Stages of Young Adults and Teaching Strategies In Nursing Who Are Young Adults? (20–40 Years of Age)
Young adulthood marks the transition from adolescence to a more mature phase known as early adulthood, typically between the ages of 20 and 40. This period comprises two main cohorts: those aged 20 to 34 (often referred to as the millennial generation) and those aged 35 to 40 (Generation X). These cohorts are more ethnically diverse than any previous generation, with their own unique traits, challenges, and educational needs (Crandell et al., 2012; Fry, 2016; Fishman, 2016).
This phase of life is characterized by key milestones, including establishing long-term intimate relationships, choosing and adjusting to a lifestyle, deciding on a career path, and managing a household and family. The stress and excitement of making these decisions, especially those related to career and family, can significantly impact a young adult’s emotional and psychological well-being (Santrock, 2017).
Developmental Aspects: Physical, Cognitive, and Psychosocial
During young adulthood, most individuals reach the peak of their physical abilities, and the body functions at an optimal level (Crandell et al., 2012). Cognitively, young adults are fully developed and continue to accumulate knowledge through formal and informal experiences. According to Piaget’s theory of cognitive development, young adults remain in the formal operations stage, where they can generalize learning from one situation to another and refine their ability to solve problems, analyze critically, and make decisions (Piaget, 1951, 1952, 1976).
Their learning interests typically focus on immediate application, and they are particularly motivated to learn about how their choices affect their daily lives, such as lifestyle and career decisions (Crandell et al., 2012).
Erikson’s theory describes this phase as the psychosocial stage of intimacy versus isolation. Individuals work to build lasting, trusting, and satisfying relationships while balancing their desire for independence. These relationships form the foundation for both personal and occupational fulfillment (Erikson, 1963).
However, the pressure to make critical life decisions about marriage, career, and parenthood often leads to significant stress. Young adults are aware that these decisions can have long-term consequences, which can contribute to emotional and psychological strain (Santrock, 2017).
Young Adults and Teaching Strategies in Nursing Education
Despite the importance of health education in young adulthood, this stage has received little attention from nurse educators. Generally, young adults are healthy and have limited interaction with healthcare professionals. Their healthcare visits are often related to employment, education, or minor medical issues (Orshan, 2008). However, young adulthood is a critical time for establishing healthy behaviors that will influence long-term well-being.
As Havighurst (1976) noted, this stage is full of “teachable moments,” where healthcare providers can encourage the adoption of healthy habits. Health promotion is a crucial yet neglected area of nursing education for young adults. Many of the behaviors established during this time—such as dietary habits, physical activity, and substance use—can have lasting effects on health and are challenging to modify later in life (Hinkle, 2014; Santrock, 2017).
Given the general lack of engagement with the healthcare system at this age, nurse educators must seize opportunities to promote health and prevent disease. Understanding each individual’s lifestyle can guide nurses in creating relevant and effective health education. For instance, a young adult preparing for marriage may benefit from discussions about family planning, contraception, and maintaining healthy relationships (Orshan, 2008).
Young adults are often motivated by both internal and external factors to learn. Internal motivators include the desire for self-esteem, improved quality of life, or job satisfaction, while external motivators may involve job promotions or financial incentives (Crandell et al., 2012; Miller & Stoeckel, 2016). For those facing acute or chronic illnesses, the prospect of maintaining independence and achieving life goals can act as a powerful motivator for learning.
Active participation in the educational process is essential for young adults. They prefer a collaborative approach to health education, where they can be involved in setting learning objectives, selecting teaching methods, and evaluating outcomes (Knowles, 1990). Drawing on their life experiences is key to making education relevant and motivating for them (Collins, 2004).
Effective Teaching Strategies for Young Adults
When teaching young adults, it’s important to consider their readiness to learn, which can often be cultivated through the experiences the nurse provides. Nurse educators should focus on life events relevant to the young adult’s current situation to create meaningful educational opportunities.
Teaching strategies must address the major factors affecting this age group: promoting healthy eating habits, encouraging regular physical activity, and preventing substance abuse. These strategies aim to reduce the incidence of chronic diseases, such as hypertension, obesity, and high cholesterol, which can develop from poor lifestyle choices made during young adulthood (Santrock, 2017).
In many cases, learning is more effective when young adults can control aspects of the process. This includes selecting what to learn, how the material is delivered, and how their progress is assessed. Providing opportunities for self-directed learning, where they can access written materials or audiovisual aids at their own pace, is particularly effective (Knowles et al., 2015). Moreover, group discussions can be a highly engaging method for this population, especially when they can interact with peers in similar life stages, such as in prenatal classes or parenting groups (Collins, 2004).
Nurse educators should also be mindful of the practicality and convenience of educational opportunities for young adults, who are often juggling work and family responsibilities. They are most responsive to information that is relevant and immediately applicable to their lives (Collins, 2004). Simplifying the learning process by organizing content logically, from simple to complex, and drawing connections between concepts through real-world applications can help facilitate understanding (Musinski, 1999).
Finally, young adults value information that aligns with their self-directed approach to learning. By providing them with patient education materials, interactive tools, and group discussions, nurse educators can ensure that learning is both accessible and motivating.
Conclusion
Nursing education for young adults must focus on promoting health behaviors and addressing risk factors that can affect long-term health. By engaging young adults in collaborative learning and utilizing strategies that draw on their personal experiences and motivations, nurse educators can create effective teaching environments. Through health education, young adults can be empowered to make informed decisions about their health, ultimately fostering a healthier adult population in the future.