Abstract
The dissonance experienced between nurse educators and millennial students is a well-known phenomenon, yet evidence ascertaining what these learners seek to actively engage in meaningful learning is scant. The purpose of this study was to analyze millennial undergraduate nursing students' experiences in traditional nursing classrooms, which included their interactions with nursing faculty. This was a multisite qualitative study. Eight focus groups were conducted at six schools of nursing comprising a total of 220 millennial generation undergraduate nursing students. The interpreted meaning of students' integrated experiences are reflected into four themes and one subtheme: (a) being physically present but mentally dislocated, (b) wanting more from disengaged professors, (c) surface learning, (d) lack of trust, and (e) wanting respect and dignity from professors. The essence of the phenomenon is disenfranchised learning. A critical examination of conventional educational practices in nursing programs is needed. [J Nurs Educ. 2019;58(1):27-32.].
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