Impact of Disease-Specific Orientation on New Graduate Nurse Satisfaction and Knowledge Retention

Abstract

Transition from student to novice nurse can be especially challenging, and a weak orientation can further complicate this difficult time for new graduate nurses. The neuroscience field is complex, and orientation can cause new nurses to lack a comprehensive understanding of their specialty, resulting in a task-focused approach to bedside care. Using a convenience sample and both qualitative and quantitative data, this study implements a disease-specific orientation track for new graduate nurses to spotlight the most common neurological diagnoses and disorders while concentrating on building an understanding of how to provide the best care possible to these patients. This article reports the outcomes achieved from the first phase of the study including improved clinical competence, readiness and retention of knowledge, overall satisfaction with orientation, and increased comfort level in caring for the neurological patient. In addition, the feedback and information gathered have provided a foundation for the project to be tailored and continued to further improve these results with future new graduate nurses on the neuroscience unit.

Satisfaction of newly graduated nurses enrolled in transition‐to‐practice programmes in their first year of employment: a systematic review

“…, Ballard et al . ). Specific programmes have been designed to assist graduate nurses in these highly specialized areas, with various teaching strategies employed (Beecroft et al .…”

Nurses’ knowledge about perioperative care of patients with neurological diseases

“…Consistent with our results, these findings indicated that only the specific experience and/or education may lead to a higher level of relevant knowledge. This is supported by particular studies which demonstrate improvements in knowledge level and competence in caring for neurological patients, following the implementation of appropriate educational strategies, preferentially multifaceted and including experiential learning and a disease specific approach (Ballard et al 2012, Reynolds et al 2016.…”

The potential value of academic practice organization partnerships in facilitating a positive transition experience for Canadian new graduate nurses

“…Outcomes of extended orientation initiatives were generally positive, as they were reported to improve NGNs' confidence, skills, knowledge and retention rates (Strauss, 2009;Chestnutt & Everhart, 2007;Patterson et al, 2010;Cefaratti et al, 2013;Ballard et al, 2012 ;Henderson et al, 2015). Such initiatives were also reported to ease NGNs' transition to the nursing role (Strauss, 2009;Chestnutt & Everhart, 2007;Patterson et al, 2010;Turner & Goudreau, 2011;Henderson et al, 2015).…”

“…Despite mirroring the structure of NRIs/internships, they are not explicitly identified as such, and have thus been separately categorized. These programs aim to support NGNs in their transition to practice (Strauss, 2009;Henderson, Ossenberg, & Tyler, 2015;Patterson, Bayley, Burnell, & Rhoads, 2010;Turner & Goudreau, 2011;Cefaratti, Benninger, & Nguyen, 2013;Ballard, Mead, & Richardson, 2012;Chestnutt & Everhart, 2007).…”