn ndvdul work, nd ty

r unomortbl wt rtqu nd

dbt. Tror, tng trt-

g tt uully ngg t

lrnr nd to b ntrtv, group

oud, objtv, nd xprntl.

Rommndd tng tvt n-

lud xprntl projt, n-ldmontrton, truturd multprt

ppr (wt dbk provdd or

ton bor tudnt ubmt

t nxt ton), ntrtv pr-

ntton, nd workt tt tt

mtry o or kll (Pttngl,

2008). To dt, lttl rr

ytmtlly ttd t tng

mtod rommndd or mllnnl

lrnr (Mngold, 2007).

MethodT purpo o t tudy w to

dvlop nnovtv gnmnt or

tng undrgrdut nurng r-

r to mllnnl lrnr nd to

ompr tudnt prvd tv-

n o nnovtv trtg to trd-

tonl gnmnt. T unvrty

nttutonl rvw bord pprovd

t tudy xmpt du to t du-

tonl ntur o t pln nd t u

o dt tt ould not b lnkd to ny

ndvdul tudnt.

Design

Junor-lvl nurng rr

our objtv rqurd tudnt

to lrn rr trmnology nd

pro, rtqu rr, nd un-

drtnd vdn-bd prt nd

t rr-prt lnk. Bot u-tor prvouly tugt t our

ung mxtur o ndvdul nd

group gnmnt. all gnmnt

rom prvou yllb wr rvwd.

To tt wr dntfd -

tv wr nludd n t nw our

wt modfton ndd. Nwly

dgnd nnovtv tvt wr

dvlopd bd on rtr tt ty

b ntrtv, group oud, obj-

tv, or xprntl.

Innovative Activitiesatvt tt mt t rtr or

bng nnovtv wr bd on t

lrnng prrn o mllnnl

tudnt nd nludd:l Workt or ollbortv

lrnng.l Prntton by lnl nur

rrr rom dvr lnl nd

proonl bkground.l Mndtory ttndn nd pr-

tpton wt l-vluton nd

pr vluton.l

Jont gnmnt wt torqut lnl our.l Orl group rr prnt-

ton nd potr.l Rr grnd round.l T Grt cook expr-

mnt.

studnt ompltd tvty

prt o t our gnmnt, nd

prtpton n mll group nd group

prntton w vlutd by pr.

Worksheets for Collaborative

Learning. studnt ompltd t

workt n mll group o fv or

x. T mll group rmnd on-

tnt or t durton o t our.

svrl typ o ntrtv work-

t wr dvlopd tt rnord

t top o t wk. Workt

trutur vrd dpndng on t

onpt ovrd n t rdng nd

ltur. or xmpl, rnormnt

o dntyng t purpo nd prob-

lm o rr tudy w om-

pld by kng group to lt t

pproprt ntn rom porton

o publd rr tudy. T d-

fulty o t quton nrd

t tudnt progrd troug t

workt. idntfton workt

wr ud to rvw ndpndnt nd

dpndnt vrbl, nd problm

olvng workt wr ud to r-nor ttt, dt nly, nd

vdn-bd prt.

Clinical Nurse Researcher Presen-

tations. svrl tm trougout t

mtr, nur rrr prnt-

d lt dvr tud rom tr

progrm o rr. T gut

rrr wr rrutd rom ol-

lg o nurng ulty nd rgonl

unvrty optl.

Prntton wr ntrtv,

ltd 30 to 45 mnut, nd nludd

top u hlt skng B-vor o crbbn amrn Wom-

n nd hlt cr exprn o

Popl Wo ar homl. studnt

wr nourgd to k quton,

nd t our ulty workd wt

tudnt to onnt onpt rom

t our, u mplng, t,

nd rr dgn, wt t or-

rpondng pt o t rr

prntton. in ddton, ulty nd

tudnt dud t lnk btwn

t rr prntd nd lnl

prt. Mandatory Attendance and Par-

ticipation with Self-Evaluation and

Peer Evaluation. attndn nd pr-

tpton n l wr mndtory

nd ountd or 20% o t our

grd. cl prtpton w -

d by l-vluton nd pr

vluton. spflly, tudnt

vlutd t otr mmbr o tr

mll group on prprton nd pr-

tpton n workt tvt, orl

rr prntton, nd rr

grnd round. T rtng l wA,

B, C, orD, nd ny rtng blow B

rqurd wrttn rtonl.

Joint Assignments with the Coreq-

uisite Clinical Course. an xprntl

gnmnt ombnd t rr

onpt o dtb r nd

ltrtur rvw wt lnl p-

pr gnd n tudnt onurrnt

dult lt mdl-urgl our.

atr oong top wt tr ln-

l ntrutor, tudnt ompltd

dtb r nd obtnd x -

Journal of Nursing Education Vol. 49, No. 5, 2010 277

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ntf or tortlly bd rtl

tt wr ummrzd n 3-pg

ppr.

To t tudnt wt t gn-

mnt, ty ttndd n orntton -

on on t lbrry ltron dtbytm. studnt lo mt wt t

our ulty ndvdully nd n mll

group to rfn ltron r,

rtlly xmn t ltrtur, nd

dnty rtl rr bd or

olrly duon. abtrt rom

t x rtl nd rrn lt ol-

lowng t amrn Pyologl a-

oton tyl wr ubmttd to bot

rr our nd lnl ulty.

Oral Group Research Presentations

and Posters. T objtv o t -

gnmnt w or tudnt to v t

xprn o prprng nd prnt-

ng mok orl rr prntton

nd potr. e group w gnd

drnt publd nurng rr

tudy. T tvty rqurd mmbr

o t group to prpr PowrPont

ld nd prnt nd rtqu tr

gnd ton o t tudy. studnt

wr vlutd by ulty bd on

tr prprton, prntton, pot-

r, nd ovrll omprnon.

Research Grand Rounds. agn

workng n tr mll group, tu-

dnt rd gnd tud on top

o lnl ntrt to nurng tudnt.

T top nludd nd wng

(srr, Ttlr, Lv, & Rz, 2001),

ttoop nd ntou dontrol (Mlu, Mldondo, Brl, &

Pdroo, 2002), nd ongtv rt

lur ( lnl top rom tudnt

mdl-urgl our) (str &

ellott, 2004). T gnd rtl

wr t ubjt ontnt or rr

grnd round, w wr ondutd

vrl tm durng t mtr.

Objtv or t gnmnt vrd.

intlly, tudnt wr kd to dn-

ty vrou tudy omponnt u

problm, purpo, ypot, rr

quton, nd mtod. a tudnt

gnd mor knowldg, t gn-

mnt objtv bm mor dvnd

nd tudnt wr rqurd to rtqu

t tudy, xpln t tttl nly-

, dnty lmtton nd ump-

ton not ddrd n t rtl, nd

dvlop d or lnkng fndng rom

t tudy to lnl pplton.

The Great Cookie Experiment.

T gnmnt w ompltd n

l on t frt dy nd w bd

on n tvty by Tl (1987) nd

Krny (1988), nd tn ltr p

pld to mu by strnbrgr (2002)

T purpo o t gnmnt w to

u xprntl lrnng to ntrodu

t our top or t mtr.

atr rdng nd gnng on

nt orm, tudnt wr gvn twooolt p ook, on low-t nd

on orgnl. e tudnt rtd t

ook bd on vul ppl, tx

tur, nd tt. a l, dt wr

ummrzd nd t rult wr d

ud nd lnkd to vdn-bd

prt. altoug t not nw

lroom tvty, t mt our rtr

or n nnovtv tng trtgy

nd w nludd n t our.

tadiional Aciviies

Trdtonl tvt ud n tour nludd rdng gnmnt

n nurng rr txtbook, dd

t ltur wt PowrPont ld

unnnound rdng quzz, nd n

orntton to t lbrry nludng

ntruton on ow to r nurng

dtb by t lbrrn. studnt

lo wr rqurd to wrt rtqu

(fv to x pg n lngt) o pub

ld nurng rr rtl.

resuls

svnty-two junor blurt

tudnt prtptd n t our

nd ompltd t our vluton

Ung Lkrt l (1 = not effective5 =extremely effective), tudnt wr

kd to vlut t tvn

o tng tvty. a t tt w

ud to dtrmn wtr tr w

tttlly gnfnt drn

btwn t mn o t trdton

gnmnt nd t mn o t n

novtv gnmnt.

Dt nly dtrmnd ttt

lly gnfnt drn xtd b

twn t group (t = 6.93,p< 0.0001)

studnt ontntly rtd t n

novtv gnmnt (mn = 3.84

SD = 0.113) mor tv tn t

trdtonl gnmnt (mn = 3.38

SD = 0.115) n lpng tm mt t

our objtv. sor or t nno

vtv gnmnt rngd rom 3.70

to 3.98, wr or or trdton

gnmnt rngd rom 3.21 to 3.53

(table).

Table

effctivnss of Innovtiv Vrsus Trdition Tching Strtgis

Tching Strtgy Mn likrt Scor

Innovtiv assignmnts 3.84

Clinical nurse researcher presentations 3.98

Class participation and attendance, peer

evaluation

3.95

Small group work and worksheets 3.91

Collaboration with clinical course 3.84

Oral research presentation and poster 3.75

Research grand rounds 3.73

Great Cookie Experiment 3.70

Trdition assignmnts 3.38

Textbook readings 3.53

Critiquing research article 3.41

Reading quizzes 3.37

Library orientation on nursing databases 3.26

Didactic lecture 3.21

Innovtiv vrsus trdition strtgis t= 6.93 (p< 0.0001)

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Qualitative Data

a qulttv ntrumnt kd

tudnt to vlut t tvt

ty njoyd t mot nd tt wr

t mot tv. studnt lo wr

kd wt ty would do to ng

t l.contnt wt t known lrn-

ng prrn o mllnnl, mor

tn 75% o tudnt d vorbl

ommnt bout group work or n-

trtv tvt. studnt r-

pon ndtd mot o tm n-

joyd t group ntrton tt w

xprnd n t Grt cook ex-

prmnt, t rr roundtbl,

group workt tvt, nd group

orl rr prntton.

T Grt cook exprmnt w

drbd n on vluton unnd ntrtng wy to ntrodu u

to nurng rr. On tudnt r-

portd group work w grt wy

to brk up t l. T only tv-

ty tt w rportd bng njoyd

tt w not group tvty w t

gut rrr. T tvty lo

w rportd lpng tudnt

undrtnd t rr-prt

lnk. in ddton, numrou tudnt

notd ty ound t tv wn

gnmnt ondd wt tr

mdl-urgl nurng ppr.Wn kd wt ng ould

b md to t our, mor tn l

o t tudnt rportd ty wntd

mor ntrton wt mll group.

svrl tudnt uggtd ddng

onln tvt.

DisussionLttl rr ttd t

rommndd tng mtod or

mllnnl lrnr (Mngold, 2007).

T tudy orrobort prvou

ndng n t ltrtur tt upport

mllnnl tudnt prrn or

tvt tt r ntrtv, group

oud, objtv, nd xprntl

(clrk, stnort, & humpr,

2009; Mkol, 2005; Prdu & Morgn,

2008; skb, 2005).

studnt n t tudy lo rtd

nnovtv tvt mor tv

tn trdtonl gnmnt n lp-

ng tm to mt our objtv.

Tu, ddrng t lrnng prr-

n o mllnnl tudnt rultd

n nrd lroom prtpton,

ollbortv lrnng, nd ultmtly,

grtr mtry o our objtv.

contnt wt prvou nd-

ng by Pugly nd clyton (2003),

ulty rportd tudnt wr mornggd nd bttr bl to rtult

t vlu o t rr-prt

lnk wn nnovtv, ntrtv -

gnmnt wr ddd. a ulty,

w grow tr by djutng our

tng tyl nd gnmnt or

mllnnl lrnr, gudng tm n

olrly purut tt xpnd tr

tnkng nd mov tm towrd rt-

l rfton.

T tudy dmontrt ow

nurng rr ulty n ly

mody urrnt gnmnt to mktm mor pplng to mllnnl

lrnr. crlon (2005) rportd

mllnnl tudnt would prr to

tr nd mor ntrtv, on-

ln our-mngmnt ytm,

u WbcT nd Blkbord.

Tr o nurng nd nurng r-

r nd to d crlon (2005)

ll to mgn ytm tt lrn

ow you lrn nd dpt to your

tyl. W nd to rft on our or-

mr trdtonl mtod nd ontn-

u to rt trtg tt tmultnd npr urrnt nurng tudnt

n gr duton.

conlusionMllnnl lrnr prnt ul-

ty wt unqu llng. etv

tng mn dutor mut on-

nt wt tr lrnr. studnt

potv rpon to t nnovtv

lrnng trtg vlutd n t

tudy upport t nurng pro-

on nd to ontnu to dvlop

tvt tt ngg mllnnl

tudnt nd nbl tm to lrly

rtult t vlu o t rr-

prt lnk vtl to vdn-bd

nurng prt.

refeenesarn, a.O., & cormr, e. (2007). Ung

dontruton to dut GnrtonY nurng tudnt.Journal of Nurs-ing Education, 46, 562-567.

crlon, s. (2005, Otobr 7). T nt gn-

rton go to ollg. The Chronicleof Higher Education. Rtrvd romttp://ronl.om/rtl/T-Nt-Gnrton-Go-to/12307

clrk, K., stnort, D., & humpr,M.P. (2009). Tng undrgrdutnurng rr: a ollbortv p-pro.Nurse Educator, 34, 9-11.

rnd, J.L. (2000). T normton-gmndt: cng n tudnt nd m-plton or gr duton. EDU-CAUSE Reviews, 35(5), 14-24.

Krny, R.T. (1988). T ook xpr-mnt [Lttr to t dtor].Nurse Edu-cator, 13(4), 39.

Mlu, M.e., Mldondo, a.., Brl,M.e., & Pdroo, s.a. (2002). stto-op: a rnd or n nmy? Sao PauloMedical Journal, 120(1), 13-15.

Mngold, K. (2007). edutng nw gn-rton: Tng bby boomr ultybout mllnnl tudnt.Nurse Edu-cator, 32, 21-23.

Mkol, c. (2005). Tng nurng wtout

lturng: crtl pdgogy ommu-ntv dlogu. Nursing EducationPerspectives, 26, 86-89.

Prdu, K.T., & Morgn, P. (2008). Ml-lnnl ondrd: a nw gnrton,nw ppro, nd mplton ornurng duton.Nursing EducationPerspectives, 29, 74-79.

Pttngl, J. (2008, My). Motivatingmillennials and digital natives [L-tur]. Unvrty o Mutt,Drtmout.

Pugly, K.e., & clyton, L.h. (2003). Tr-dtonl ltur or xprntl lrn-ng: cngng tudnt tttud.Jour-nal of Nursing Education, 42, 520-523.

Rn, c. (2002). Managing millennials.Rtrvd rom ttp://www.ronln.om/pd/MngngMllnnl.pd

str, K.a., & ellott, K. (2004). T -t o tlord mg ntrvntonon rdmon rt, qulty o lnd bnt nd brrr bl n pr-on wt rt lur.Heart & Lung,33, 249-260.

srr, R., Ttlr, N., Lv, i., & Rz, R.(2001). hg-lvl ndwng om-pln n ommunty tng op-tl: a llng tt n b mt!Jour-nal of Hospital Infection, 49, 55-58.

skb, D. (2005). T mllnnl: hvty rrvd t your ool o nurng?

Nursing Education Perspectives, 25,370-371.strnbrgr, c. (2002). T grt mu

xprmnt: Tkng t ook xpr-mnt to t wb. Nurse Educator, 27,106-108.

stru, W., & how, N. (2006). Millen-nials and the pop culture. Grt ll,Va: Lcour.

Tl, c.a. (1987). T ook xprmnt:a rtv tng trtgy.Nurse Ed-ucator, 12(3), 8-10.

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