Applying Newman's theory of health expansion to bridge the gap between nursing faculty and Generation Z

Background: The Generation Z nursing student presents with a set of unique challenges from a faculty perspective since they have experienced technology and the use of screens since infancy. Nursing faculty require a different approach to this generation in order to communicate with, engage, effectively teach, and retain these students, all while revisiting their ideology of what defines student success. Approach: Newman's (1994) Theory of Health as Expanding Consciousness serves as a framework that nursing faculty can use to guide interactions and build relationships with Generation Z students to promote autonomy and critical thinking. The use of the mnemonic PROVE can help faculty outline strategies for use to improve metacognition and higher levels of consciousness in students of Generation Z. Outcome: By not prescribing to students "what to think", faculty can focus on helping students learn "how to" think and attain higher levels of consciousness.