The perceptions of Generation Z professionals and students concerning health-care work: A scoping review

IF 4.2 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Nurse Education Today Pub Date : 2025-07-01 Epub Date: 2025-03-11 DOI:10.1016/j.nedt.2025.106678

Outi Kanste , Minna Ylisirniö , Mira Hammarén , Suvi Kuha

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Abstract

Introduction

Global health-care systems are facing severe labor shortages, driven by high turnover and poor working conditions. Retaining and attracting staff, particularly from Generation Z, is crucial. The lack of comprehensive studies on Generation Z's views on health-care work highlights the need to understand their perspectives.

Aim

To identify the best evidence regarding the perceptions of Generation Z professionals and students concerning health-care work. Doing so can reveal potential gaps in the literature and guide future research.

Methods

The review was conducted following the Joanna Briggs Institute's guidelines for scoping reviews. The studies were screened by three independent reviewers. Eligible ones included those in which Generation Z nurses and other professionals and students born between 1995 and 2012 expressed perceptions related to health-care work in any geographical location. Qualitative and quantitative studies written in English, Finnish, or Swedish with no time limit were included. Narrative synthesis was used to provide a comprehensive understanding of the data.

Data sources

A systematic search for original studies was conducted on CINAHL, ProQuest, PubMed, Scopus, Web of Science, MedNar, and the Finnish database Medic.

Results

A total of 14 studies published between 2019 and 2023 were included, and five distinct themes in the perceptions of Generation Z professionals and students were identified: 1) work values, 2) emerging competencies at work and development needs, 3) work attitudes and expectations, 4) feelings of well-being at work, and 5) workplace-community relations.

Conclusion and implications

Members of Generation Z have unique, complex, and partly conflicting perceptions of health-care work, which calls for innovative approaches and different work-related benefits to ensure they are drawn to and retained in health professions and organizations. Understanding these perceptions is essential for healthcare organizations and managers to develop appealing and well-functioning work environments that meet their expectations and promote work engagement.

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Z 世代专业人员和学生对医疗保健工作的看法：范围界定审查

由于高流动率和恶劣的工作条件，全球卫生保健系统正面临严重的劳动力短缺。留住和吸引员工，尤其是来自Z世代的员工，至关重要。由于缺乏对Z世代对保健工作看法的全面研究，因此需要了解他们的观点。目的确定Z世代专业人员和学生对医疗保健工作的看法的最佳证据。这样做可以揭示文献中潜在的空白，并指导未来的研究。方法按照乔安娜布里格斯研究所的范围审查指南进行审查。这些研究由三名独立审稿人进行筛选。合格的调查对象包括1995年至2012年间出生的Z世代护士和其他专业人员以及学生对任何地理位置的医疗保健工作的看法。包括用英语、芬兰语或瑞典语撰写的没有时间限制的定性和定量研究。叙述性综合用于提供对数据的全面理解。数据来源在CINAHL、ProQuest、PubMed、Scopus、Web of Science、MedNar和芬兰数据库Medic上对原始研究进行了系统搜索。结果共纳入了2019年至2023年间发表的14项研究，确定了Z世代专业人士和学生看法中的五个不同主题：1)工作价值观，2)工作中的新兴能力和发展需求，3)工作态度和期望，4)工作幸福感，以及5)工作场所-社区关系。结论和影响Z世代成员对卫生保健工作有着独特、复杂、部分相互矛盾的看法，这就需要创新的方法和不同的与工作有关的福利，以确保他们被卫生专业和组织吸引并留在那里。了解这些看法对于医疗保健组织和管理人员开发有吸引力且功能良好的工作环境，满足他们的期望并促进工作投入至关重要。

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来源期刊

Nurse Education Today 医学-护理

CiteScore

6.90

自引率

12.80%

发文量

349

审稿时长

58 days

期刊介绍： Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education. The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives. Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.