Designing Nursing Orientation

This binder and CD-ROM walk you through each step of a well-run orientation program so you can incorporate field-tested, evidence-based practices at your facility. Use this resource to evaluate your program outcomes, fulfill Joint Commission orientation requirements, train new graduates, and meet the needs of a diverse workforce.

Research has shown that there exists an increase in the amount and complexities of students with health care needs and the need for school nurses to safely and effectively support these students. Notably, research also revealed that the majority of nurses who enter this specialty practice lack the comprehensive knowledge base and are underprepared to practice in educational environments. The purpose of the qualitative, action research study was to provide school nurses an opportunity to reflect on and voice their novice school nursing experiences in order to examine the contents that should be included in new school nurse orientation programs. The researcher used a qualitative, action research design to develop the methodology for this study. The research questions that guided this study were: 1. What do practicing school nurses report regarding orientation programs for novice school nurses? 2. What do practicing school nurses report regarding ways in which an orientation program prepares novice school nurses in the key principles (Maughan, Bobo, Butler & Schantz, 2016) of school nursing practice? 2.1 What do practicing school nurses report regarding ways in which an orientation program prepares novice school nurses in the standards of practice? 2.2 What do practicing school nurses report regarding ways in which an orientation program prepares novice school nurses in care coordination practices? 2.3 What do practicing school nurses report regarding ways in which an orientation program prepares novice school nurses in quality improvement practices? 2.4 What do practicing school nurses report regarding ways in which an orientation program prepares novice school nurses in leadership practices? 2.5 What do practicing school nurses report regarding ways in which an orientation program prepares novice school nurses in community/public health practices? Select parts of the NASN Framework (Maughan et al., 2016), and Benner’s (1984) definition of novice nurses, together, formed the conceptual framework that examined school nurses’ reflection regarding the content that should be included in new school nurses’ orientation programs. A purposeful sampling (Maxwell, 2012) was used to recruit practicing school nurses from across a Northeastern state in rural, urban and suburban school district settings. Efforts to include school nurses from all regions resulted in 27 participants. Participants engaged in semi-structured interviews and shared about the experiences they had as novice school nurses. A two-step process was used to analyze the data: first, open coding was performed to identify underlying themes and, second, a crosswalk of the resulting matrices against the already defined components in the NASN Framework (Maughan et al., 2016). The researcher found that institutional culture and organizational sensemaking were central to the perceptions and experiences described by participants during their transition to school nursing practice. Findings of the study culminated in four major themes that were identified as critical to school nursing practice and that must be included in orientation programs for novice school nurses: 1) mentoring and supervising; 2) communicating; 3) developing specialized skills; and 4) identifying resources.

“Chapter to chapter, I was able to deepen my understanding of process and concepts in ways that will strengthen the professional development of any nursing team.” –Heather E. Norman, MBA, MSN, RN, NE-BC, CNL, CCHP-RN Chief Nursing Officer, Wellpath “Staff Educator’s Guide to Clinical Orientation provides an insightful look into the onboarding needs of our healthcare environment . . . This guide would be a fantastic resource for a new or established onboarding program.” –Veronica Gurule, MSN, RN, CCRN Pediatric Intensive Care Nurse Cook Children’s Hospital “Staff Educator’s Guide to Clinical Orientation is a must-read for anyone who is involved in onboarding new, experienced, and temporary staff nurses in a clinical setting.” - Paula Levett, MS, RN, CCRN Former Nursing Practice Leader Pediatric Intensive Care Unit The University of Iowa Stead Family Children’s Hospital With all the changes in staffing in the past few years due to the pandemic, a high-quality onboarding process is even more important for retention and ensuring a new nurse’s success. In this fully revised third edition of Staff Educator’s Guide to Clinical Orientation, authors Robin Jarvis, Amy J. Word-Allen, and Alvin Jeffery provide readers with all the tools they need to successfully develop a nursing and healthcare workforce. Whether someone is new to leading orientation efforts or a seasoned nursing staff development specialist, this book will help readers: · Understand the role of the preceptor in clinical orientation activities · Incorporate regulatory and legal issues · Understand and use the ADDIE model · Analyze, design, and implement an orientation program · Evaluate an individual’s competency · Conduct surveys and focus groups · Manage orientee errors and personality conflicts TABLE OF CONTENTS Chapter 1: Important Considerations for Onboarding and Orientation Chapter 2: Analysis and Design of an Onboarding Program Chapter 3: Developing and Implementing an Orientation Program Chapter 4: Evaluating an Individual’s Competency Chapter 5: Working With Orientees Chapter 6: Evaluating an Orientation Program Chapter 7: Temporary Employees and Students Chapter 8: Regulatory Considerations Chapter 9: Practical Tips for Staying Organized Appendix: Essential Orientation Materials for Your Office

Nursing Orientation Program Builder: Essential Tools for Onboarding, Orientation, and Transition to Practice Diana Swihart, PhD, DMin, MSN, APN CS, RN-BC, FAAN Solimar Figueroa, MHA, MSN, BSN, RN The onboarding process can be a make or break period for a new employee. Nursing Orientation Program Builder will help elevate and accelerate this process, reduce the risk of losing new employees, and assist fresh hires to become productive team members. This book provides definitions, tools, and evidence-based strategies and resources to help organizations recruit and retain the best-qualified employees. It supplies a comprehensive onboarding and orientation program, along with methods to measure integration into service and practice. This book will help you: Develop a thorough and efficient onboarding process Accelerate the onboarding process Ensure successful candidate selection

Graduate registered nurse transition into the workplace continues to be an arduous experience for most new nurses. Unrealistic job expectations, inadequate initial socialization, and increased work demands result in lowered job satisfaction and higher turnover among new nurses. Extant literature on graduate transition has identified "best practice" principles that can ease the transition, and foremost among them is a formal precepted orientation. This study used a quasi-experimental survey design to assess the effects of a formal precepted orientation on the self-perceived transition experiences of new graduates hired into a 140-bed rural county hospital. Perceptions of graduate registered nurses hired into hospital units that possess a formal orientation are described along with those of their counterparts hired into hospital units without a formal orientation. The convenience sample of new graduates (n = 10) found that both the control (n = 5) and experimental (n = 5) groups reported a positive transition when they had a supportive work environment and preceptors. This implies a supportive work environment may be as conducive to a positive transition as a formal precepted orientation. For the nurses in this study, a supportive work environment might have been established prior to hire, as many of the new graduates had spent time in the hospital during nursing school clinical rotations. Graduates' level of personal stress in transition was unaffected by a formal precepted orientation.

This guide presents fundamental competencies to direct the orientation process for new staff. The information can also be used to evaluate existing staff. The competencies are designed for RNs and other staff as regulated by their practice acts and job descriptions. Readers are encouraged to integrate the concept of competency in designing an orientation plan. This publication is a valuable guide in this endeavor.

You've passed your NCELX, survived your first interview, and just landed your first nursing job! Now what? This new grad RN survival guide was written to help you navigate your first nursing orientation. From what to expect on your first day to surviving your first code blue, WWFD aims to help you navigate the reality shock as you transition from nursing student to bedside RN. Among other things, you will find advice on how to give an effective hand-off report, cluster your care, efficiently complete up to five patient assessments in less than three hours, and learn how to page a physician like a BOSS. Using humor and practical real-world nursing experience, this short and sweet book aims to take you from new nurse to Florence Nightingale status in less than three months!