GEN Z NURSES AND THEIR ROLE TOWARDS RESPONSIVE NURSING EDUCATION

The emergence of Generation Z, born between the mid-1990s and early 2010s, into the nursing profession signifies a global transformation in healthcare and nursing education, driven by their digital fluency, emphasis on work-life balance, and preference for innovative, interactive, and collaborative learning approaches. This qualitative study explored the perceived roles and lived experiences of Generation Z (Gen Z) nurses in shaping responsive nursing education within the National Capital Region (NCR), Philippines. As digital natives born between 1995 and 2010, Gen Z nurses bring a unique set of competencies, preferences, and values that are redefining traditional educational models. Using a phenomenological design, twelve purposively selected Gen Z nurses participated in semi-structured interviews to examine their engagement with technological integration, curriculum advocacy, peer mentorship, and educational innovation. Thematic analysis revealed three overarching roles: Catalysts, Advocates, and Innovators. As Catalysts, Gen Z nurses promoted the integration of immersive learning tools such as virtual reality, simulation-based training, mobile applications, and artificial intelligence in clinical education. As Advocates, they influenced policy and curriculum redesign, championed diversity and inclusion, and facilitated peer mentorship programs. As Innovators, they embodied lifelong learning, promoted evidence-based pedagogy, encouraged interprofessional collaboration, and demonstrated creative problem-solving to overcome instructional and clinical limitations. These findings underscore the vital contribution of Gen Z nurses in modernizing nursing education and ensuring its alignment with future healthcare demands. The study recommends embedding student-driven innovation hubs, digital literacy frameworks, inclusive pedagogy, and interdisciplinary practices into nursing curricula.