Best Fit Orientation

Abstract

The premature turnover of newly licensed registered nurses is a costly problem prompting leaders to consider new orientation approaches. This article describes the “Best Fit Orientation”—an innovative approach for onboarding newly licensed registered nurses. It features centralized hiring, individualized orientation on diverse units, and realistic job preview tenets promoting self-evaluation, change management, relationship building, and “best fit” unit selection. Positive evaluations, high retention, and minimal added costs make this program very attractive.

Retention of newly graduated registered nurses in the hospital setting: A systematic review

“…Combined programmes combine residency and one‐to‐one mentoring into a single programme. These can be integrated simultaneously, as in three of the four studies (Hu et al, 2015; Krofft & Stuart, 2021; Torres et al, 2021), or sequentially (Koneri et al, 2021). Krofft and Stuart (2021) describe the implementation of an evidence‐based mentoring programme for 12 NGRNs in medical‐surgical units in a small hospital in the United States (US) during the COVID‐19 pandemic.…”

“…They suggest that it was key to combine transition training for these nurses with the development of supportive relationships early on to influence their intention to stay (Krofft & Stuart, 2021). Torres et al (2021) present an alternative combined and simultaneous integrated programme in another US hospital called ‘best fit orientation’ (BFO). BFO is an innovative approach which is characterised by individualised orientation with the support of a mentor to develop clinical relationships, change management and selection of the ‘best fit’ medical‐surgical units, and which has obtained good results in the short term (Torres et al, 2021).…”

“…Interventions included in the nine studies to retain NGRNs have addressed the development of three competencies, in isolation or combination: core, cross‐cutting and specific (Chen et al, 2021; Hu et al, 2015; Koneri et al, 2021; Krofft & Stuart, 2021; Pillai et al, 2018; Shinners et al, 2021; Torres et al, 2021; Wolford et al, 2019; Zhang et al, 2019). As seen in Table 5, all the studies have addressed the core competencies, five of them the first two, and two studies the three competencies.…”

“…As seen in Table 5, all the studies have addressed the core competencies, five of them the first two, and two studies the three competencies. ‘Core competencies’ refer to the interpersonal and intrinsic skills and attitudes NGRNs must acquire to work in the hospital setting, including communication, teamwork, clinical leadership, critical thinking and conflict resolution (Koneri et al, 2021; Krofft & Stuart, 2021; Pillai et al, 2018; Torres et al, 2021; Zhang et al, 2019). ‘Cross‐cutting competencies’ apply to more than one area of practice such as central venous catheter care or basic life support training (Hu et al, 2015; Shinners et al, 2021).…”

“…‘Cross‐cutting competencies’ apply to more than one area of practice such as central venous catheter care or basic life support training (Hu et al, 2015; Shinners et al, 2021). ‘Specific competencies’ refer to the particular specialisation in which NGRNs practice, which would encompass the development of competencies for a specific clinical setting, training in specific nursing procedures and techniques such as chemotherapy administration (Chen et al, 2021; Hu et al, 2015; Pillai et al, 2018; Torres et al, 2021; Zhang et al, 2019).…”