| Introduction | | | | 2001) |
| In order to facilitate success within the workplace, it is | | | | This can be a problem owing to the fact that |
| essential to understand some of the differences that | | | | organizations have changed dramatically over the past |
| may arise. Diversity should not just be regarded as | | | | few years. Most health institutions now respect team |
| something that is racially or ethnically based alone; it | | | | based approaches and individuals from different |
| can also be founded on generational differences. The | | | | organizational levels are often required to work |
| essay shall look at some of the problems confronting | | | | together thus challenging traditional organizational |
| nurses and how this hinders implementation of | | | | structures in which the older generation were highly |
| evidence based practice. | | | | respected; the latter view is synonymous to |
| Population of Interest | | | | implementation of evidence based practice. As if this is |
| In order to foster a productive and feasible | | | | not enough, the advent of technology has flipped |
| atmosphere in clinical practice, it is imperative for | | | | organizational relationships. Baby boomers who had |
| members of the organization to appreciate differences | | | | grown up with a deep respect for authority now highly |
| and to respect them. This means that gender, racial | | | | depend on younger nurses to explain to them all the |
| and ethnic backgrounds need to be understood and | | | | nifty gritty of computer technology. This has created |
| appreciated. The latter categories of diversity have | | | | renewed tensions between the latter groups because |
| been discussed at length in nursing practice and most | | | | despite the dramatic change in organizational |
| people can understand them well. On the other hand, | | | | structures, nurse's mental attitudes have still remained |
| the issue of intergenerational differences can also be | | | | relatively stagnant and this has hampered |
| problematic if nurses do not understand it properly. In | | | | implementation of evidence based practice. |
| order to place this matter in context, it is essential to | | | | Some nurses have failed to recognize where behavior |
| study the historical background of these different | | | | patterns originate from and thus misunderstanding their |
| generations. The population of Interest falls within one | | | | colleagues from other generations. For instance, Baby |
| of these categories. (Cordinez, 2002) | | | | Boomers usually think of generation Xers as being |
| There are basically four generations that may be | | | | highly unreliable or disloyal. On the other hand, the latter |
| found within the clinical situation; these are Veterans | | | | generation regards Baby Boomers tendency to remain |
| (born between 1922 and 1945), baby Boomers (born | | | | with one employer as a failure to cease new |
| between 1945 – 1960), Generation X (born between | | | | opportunities. |
| 1960 – 1980) and lastly the Millennial Generation | | | | Outcomes |
| (Born after 1980). All these generations underwent | | | | Instead of looking at the issue in a negative light, it is |
| different experiences that subsequently shaped their | | | | possible for different generations of nurses to work |
| respective professional and personal values. The first | | | | together and thus promote the overall well being of the |
| generation under consideration is the Veteran | | | | organization. Diversity management is often seen as |
| generation born during the Great Depression and the | | | | the process of valuing people because of their |
| Second World War. The latter generation grew up | | | | differences rather than in spite of their differences. It |
| under tough times but during their adulthood, the | | | | would be more beneficial for respective organizations |
| country's economy began flourishing. Because of | | | | to work with intergenerational differences rather than |
| these matters, The Veteran Generation realized that | | | | ignore them or oppose them |
| hard work can be rewarded and that authority ought | | | | Baby Boomers can learn from their younger |
| to be respected. It can therefore be said that the | | | | colleagues that possessing a work life balance in |
| values most revered by this generation are authority, | | | | which they have time for their family is a positive |
| loyalty and respect. The latter generation falls within | | | | aspect. On the other hand, the millennial and generation |
| the population of interest. | | | | Xers can learn from older nurses that it is possible to |
| The second generation of nurses in the field today is | | | | put off short term gains within one's career so as to |
| the Baby Boom generation. This group was born | | | | benefit from long term investment in a particular job. |
| during a time of economic prosperity that was still | | | | (Hicks & Hicks, 1999) |
| characterized by some traditional values. This | | | | Most of the time, conflicts arise within specific |
| generation grew up around two- parent households in | | | | organizations when the root causes of these differing |
| which one of the parents was the breadwinner. | | | | perceptions are not well understood. Additionally, |
| However, there were still a number of issues that they | | | | problems are further compounded by failure to |
| were confronted with at their time. They began | | | | incorporate the ‘other' generations' view points in |
| challenging status quo and did not respect authority. | | | | workplace policies and rewards. The Millennial and |
| According to members of this generation, real heroes | | | | Generation X have fallen victim to this aspect because |
| are those ones with the courage to change systems | | | | most of the time, the older generation are the ones |
| as they are. Besides this, the latter generation had a lot | | | | who create those policies through their traditional |
| room for growth within the nursing profession owing to | | | | lenses. Multiple generations are capable of working |
| the fact that economic times were relatively good. | | | | together within health institutions if nurses understand |
| This generation is not that conversant with technology. | | | | that different generations have different value |
| Also, this generation falls within the population of | | | | systems and that those values can be a positive to |
| interest. (Raines, 2003) | | | | the institutions. |
| Intervention | | | | Conclusion |
| Evidence based practice implementation in most health | | | | In order for health organizations to flourish, there is a |
| institutions is a recent development. Since the | | | | need to acknowledge differences between various |
| population of interest falls within the older generation, | | | | generations of nurses and then utilize those |
| then this kind of practice was something that they | | | | differences for the overall good of the organization. |
| have had to get accustomed to in subsequent years. It | | | | Baby Boomers – who may have plenty of real time |
| can therefore be asserted that evidence based | | | | experience - can contribute towards high quality |
| practice was not part of their training and this fact | | | | practice within a respective organization. On the other |
| makes it exceedingly hard for them to make it part of | | | | hand, younger nurses can use their knowledge of |
| their practice. Consequently, the baby boomers and | | | | technology to streamline work processes. Old ideas |
| the veteran generation have not been associated with | | | | that do not hold water in the current environment |
| evidence based practice. Instead, it is the younger | | | | should be relinquished. However, those that may lead |
| generation of nurses who have been enthusiastic | | | | to organizational growth still need to be maintained. |
| about this sort of practice and something ought to be | | | | References |
| done about the situation. | | | | Cordinez, J. (2002): Recruitment, retention and |
| Comparison of interest | | | | management of generation X; Health Care |
| After examination of the historical backgrounds under | | | | Management Journal, 47, 237 |
| which these various groups grew, one can now | | | | Hicks, R. & Hicks, K. (1999): Boomers, Xers and |
| understand that the differences between these groups | | | | other strangers; Harper Collins |
| have been influenced by their past. The four | | | | Raines, C. (2003): Connecting generations; CA, Crisp |
| generations of nurses have different perspectives on | | | | Publishers |
| authority, workplace structures and things such as | | | | Spitzer, R. (2001): A new world and new generation to |
| technology and also evidence based practice. (Spitzer, | | | | come; Seminars for Nurse Managers, 9. |