Growth and Generation Inclusion: From Generation X Nurse Managers' Leadership Experience for Generation Z Nurses.

Background: Generation X nurse managers (NMs) face challenges arising from the unique work values and needs presented by Generation Z nurses, who are the newest members of the nursing workforce. However, research on how they adapt to and lead Generation Z nurses remains limited. Aim: This study aimed to explore and gain an in-depth understanding of the experiences and growth of Generation X NMs in Taiwan as they lead Generation Z nurses. Methods: This study employed a qualitative approach, using purposive sampling to recruit participants and conducting in-depth semistructured interviews with 11 NMs. All interviews were audiorecorded with participant consent, transcribed verbatim, and analyzed using an inductive thematic approach. Results: The Generation X NMs described the challenges and growth they experienced while leading Generation Z nurses, which included four main themes: comparative experiences, dialectics of value, sense of mission and social responsibility, and support system. Conclusion: This study highlights the complex and meaningful journey undertaken by Generation X NMs in Taiwan as they lead Generation Z nurses. Despite notable differences in work attitudes and values between the two generations, these NMs actively promote generational reconciliation and integration. Motivated by a strong sense of mission and social responsibility, their efforts focus on improving the retention rate of Generation Z nurses. The NMs' initial intentions, along with the support they receive from their superiors, serve as key enablers in facilitating this process. Implications for Nursing Management: Healthcare organizations and policymakers should consider the experiences and needs of NMs while formulating nurse retention policies. By providing essential training programs and emotional support to enhance their management skills, they can effectively promote the retention and development of Generation Z nurses.