Generational differences are not "one-size-fits-all," yet they can be useful for understanding generalized behaviors among a large group of people. However, generational differences can also be stereotypes and can lead to negative thoughts or feelings, assumptions and associations towards groups of people who are from a generation different than your own. For a nursing professional development (NPD) practitioner, it’s imperative to know key differences between generations and how to design education that plays to their strengths. Generation Z (Gen Z) consists of those born between 1997-2012. Gen Z has become a buzzword when attributing traits such as internet-addict, poor social skills, or lack of awareness of others (Prakash Yadav, 2017). From a Gen Z NPD practitioner, here are five important generational traits to know about my generation and how NPD practitioners can leverage these characteristics in nursing education.

1. Gen Z is More Comfortable with Technology Than Any Previous Generation

This may not be a revelation; however, it is especially important to consider when designing and implementing education. Incorporating technology through polling, note-taking, idea boards, and discussion forums is a great way to engage and introduce a level of comfortability with Gen Z learners (Chunta & Chicca, 2021). You might even find that some of these platforms can be nostalgic among Gen Z as they likely used these types of platforms in grade school, college, or nursing school. By creating a more comfortable learning environment, the learners will likely have a better experience and retention of knowledge.

2. Gen Z Thrives on Personal Connections and Storytelling

There are different theories as to why it’s believed that Gen Z feels strong emotional connections to personal stories. One thought is that they have grown up experiencing complex social issues that have contributed to their emotional attachment to personal stories (Chicca & Shellenbarger, 2019). Another theory is that social media has played a role in this trait through easy access to the thoughts and opinions of others. Regardless of the derivative, creating a personal connection or the use of storytelling can be an effective strategy for Gen Z learners. In fact, storytelling has proven to help Gen Z learners recall information more effectively when compared with Generation Y (Gen Y; 1981-1996) learners (Krajina, 2022). In nursing education, the use of case studies with real patient scenarios or even incorporating personal experiences into the content will help your Gen Z learners better recall the subject matter in the future.

3. Gen Z Generally Prefers Visual or Kinesthetic Learning Styles

Gen Z learners are considered “digital natives”, a term characterized by their exposure to the internet and social media at an early age (Chang & Chang, 2023). Gen Z learners generally prefer visual or kinesthetic learning styles that more closely align with their experiences growing up in the digital age (Shorey et al., 2021). Using strategies like gamification, graphics, diagrams, and simulation are helpful to learners who prefer visual or kinesthetic learning. Catering education to learning style can also help improve knowledge retention.

4. Gen Z Favors Risk Aversion Behaviors

Gen Z grew up during a period of economic recession, similar to the traditionalist generation (1925-1945). Experiences with financial instability in their childhood resulted in opting for less risky behaviors in adulthood. Another thought is that underdeveloped social skills and fear of bullying or ridiculing associated with social media resulted in avoidance of risky behaviors (Shorey et al., 2021). Since the perception of risky behavior is subjective, and not always as drastic as skydiving or cliff jumping, this concept is more interwoven into common interactions than you might think. For example, in the realm of nursing, picking up an extra shift might be perceived as risky behavior. The shift itself might not be considered a physical risk, but it could be considered a risk to one’s psychological health or emotional well-being (Yong-Hsin et al., 2025). In that same way, accepting new roles or responsibilities could be considered a risk. In the classroom, speaking up in a group discussion or performing a skill for the first time in front of peers could be perceived as a risk (Gochenouer, Rickgarn, & Huang, 2024). Taking risks can still produce positive outcomes for the learner, but next time you request a volunteer to demonstrate a skill, don’t assume that a lack of participation is automatically attributed to disinterest in the subject matter. Sometimes, the learner might need encouragement to take the risk.

5. Gen Z Values Flexibility and Work-life Balance

Since Generation X (Gen X; 1965-1980) and Gen Y were pioneers of the working class during the digital age, they were the first to navigate the threats to work-life balance that came with easy access to technology. Gen Z is the succession of Gens X and Y, whose characteristics include a greater focus on hard work and career success. Therefore, Gen Z is more likely to view their parents as “workaholics” (Janeska Iliev et al., 2019). Of course, this experience can’t be generally applied to everyone but seeing the impacts of poor work-life balance on family life, hobbies, and well-being, coupled with a period of employment instability impacted the generation (Jaeska Iliev et al., 2019; Shorey et al., 2021). Gen Z also embraces flexibility. In fact, during the COVID-19 pandemic, Gen Z was found to have more positive attitudes towards flexible learning when compared to Gen X (Harari, Sela, & Bareket-Bojmel, 2023). Since almost all of Gen Z was educationally impacted by COVID-19, this has resulted in profound flexibility in the work environment (Harari, Sela, & Bareket-Bojmel, 2023). If you find that your education isn’t going as planned, Gen Z learners are going to be the first ones to “go with the flow.”                

As an NPD practitioner, it is important to understand and develop education that caters to the background and experiences of the generation(s) of learners. This is true for learners of any generation, who have faced unique challenges, experiences, and circumstances that shape how they perceive the world. Beyond that, each person has their own unique experiences that may not necessarily fit into the mold of the generation.   As NPD practitioners, we must always establish a learning environment that fosters inclusivity for all individuals.

References

Chang, C. W., & Chang, S.H. (2023). The impact of digital disruption: Influences of digital media and social networks on forming digital natives’ attitude. SAGE Open, 13(3), 1–10. https://doi.org/10.1177/21582440231191741

Chicca, J., & Shellenbarger, T. (2019). A new generation of nurses is here: Strategies for working with Generation Z. American Nurse Today, 14(2), 48–50.

Chunta, K. , Shellenbarger, T. & Chicca, J. (2021). Generation Z students in the online environment. Nurse Educator, 46 (2), 87-91. doi: 10.1097/NNE.0000000000000872.

Gochenouer, D., Rickgarn, H., & Huang, L. (2024). Preferred teaching delivery methods for Generation Z. Journal of Higher Education Theory and Practice, 24(12), 78-86. https://doi.org/10.33423/jhetp.v24i12.7467

Harari, T. T., Sela, Y., & Bareket-Bojmel, L. (2023). Gen Z during the COVID-19 crisis: A comparative analysis of the differences between Gen Z and Gen X in resilience, values and attitudes: Research and Reviews. Current Psychology, 42(28), 24223-24232. https://doi.org/10.1007/s12144-022-03501-4

Janeska Iliev, A., Postolov, K., & Magdinceva Sopova, M. (2019). Generational differences in achieving work-life balance. MEST Journal, 7(1), 7–15. https://doi.org/10.12709/mest.07.07.01.02

Krajina, A. (2022). From the attention to the recall: Looking behind online consumer response. Behavior & Information Technology, 41(16), 3399–3414. https://doi-org.wake.idm.oclc.org/10.1080/0144929X.2021.1988146

Prakash Yadav, G., & Rai, J. (2017). The Generation Z and their social media usage: A review and a research outline. Global journal of enterprise information system, 9(2), 110-116.

Shorey, S., Chan, V., Rajendran, P., & Ang, E. (2021). Learning styles, preferences and needs of generation Z healthcare students: Scoping review. Nurse Education in Practice, 57, N.PAG. https://doi-org.wake.idm.oclc.org/10.1016/j.nepr.2021.103247

Yong-Hsin, C., Gwo-Ping, J., Ching-Wen, Y., & Chiu-Hsiang, L. (2025). Prolonged overtime predicts worsening burnout among healthcare workers: A 4-year longitudinal study in taiwan. Healthcare, 13(15), 1859. doi:https://doi.org/10.3390/healthcare13151859