elderly patients with COPD | nursingessayswriters.com

Citation
Purpose of the research
Research Design  and Sample
Data Collection Methods
Results
Strengths (S)Limitations (L)

Cavanaugh & Huse. (2014). Surviving the nursing Shortage:  Developing a nursing orientation program to prepare and retain intensive care unit nurses.  Journal of Nurse Executives, 16(2), 34-56. 
Permalink
To create an orientation program that would produce competent nurses to work in the NICU who had no previous NICU experience. The orientation program would also be streamlined to ensure all new hired nurses were provided the same information and patient types
Quantitative StudyN=27 nurse orientees over a two-year period
Formal preceptor program developed for identified preceptorsOrientation program developed to foster critical thinking, interpersonal relationships, and technical skills in new orientees
Caffarella’s program model used to create a program due to fluidness of the teaching model
Final orientation evaluation revealed 100% of orientees felt the program prepared them to competently work independentlyThe clinical educator identified key components of a successful program: well-prepared preceptors and biweekly conferences with the preceptor, orientee, and clinical educator
Retention rate after two years was 93%
S-program design/concepts transferrable to other nursing departmentsL-small sample size

Hardy, J. & Smith, J. (2016)Enhancing staff development with a structured preceptor program.  Journal of Nursing Education, 54(1), 101-110.
 
Permalink
To redesign an orientation program on an ICU unit due to high staff turn-over, low staff satisfaction rates, and a 14-bed expansion.Orientation model based off Connelly and Hoffart and including the Myers-Biggs cognitive personality  style assessment
Qualitative Study: PhenomenologicalExamination of previous orientation program with new design based on structure, identifying qualified preceptors, developing a preceptor course, and orientation packets for the new nurse
Current program lacked structure
Identification of staff nurses who would make effective preceptors, development of a preceptor educational course, management commitment, development of an orientation manual
Greater satisfaction with preceptor role N=5 total staff who had gone through the preceptor classNew staff members feel orientation process is designed to meet learning needs
Increased overall staff satisfaction
Many employment applications due to referrals from current staff
S-study can be transferred to other types of nursing departmentsL- no exact measurements regarding number of participants, possible bias of researcher

Loft, W. (2015). Moving forward: Creating a new nursing services orientation program.  Journal of Nurse Executives, 76(2), 56-61.Permalink
 
To redesign a hospital orientation which would create a more meaningful experience for new employees.
Quantitative: Descriptive Study: PredictiveN=74 surveys returned/reviewed from May to December 2004
May to June results were from the current orientation process
New orientation process began July 12
Redesign orientation based on Scope and Standards of Practice for Nursing Professional DevelopmentOrientation checklist replaced self-study tests
Modular orientation classes set up to allow employees who did not need to specific classes the opportunity to spend time on assigned units
May and June results reflected what administrators already knew to be issues with current systemJuly through December results showed an overall improvement in satisfaction rates of the new orientation program
S- sample size of 74; able to critique results from the two programs; survey comprehensive using Likert-scale as well as open-ended questions 
L-Unknown number of total orientation participants versus number of surveys returned;
a 3 month follow-up survey resulted in poor response, so no significant data was able to be reported

Meyer, G. & Meyer, S. (2017). Utilization-focused evaluation: Evaluating the effectiveness of a hospital orientation program. Nursing Leadership in Healthcare, 78(9), 90-98. 
Permalink
To evaluate the effectiveness of current orientation practices and which aspects of the program were viewed as positive and which were viewed as negative
Quantitative:Descriptive study: Survey
N=59; total number of surveys distributed = 90
Improve areas of orientation program based on survey results
Top three survey questions noted to be:The need to provide quality time and opportunity to practice new clinical skills
Having a designated preceptor was important
Offering preceptor classes to potential preceptors was vital to successful orientation programs
S- The survey was pilot tested before distribution.Surveys were distributed to all shifts in multiple departments
L-Small sample size (rate of return was 60%)

Modic, C. & Harris, Y.T. (2015). Masterful precepting: Using the BECOME method to enhance clinical teaching, Journal of Nursing Education, 67(12), 134-145.Permalink
 
To provide staff unit educators a tool for educating and mentoring preceptors
Descriptive Study: SurveyTo examine commonly experienced orientee behavior
N= 342 from 13 states in the U.S. and Ontario, Canada
The classification and recognition of common orientee behaviors allows preceptor programs to include effective teaching strategies for preparing the preceptor when these behaviors are encountered
The most frequently encountered orientee behavior was slowness and disorganizationMost strategies used by preceptors to deal with different orientee behavior fell into one of 6 categories: Behavioral, Emotive, Cognitive, Organizational, Modeling, and Elicit help
S-large sample sizeL-fixed questions regarding preceptor education, results were unclear as to whether strategies provided by the preceptor in dealing with a difficult orientee was successful or not

Morris, C., Pfeifer, K., Catalano, R,  Fortney, G.,  Nelson, L.,  Rabito, B., & Harap, H. (2013). Outcome evaluation of a new model of critical care orientation. Critical Care Clinics of North America, 64(4), 573-582. 
Permalink
To determine if a new orientation program had an effect on satisfaction, retention, turnover, staff vacancy, staff preparedness, and cost effectiveness
Quasi-ExperimentalN=173
A total of 197 nurses had participated in the new program, with only 173 giving consent to answer questions
Questionnaires were handed out to educators, managers, preceptors, and orientees.
Questionnaires were given at set intervals throughout the program and after the program for direct feedback.
Key components recognized by participants allowed the program develops to improve the current orientation program
Two successful teaching strategies identified: pocket guides and time spent in the simulation lab (p=0.023)The created Critical Care Institute program, which helped prepare new hire nurses for patient care was rated high among the different groups.
 
One year after the program was instituted:
-Retention rates increased by 2%
-Turnover rates decreased by 1.5%
-ICU vacancy rates decreased by 10%
Cost for the new program increased by $24,810
Length of orientation remained the same
S-Large sample sizeL-No clear conclusions drawn regarding why certain values are so far below the national level (ICU vacancy rates and turnover rates)

Prouix, R. & Bourcier, C. (2017). Graduate nurses in the intensive care unit:  An orientation model.  Journal for Nursing Leadership, 33(10), 194-201.
To find a more efficient way to develop skills during a new graduate nurse’s orientation and improve the orientation program
Qualitative StudyPhenomenolog-ical
Examination of previous orientation program with new design based on themes found in recent literature regarding challenges and stresses of a new graduate nurse
Unit preceptor teamProgram redesign based on the stages of skill acquisition of a new graduate nurse
Year 1: original goals of the program were metInformal interviews at the conclusion of orientation yielded positive feedback
Preceptors found the redesign rewarding
New design saved the unit money
S-study can be transferred to other departments based on themes testedL-No exact number of orientees mentioned; unsure of level of ICU patients; subjects were new graduate nurses only

Thomason, T.J. (2014). ICU nursing orientation and post orientation practices: A national survey.Nursing Leadership, 22(2), 67-75. 
Permalink
To determine the national practices regarding current instruction methods, preceptor training, and post-orientation programs for ICUs.
Descriptive study: SurveyA geographic map of the U.S. was divided into 7 regions. Inclusion criteria for hospitals included JC accredited and have one or more ICUs, not including pediatric ICU or progressive care units
N=24 hospitals participated; results obtained from either a telephone survey or electronic survey
Survey tool included 35 questions
Information gathered regarding national practices for ICU orientation programs including instruction methods and post-orientation support
Orientation times based on previous experience and RN level87% of hospitals used didactic, classroom education with average 73 hours spent
All hospitals surveyed reported the same three key elements to measure success of an orientation program
S-a beginning attempt to gather information regarding national orientation programsL-small sample size
Electronic surveys sent to CNSs who had affiliation with organizations

Ward, G. H. (2013).  Enhancing orientation and retention: One unit’s success story. Applied Nursing Leadership, 4(1), 22-29. 
Permalink here
To design an orientation program that supplies quality preceptors to new nurse hires which will arm them with skills to be successful in their positions and retain them within the organization
Qualitative Study:Phenomenolo-gical
N=22 orientees over a 2 year period (2011 to 2013)
Evaluation questionnaires were completed at the end of the orientation class
A department specific class was developed to help new department hires become familiar with the unit’s patient population and frequently performed procedures
Participants felt overall the class was a valuable addition to their orientationRetention rates on the unit increased from 44% in 2004 to 88% in 2006
S- Study examined orientees over a 2 year periodL-Interviews limited to one department