Younger Generation of Nurses - Term Paper Example

Running Head: Younger Generation of Nurses Younger Generation of Nurses (Name) (Course) (University) Date of presentation: Lecturer: Discussion Topic: Younger generation of nurses seem to prove themselves more than the older generation even though they are peers Introduction The world of nursing is a constantly changing one, a phenomenon that has become remarkably apparent over the past few decades. As the landscape and technologies of healthcare change, so do the professionals joining the field (Rosenfield, 2007). Younger generations of nurses are joining the profession at an increasing rate, bringing with them new perspectives and attitudes. These new generations of nurses are very optimistic and seem to prove themselves more than older workers, despite the two groups being mere peers. As such, an analysis of how these new generations of how these new arrivals in the workplace think, act, behave and how they are motivated is necessary to understand the nursing profession of the 21st century. Theories adopted about younger generations of workers can help healthcare institutions learn how to harness the creativity and youthful potentials of these younger people. In view of this consideration, this paper will present a detailed analysis of the issues, needs and dynamics of younger generations of nurses as they become satisfied and productive components of current and future healthcare workforces. A Generational Perspective of the Nursing Profession: A Review of Historical, Social, Political and Economic Factors Influencing Different Generational Perspectives Ideally, a generation refers to an aggregate of people who were born in a specified period of time, share common locations in history as well as a collective persona. Individuals who share or belong to a given generations share several aspects of their historical, cultural and social backgrounds and experience comfort interacting with each other (Gaynor et al, 2007). Generally, generations span about 20 years although it is normal that individuals born in the transition years may share common characteristics with both generational groups. According to Spinks and Moore (2007), individuals who are born in close proximity to each other share similar values and motivations. Lima (2007) has explained that modern nursing workforces are characterised by four different generational groups. These are: the veterans; baby boomers, generation X and generation Y. The veteran generations was born before the Second World War. Most nurses from this generation are nearing retirement having experienced the great depression and a world war during their childhood. The generation is highly respectful of hierarchy and authority and values a clear division of labor. In addition, nurses from the veteran generation value discipline and hard work, although they have been labeled conservatives and slow in adapt to new technologies (International Council of Nurses, 2007). Baby boomers were born between 1946 and 1964. In most of the developed world, the baby boomer generation constitutes the largest single group in the nursing profession and will dominate the profession until at least 2025 (Larson, 2007). Nurses from the baby boomer generation have the notion that they can change the world, having witnessed and participated in the civil rights movements of the 1960s. Baby boomers thus question authorities and derive a sense of dignity from their contributions to the profession. The generation values risk taking and creativity and have no problem adapting to technological changes. Generation X nurses were born between 1965 and 1980. This generation places immense values on work-life balance and can change jobs as often as necessary to achieve their personal goals (Irvine, 2010). This generation is technologically savvy, self-directed, prefer coaching and mentoring. Members of this generation are highly motivated by continuous training and learning. Finally, generation Y is the youngest, having been born between 1981 and 2000. Nurses from this generation experienced new emphasis on family values, which was different from their old peers (Hart, 2007). Generation, generation Y cannot imagine of a time without the internet and instant texting and hence they expect instant feedback and information. The generation is highly adept in multitasking and value a team-based collective approach to work. This attitude is related to their educational backgrounds where networking and interdependence were greatly emphasized (International Council of Nurses, 2007). Having witnessed their parents undergo downsizing, generation Y nurses show little company loyalty but recognize that continued education and career development are essential to maintaining a solid career path (Gursory, Maier & Chi, 2008). Like generation X, generation Y nurses greatly seek to maintain a balance between family life and work. Most, of the generation Y nurses grew up in a time when social service programs were being integrated into their curriculum programs, particularly health care. It is therefore up to hospital managers as well as nursing educators to capitalize on this consideration to create work environments which meet the demands for constant communication and instant feedback. Generally, generations X and Y can be regarded as the younger generations of nurses. When it comes to organizational values and beliefs, the younger generations of nurses are not committed to their organizations as their older peers. Research studies have shown that the hierarchical styles of management which are deeply embedded in majority of healthcare systems are failing to cater for the needs of younger nurses. They therefore tend to be less loyal to their workplaces than the aged workers. In fact, young nurses prefer leaving the door open when they join the medical profession in case they find a better job (Lima, 2007). Deal (2007) has reported that for the younger generation of nurses, recognition is a key motivator. This is true for both monetary and peer recognition. They need to work in stable arrangements in order for them to build strong relationships with each other and to understand the ways of the older workers. This generation of nurses has also grown up in a multiethnic, multicultural and global world with pluralistic backgrounds. It is the most travelled generation of all times mad with the internet the younger generations are likely to be in constant communication with peers. As such, communication through newer generations is a cornerstone characteristic of this generation. It suffices to note that differences between various generations of nurses are not new. However, two major changes in the last few decades have forced the new generations of workers into exhibiting the unique characteristics with which they are associated. First, the nature of the nursing profession has dramatically changed. In the traditional bureaucratic structures, interactions between people from different generations followed with established hierarchical lines (David, 2010). Most nurses from younger generations were in entry-level positions and reported to supervisors in the next generations. As a result, young nurses took guidelines and were directly answerable to supervisors who were older than them. Although the above type of organizational structure is still common, the advent of technologies in which younger generations are well versed than older generations has led organizations to adopt more team-based approaches. In these new arrangements, nurses from different generation groups are graded as equal members in an attempt to foster free interactions in work forces. This arrangement is ideal, in the nursing profession where shared governance and shared leadership approaches are required to facilitate decision making among nurses from different generations (Buchan, 2009). Secondly, the advent of the information age has significantly altered the interaction between individuals of different generations. Historically, senior nurses offered reliable information and knowledge to younger nurses. But with the advent of the internet, younger nurses do not necessarily rely on old nurses for information. Rather, they can easily access expert information from their computers (Hu, Herrick & Hodgin, 2008). The information era has also resulted in the precedence of young nurses being experts at critical skills. This has in fact made younger nurses to view themselves as being more than older nurses. Instead of young nurses turning to their older colleagues for advice, older uses are becoming dependent on younger nurses for mentoring, coaching and guidance in using computers and related technologies. How the New Generation of Nurses Fits in the Modern Workplace Context It is a fact that new and younger generations of nurses are joining workforces that have the potential to influence their ultimate desires to remain and seek advancement in the profession. Aging workforces and technological advances in the nursing profession have resulted in patients requiring complex care in an environment affected severely by shortages of staff (Duffield et al, 2009). Indeed, it is estimated that different countries will in the next few years experience shortfall of nurses. Although increasing the number of nursing graduates seems a good strategy for palliating the shortage, increasing retention of nurses joining healthcare workforces is necessary to avoid the revolving door situation (Aiken, 2007). Unfortunately, many new and younger nurses are leaving the profession soon after joining it. Specifically, younger nurses report that they lack the necessary support and guidance to adapt to healthcare environments and that they are coupled with heavy workloads unlike old nurses (Buchan, 2009). This problem has been cited to be responsible for rapid turnovers of younger nurses. Moreover, younger nurses are arriving fresh from college to work in environments where several generational cohorts are working. It is therefore imperative for healthcare institutions to understand the similarities and differences between each generational group in order to develop interventions for promoting harmonious work environments for retaining younger workers. The medicine is an ever-evolving field, owing to the changing nature of the needs of patients. This changing field is fortified by a combination of the older nurses’ experiences and an understanding of the fresh insights and education of the newer generations. Although nurses from different generational groups have different skills, levels of exposure and experiences, they share the common understanding that working together broadens their respective capabilities to care for patients (Hart, 2007). In fact, any healthcare environment can only be stronger because of the teamwork and collaboration of diverse generations of workers. This collaboration is, however, missing in many healthcare settings owing to differences in perceptions and attitudes of different generations of workers. For instance, the younger generations of nurses are the ones who are well versed in using latest technologies as well as the newest ways of doing things and this is one of the reasons why they always seem to prove themselves more than the older generation. They always try to bring up-to-date standards and procedures into the profession. New generations nurses not only adapt easily to new technologies but also enjoy using them. As such, they tend to develop feelings of superiority complex over their older peers who are largely conservative and slow in adapting to new technologies (Gaynor et al, 2007). Deal (2007) has explained that majority of the younger generations of nurses, especially those belonging to generation Y grew up with strong emphasis on team participation and volunteerism. This has led to the development of a group of civic-minded individuals who acknowledge the importance of collaboration and strong leadership. This is in contrast to the older generation of workers who strongly value division of labor and individual responsibilities. Younger generations of nurses expect openness and transparency from their leaders and supervisors. It is, therefore, important for them to be involved in decision making otherwise they may not hesitate in questioning particular status quo (Sherman, 2008). According to Aiken (2007), young generations of nurses respond fairly well to corrective suggestions and feedback. This is because many of them attended curriculum programs that emphasize success and positive outcomes. As a result, many of the nurses belonging to the younger generation perceive themselves as always doing the right thing or at least never having done something wrong. For this reason, if their appraisals contain anything rather than recognition and praise, they may view themselves as failed. To avoid this perception, it is crucial for supervisors to discuss and review work performance with the younger nurses on an ongoing basis. Duffield et al, (2009) have noted that most young nurses prefer taking action plans to correct problems. They like to have a complete picture of what they are expected to do, which areas they are making progress in and what performance expectations they are not meeting. It is, however, imperative to take caution when setting goals for this group because many of its members are enthusiastic achievers who set unrealistic goals. Interestingly, nurses from the younger generations do not like disappointing their supervisors and managers. As such, they may continue to struggle with a task that is not a good fit for their perceptions. But, managers can easily promote a win-win outcome by focusing on the right fit and the right time (Buchan, 2009). Recommendations on how to Strengthen the Participation and Contributions of the Young Generation Nurses It is important for the management of modern health care institutions to recognize and appreciate different generational perspectives so as to decrease tension and enhance personal and professional growth. For instance, recognizing the different perspectives of younger generations of nurses in light of this generation’s historical context can help nurses from older generations to appreciate the strategies and behaviours of the younger nurses. When older nurses can realize the inherent logic of younger nurses’ frequent job changes and the younger nurses understand why the older ones have chosen to remain in the career, hey can respect each other more fully (Gursory, Maier & Chi, 2008). Similarly, recognizing the different aspects of mental modules used by different generations of nurses, which often result in misunderstandings in the workplace, can assist members of different generations to work together (David, 2010). As an example, having been brought up in a world where their contributions and voice are required, younger nurses are at times misunderstood when they attempt to advise their senior colleagues who were taught to respect and listen to their elders. From the perspective of older generations of nurses, voiced criticisms from a younger nurse during a staff meeting can be a sign of disrespect. But from the young nurse’s perspective, speaking up is a way of contributing to the decision-making process. It is only when both the old and young generations of nurses understand each other that they can acknowledge and respect the apparent differences in each other’s expectations and ways of doing things. More often than not, intergenerational interactions between nurses result in workplace conflicts due to lack of understanding, appreciation or even misunderstanding of each other’s perspectives. With regard to these considerations, human resource officers in hospitals and other healthcare institutions have a duty to create an enabling environment, which accommodates and furthers the interests and expectations of different generation groups of nurses. Ideally, such an environment should be able to encourage nurses from different generation groups to work collegially by offering the opportunity to explore new ad different ways of thinking while maintain old practices that are still acceptable (Deal, 2007). Conclusion The foregoing examination of the perspectives of different generations of nurses provides an opportunity to adopt the best practices that each generation is comfortable with. Adapting the newer perspectives of younger nurses while respecting the old wisdom can strengthen the spirit of intergenerational teamwork in the nursing care professions. Adopting the new perspectives does not necessarily mean discounting the tried old ways. Instead, it involves valuing diverse generational points of views for a broadened and respective examination of alternatives. This strengthens the cohesiveness of work teams and greatly maximizes the negative contributions of each generation group. In general, although younger generations of nurses have different perspectives and views, their perceptions can be aligned to those of older nurses by creating strategies that accommodate each group’s expectations. References Aiken, L. H. (2007). “US nurse labor market dynamics are key to global nurse sufficiency’, Health Services Research, vol. 42, no. 3, Part II, p. 1299-1320. Buchan J. (2009). The nursing workforce and global economic recession. Journal of the Royal College of Nursing Australia 16(1), p. 1–2. David, S. (2010). Multigenerational workforce issues and their implications for leadership in nursing. Journal of Nursing Management, 18, p. 846–852. Deal J. (2007). Retiring the Generation Gap: How Employees Young and Old can Find Common Ground. San Francisco, CA: John J. Wiley & Sons Inc. Duffield C., Roche M., O_Brien-Pallas L., Catling-Paull C. and King M. (2009). Staff satisfaction and retention and the role ofthe nursing unit manager. Collegian: Journal of the Royal College of Nursing Australia. 16(1), p. 11–17. Gaynor L., Gallasch T., Yorkston E. et al. (2007). The future nursing workforce in Australia: baseline data for a prospective study of the profile, attrition rates and graduate outcomes in acontemporary cohort of undergraduates. The Australian Journal of Advanced Nursing, 25(2), p. 11–20. Gursory D., Maier T.A. & Chi C.G. (2008). Generational differences: an examination of work values and generational gaps in the hospitality workforce. International Journal of Hospitality Management 27(3), p. 448–458. Hart, K. A. (2007). ‘The aging workforce: Implications for health care organizations’, The Journal of Nursing Administration, vol. 25, no. 2, pp. 101-102. Hu, J., Herrick, C., andHodgin, K. A. (2008). Managing the multigenerational nursing team. The Health Care Manager, 23(4), p. 334-340. International Council of Nurses, (2007). Nursing Workforce Profile 2007, accessed October 9, 2012 from http://www.icn.ch/SewDatasheet07.pdf. Irvine D. (2010). How to reward a multigenerational and culturally diverse workforce. Workspan 04/10, 6268. Larson, M. (2007). ‘Florida hospitals find wealth of talent among people over 50', Workforce Management Online. Accessed October 9, 2012 at http://www.workforce.com/section/o6/feature/we/16/53/index.html. Lima, T. H. (2007). ‘Attracting and retaining your nursing staff’, Voice of Nursing Leadership, March, pp. 6-7. Rosenfield, P., (2007). ‘Workplace practices for retaining older hospital nurses: Implications from a study of nurses with eldercare’. Policy, Politics, & Nursing Practice, vol. 8, no. 2, pp. 120-129. Sherman, R.O. (2008). Lost knowledge: confronting the challenges of an ageing nursing workforce. Nurse Leader, 6(5), p. 45–47. Spinks, N. and Moore, C. (2007). ‘The changing workforce, workplace, and nature of work: Implications for health human resource management’, Nursing Leadership, vol. 20, no. 3, pp. 26-41. Read More