PRACTICUM LESSON PLAN- NURSING ORIENTATION FOR NEW HIRES

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Annotated Bibliography: Teaching Strategies in Orientation
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Annotated Bibliography: Teaching Strategies in Orientation

The goal of nursing orientation is to facilitate the learning experience of student nurses by consistently providing them with information pertaining policies, standards procedures and documentation to facilitate and enhance practice and also to familiarize them with the organization’s vision, mission, values, goals and proper organizational structure. The following articles outline the strategies that can be used to ensure a proper nursing orientation is carried out.

Boling, B., Hardin-Pierce, M., Jensen, L., & Hassan, Z. U. (2017). Implementing simulation training for new cardiothoracic intensive care unit nurses. Clinical Simulation in , 13(1), 33-38. https://doi.org/10.1016/j.ecns.2016.09.001

This research article sought to identify the practices that can enhance nurses’ confidence. It uses secondary data in its studies to give it relevance and and has been open to peer review to boost quality. Its findings showed that many student nurses often make mistakes while attending to a patient’s care. The preceptors noted these problematic errors and were given as feedback to student nurses. When evaluations were done, significant progress was indicated to have been made thus boosting confidence. It also boosted independence among the student nurses. Learning process is needed to enhance nursing practices in hospital agencies. Due to this, errors are prone and occur frequently. Errors are revealed when evaluations are carried out and feedback are generated on student nurses undertaking nursing orientation. Due to this it is important to note errors as they occur in order to address to them as fast and efficiently as possible.

Gwendolyn Rice, D. P. N. (2016). An orientation program for clinical adjunct faculty. ABNF Journal, 27(1), 7. https://pubmed.ncbi.nlm.nih.gov/26930766/

This article sought to investigate ways to efficiently equip knowledge and skills to student nurses on orientation. The findings of the research revealed that nurses are best equipped with knowledge in an orientation through demonstrations and engagement in case presentations in a clinical setting hence the need for developing clinical teaching strategies. This research has been peer reviewed for quality purposes. For efficient engagement with the nurses a number of teaching practices are deployed to the clinical education. This includes observation, case presentations, and direct questioning as per the findings of the research. These approaches in clinical teaching will help to give an insight into how the student nurse on orientation thinks and the clinical response to be given during clinical setting. Case presentations provides the student nurses with a well-structured approach to the agency’s clinical information and allows the educator to determine how the student nurses process and prioritize information.

Jeffery, A. D., Jarvis, R. L., & Word-Allen, A. (2018). Staff educator’s guide to clinical orientation: onboarding solutions from Nurses. Sigma.

This text-based book provides guidelines for sustaining high quality clinical nursing discussion during orientation. It highlights the two approaches in clinical discussions and their importance in facilitating lecture-based learning during an orientation. The authors of this book have based their work on research. Methods to enhance clinical discussions among the student nurses during lectures and clinical demonstrations. These approaches are to be used as to enhance experience. Two approaches will be deployed here. The first approach is the One-Minute Preceptor where the educator gives instructions whereas the student nurse participates in the clinical situation and interacts with the instructor briefly. Another approach is a strategy called SNAPPS which stands for summarize the situation, narrow to the differential diagnosis, analyse the diagnosis, probe the educator, plan out the management and then select an instance for self-directed engagement. The focus for this technique is on case presentation and diagnosis.

Kiel, J. M. (2020). An analysis of restructuring orientation to enhance nurse retention. The Health Care Manager, 39(4), 162-167. https://doi.org/10.1097/HCM.0000000000000303

The primary objective of this article was to investigate the methods to be used to integrate student nurses into a clinical setting while undertaking orientation. It has been well cited and facts cited statistically to provide quality and accuracy. A clinical setting is a location used by student nurses in which its only purpose is to deliver healthcare to patients and clients. It is used to gain an agency’s work schedule experience. The findings of this research showed that there are two methods to undertake this. The first approach is the manipulated structure approach where the student nurses will attend to an identified number of patients in a day, noting down their brief history and carrying out patient teaching. The educator will then do frequent visits during the process. In the second approach, there will be little previsit teaching conducted. The student nurses will be exposed to several patient encounters and expected to initiate the visits independently.

Lalithabai, D. S., Ammar, W. M., Alghamdi, K. S., & Aboshaiqah, A. E. (2021). Using action research to evaluate a nursing orientation program in a multicultural acute healthcare setting. International Journal of Sciences.

The purpose of this article was to enhance the skills gained at the onset of clinical setting to the patients’ health care and the practices associated with patients’ healthcare such as blood administration, therapy and organ donation. This aids the student nurses perform optimally and obtain balance between learning opportunities and clinical practice. This research sought to investigate the level of competence the student nurses gained during the activities involved in a clinical setting such as being involved in a patient’s care. The student nurses under study were put to work on their own to gather the vital relevant data in a patient’s care, and initiate group thinking for better efficiency and effectiveness. The research findings indicated that being involved in a patient’s care directly resulted into a significant high level of competence. This research was peer reviewed and was statistically significant to (p<0.05) to establish quality in its findings. Lazarus, J. (2016). Precepting 101: teaching strategies and tips for success for preceptors. Journal of Midwifery & Women's Health, 61(S1), 11-21. https://doi.org/10.1111/jmwh.12520 Lazarus (2016) defined precepting and established the need for preparation for effective precepting. Its content is based on education literature for creating a conducive environment for nursing orientation. It has highlighted risk management policies and why it should be familiarized to the student nurses on safety and emergency responses in accordance to an agency’s goals. To provide an effective experience prior to commencing nursing to the newly hired nurses on orientation, proper preparation is needed for precepting. Precepting is a teaching-learning strategy which involves an educator developing a one-to-one relationship with the student nurse and is usually short term. Developing a mentor relationship with the student nurse is vital in that it provides teaching, support and counsel to the student nurse on orientation. The article has outlined that offering support and mentorship creates a pleasing environment for the growth of a mentoring relationship which easily facilitates learning in nursing orientation. Murphy, L. J., & Janisse, L. (2017). Optimizing transition to practice through orientation: a quality improvement initiative. Clinical Simulation in , 13(11), 583-590 This research sought to investigate the competence of student nurses on orientation when put under immense pressure of a busy hospital schedule and acute care facilities. The purpose of this activity is to enhance the student nurses’ skills obtained through demonstrations and experience gained at clinical setting. Student nurses were put in an extreme busy hospital schedule under minimal preceptor’s visit. To attain this, a mode was simulated before engaging them into an actual busy clinical schedule. This allowed the student Nurses on orientation to be engaged by observation and monitored the preceptor conduct limited visits and time utilized to observe the patient model. Wave scheduling was then conducted. Here the student nurses were put into a busy clinical schedule and utilized the skills acquired. The findings indicated that productivity increased as student nurses handled visits independently. The researchers concluded that high competence was noted aided by simulation. This journal article has been reviewed to enhance quality. Pasila, K., Elo, S., & Kääriäinen, M. (2017). Newly graduated nurses’ orientation experiences: A systematic review of qualitative studies. International Journal of Studies, 71, 17-27. https://doi.org/10.1016/j.ijnurstu.2017.02.021. Pasila et al. (2017) investigated the preceptor’s role in facilitating a successful nursing orientation. One of the roles understudies was generating feedback to student nurses under nursing orientation. It engaged two approaches that is directive approach where observations of a student nurse’s performance in a more clinical encounter were relayed. In an elaborative approach, a highlight of where the learner needs to be more involved and reflect on their skill set were made. The findings of the research indicated that feedback in nursing orientation showed discontent how nursing educators give feedback and how the student nurses on orientation perceive. It also highlighted that nurses make less mistakes when given proper feedback while undertaking orientation. The researcher’s creditability is on international stage thus quality. Formative feedback is generated to student nurses as they progress through clinical experience. A summative feedback is issued at the end of the nursing orientation to integrate the nurses into the organization. Phoenix Bittner, N., Gravlin, G., MacDonald, C., & Bourgeois, D. (2017). A newly licensed nurse orientation program evaluation: Focus on outcomes. The Journal of Continuing Education in , 48(1), 22-28. https://doi.org/10.3928/00220124-20170110-07 The aim of the researchers was to investigate and evaluate effectiveness and outcome. An evaluation shows a decision arrived at about the student nurse’s performance in comparison to the set goals for the nursing orientation. This is relevant because reflective practice and self-assessment are key ways to become a full-fledged nurse and must be included when generating feedback. The researchers conducted two evaluations on the student nurses under observation on intervals of six months. Their findings indicated that the nurses under study improved on their level of competence and confidence toward working on their own. It also indicated that significant improvement was made on the feedbacks given by their preceptors. The research also indicated that evaluations help the nurses on orientation to engage in critical thinking and promoted group work which helped raise levels of confidence. This research was conducted by an organization and then exposed to peer review to give it quality and relevance. Schmitt, C. A., & Schiffman, R. (2019). Perceived needs and coping resources of newly hired nurses. SAGE Open Medicine, 7, 2050312119833216. https://doi.org/10.1177/2050312119833216 Schmitt and Schiffman (2019) outlined the relevant measures to be taken to enhance experience for nursing orientation among them is the preceptor’s role in enhancing a precepting experience. It highlights the role of institution support in precepting and promotion of sense of self to facilitate a successful precepting experience. The research highlighted from its findings that to enhance a successful precepting experience, an institution needs to avail an adequate number of preceptors. Most of the student nurses under study highlighted inadequate number of preceptors in their orientation which contributed to many challenges they faced. The student nurses also highlighted on the need for adequate time and engagement with experienced preceptors to stamp out to promote sense of self. For a successful precepting experience, an institution needs to avail adequate number of experienced preceptors to properly engage with the student nurses. The institution also needs to properly highlights its goals to enhance this. Conclusion Based on the above teaching strategies, the educator can create a nursing orientation for new hire nurses for four weeks that meets the needs of the new nurses, organization, and patients. TIME ACTIVITY WEEK ONE Set stage for successful precepting experience. Set apart one hour to provide a tour of the unit and other activities to familiarize the new nurses to the unit and organization before taking care of patients. Develop teaching strategies for clinical orientation such as simulation, demonstration, discussion. WEEK TWO Schedule at least 15 minutes to check on the preceptee to generate weekly feedback (Jeffery et al., 2018) Guide the nurses into the clinical setting. Demonstrate patient care and supervise competency assessment during orientation (Jeffery et al., 2018). Depending on the learner, different audio-visual tools can be used to promote learning, such as videos, handouts and online interactive modules WEEK THREE Encourage preceptee to collaborate with other team members Gradually increase preceptee’s responsibility for patient care Meet with preceptee and preceptor to give constructive feedback (Jeffery et al., 2018) WEEK FOUR Complete the required competency skills Schedule meeting with the manager, preceptor, and preceptee to officially evaluate orientation development and determine readiness for practicing independently (Jeffery et al., 2018) Reference Jeffery, A. D., Jarvis, R. L., & Word-Allen, A. (2018). Staff educator’s guide to clinical orientation: onboarding solutions from Nurses. Sigma.