Background: The global shortage of nursing and other health care professionals threatens the stability of health care systems. Generation Z (Gen Z), born between 1995 and 2010, represents a critical cohort for the future of the health care workforce. Educational institutions are adapting teaching strategies to address the learning preferences and expectations of this generation to teach effectively and prevent attrition. While some evidence exists regarding Gen Z nursing students, there is limited data on students in specialized health care fields, such as pediatric nursing, midwifery, physiotherapy, occupational therapy, radiology assistance, and paramedicine. Because students in these programs often focus on vulnerable patient populations and must navigate technologically complex environments, the development of targeted teaching methods should be informed by data from these cohorts. Objective: This scoping review aims to map the existing literature on the learning preferences of Gen Z students in selected health care disciplines. Methods: This review follows the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews) guidelines. The search strategy comprises 3 stages: a preliminary search in the PubMed database, a comprehensive search across multiple databases, and a reference list screening. Studies focused on Gen Z university students enrolled in pediatric nursing, midwifery, physiotherapy, occupational therapy, radiology assistance, and paramedicine programs were included. Studies that include other generations or disciplines such as medicine or general nursing were excluded. Data extraction and analysis follow the Joanna Briggs Institute guidelines, and both qualitative and quantitative findings will be synthesized narratively and descriptively. A broad research team provides multidisciplinary expertise, enabling a team approach and conflict resolution during the review process. Results: The search was conducted on December 18, 2024, in Scopus, CINAHL, Google Scholar, PubMed, Web of Science, PsycInfo, ProQuest Dissertations & Theses, and Academic Search Ultimate databases. The study was funded in December 2024. Screening of 590 unique records identified 2 (0.3%) eligible studies. The search was extended, and the Open Science Framework registration was updated. Searches in Embaseand Emcare databases (July 2025) yielded 51 records. Following duplicate removal, 38 (74.5%) records underwent title and abstract screening. At the time of reporting, the research team will review the full texts and reference lists of 8 (21.1%) studies, to be followed by data extraction and analysis. Results are expected to be published by the end of July 2026. Conclusions: This review is expected to generate an evidence-informed overview of the learning preferences of Gen Z students across the selected health care disciplines. By identifying gaps and opportunities, the review aims to guide future research, curriculum design, and policy initiatives that strengthen the preparedness and retention of the upcoming health care workforce via tailored educational approaches.
Learning Preferences and Characteristics of Generation Z Students in Pediatric Nursing, Midwifery, Physiotherapy, Occupational Therapy, Radiology Assistance, and Paramedicine: Protocol for a Scoping Review
Annamaria Bagnasco;Alison Steven
2026-01-01
Abstract
Background: The global shortage of nursing and other health care professionals threatens the stability of health care systems. Generation Z (Gen Z), born between 1995 and 2010, represents a critical cohort for the future of the health care workforce. Educational institutions are adapting teaching strategies to address the learning preferences and expectations of this generation to teach effectively and prevent attrition. While some evidence exists regarding Gen Z nursing students, there is limited data on students in specialized health care fields, such as pediatric nursing, midwifery, physiotherapy, occupational therapy, radiology assistance, and paramedicine. Because students in these programs often focus on vulnerable patient populations and must navigate technologically complex environments, the development of targeted teaching methods should be informed by data from these cohorts. Objective: This scoping review aims to map the existing literature on the learning preferences of Gen Z students in selected health care disciplines. Methods: This review follows the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews) guidelines. The search strategy comprises 3 stages: a preliminary search in the PubMed database, a comprehensive search across multiple databases, and a reference list screening. Studies focused on Gen Z university students enrolled in pediatric nursing, midwifery, physiotherapy, occupational therapy, radiology assistance, and paramedicine programs were included. Studies that include other generations or disciplines such as medicine or general nursing were excluded. Data extraction and analysis follow the Joanna Briggs Institute guidelines, and both qualitative and quantitative findings will be synthesized narratively and descriptively. A broad research team provides multidisciplinary expertise, enabling a team approach and conflict resolution during the review process. Results: The search was conducted on December 18, 2024, in Scopus, CINAHL, Google Scholar, PubMed, Web of Science, PsycInfo, ProQuest Dissertations & Theses, and Academic Search Ultimate databases. The study was funded in December 2024. Screening of 590 unique records identified 2 (0.3%) eligible studies. The search was extended, and the Open Science Framework registration was updated. Searches in Embaseand Emcare databases (July 2025) yielded 51 records. Following duplicate removal, 38 (74.5%) records underwent title and abstract screening. At the time of reporting, the research team will review the full texts and reference lists of 8 (21.1%) studies, to be followed by data extraction and analysis. Results are expected to be published by the end of July 2026. Conclusions: This review is expected to generate an evidence-informed overview of the learning preferences of Gen Z students across the selected health care disciplines. By identifying gaps and opportunities, the review aims to guide future research, curriculum design, and policy initiatives that strengthen the preparedness and retention of the upcoming health care workforce via tailored educational approaches.
I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
