Document Type
Presentation
Publication Date
2026-05-05
Abstract
Generation Z nursing students often struggle with face-to-face professional communication due to high digital dependence, increased anxiety, and decreased comfort with clinical interactions. These challenges can impactconfidence, clinical engagement, and readiness for professional practice. This scholarly project implemented a structured educational intervention designed to enhance Gen Z nursing students’ communication skills through guided role-playing, intentional feedback strategies, and instructor-led communication coaching during clinical practicum experiences. Over an eight-week period, Gen Z nursing students in their first semester of clinical practicum received weekly structured communication interventions which included practice scenarios, modeling of clinical communication by instructor, and structured debriefing conversations to reinforce expectations and provide-real time feedback. Evaluation of the project will rely on quantitative Likert-scale changes between pre-and post-intervention responses, along with qualitative comments reflecting students’ perceived clarity, comfort, and ability to navigate clinical conversations. If anticipated results occur, the implications for nursing education are significant. Improved communication competence among Gen Z students may enhance clinical participation, strengthen patient safety practice, and better prepare future nurses for the demands of the workforce. The project highlights the importance of generationally responsive teaching methods and suggests that communication-focused educational strategies may be essential as Gen Z continues to enter nursing programs. Continued research is warranted to refine communication interventions, explore long-term outcomes, and determine the generalizability of these strategies across clinical courses and educational settings.
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