Nurse Orientation and Retention Project NURS 495 Ferris

Nurse Orientation and Retention Project NURS 495 Ferris State University Kim Kerridge, RN

Project Goal The goal of this project is to ensure that the novice nurse is well-prepared to provide safe, competent care to the patients entrusted to them through a structured orientation program.

Project Overview The project addressed the importance of a thorough orientation program for new nurses entering the healthcare field. New nurses are often placed with preceptors that have not had the proper training to ensure that the novice nurse is receiving the knowledge and skills that they need to perform in their new role. New nurses often struggle with the application of new clinical and critical thinking skills as well as integrating into the unit culture (Cockerham, Figuerosa-Altmann, Eyster, Ross & Salamy, 2011).

Project Goals & Objectives § Develop team – January 29, 2014 (completed) § Set meeting times – February 7, 2014 (completed) § Compile information obtained through research, processes already in place, and input from team members. February 7, 2014 (completed) § Prioritize tasks – February 15, 2014 (completed) § Set time lines for tasks – February 15, 2014 (completed)

Project Goals & Objectives § Standardize orientation process – March 15, 2014 (completed) § Develop Preceptor/Mentor Program – April 10, 2014 (not completed on time) § Utilize new process with next new hire – Date unknown § Evaluate program –Ongoing § Re-evaluate process as needed – Ongoing

Quality and Safety § Importance of Patient Safety § American Nurses Association § Quality and Safety Education for Nurses (QSEN) § National Patient Safety Goals § Quality necessitates maintaining safety in patient care, with a continual focus on clinical excellence. from the entire multi-disciplinary team. (Yoder. Wise, 2011. p. 390).

Process, progress, and project completion § Objectives & Deliverables completed on time § Preceptor program was not completed on time due to inability to find an instructor to teach the course. § Introduced an online course § Selected preceptors § Effectiveness of project undetermined due to the fact that there has not been a new hire § Ongoing evaluation of the project

Obstacles and Challenges § Scheduling meetings § Financial constraints § Orientee and preceptor may not be a good fit § Orientee may be uncomfortable in evaluating the preceptor § Difficulty in securing an educator to come to the organization and teach a preceptor class

Lessons Learned § Teamwork § Financial Barriers § Be prepared for external factors § Choose a project that can be evaluated within a time line

Professional Issues § Orientee and preceptor relationship § Providing an environment that will meet the needs of the novice nurse § Organizational culture

References American Nurses Association (2010). Nursing Scope and Standards of Practice (2 nd ed. ). Silver Spring, MD: Nursebooks. org Cockerham, J. , Figueroa-Altmann, A. , Eyster, B. , Ross, C. , & Salamy, J. (2011). Supporting newly hired nurses: A program to increase knowledge and confidence while fostering relationships among the team. Nursing Forum , 46(4). doi: 10. 1111/j. 17446198. 2011. 00236. x Dolansky, M. , & Moore, S. (2013). Quality and safety education for nurses (QSEN): The key is systems thinking. The Online Journal of Issues in. Nursing, 18(3). doi: 10. 3912/OJIN. Vol 18 No 3 Man 01

References Jones, C. , & Gates, M. (2007). The costs and benefits of nurse turnover: A business case for nurse retention. The Online Journal of Issues in Nursing, 12(3). doi: 10. 3912/OJIN. Vol 12 No 03 Man 04 Lampe, K. , Stratton, K. , & Welsh, J. (2011). Evaluating orientation preferences of the generation y new graduate nurse. Journal for Nurses in Staff Development (JNSD), 27(4), E 6 -E 9. doi: 10. 1097/NND. 0 b 013 e 3182236646 Yoder-Wise, P. (2011). Leading and managing in nursing. (5 th ed. ). St. Louis, Missouri: Elsevier Mosby.