Certificate Program for Surgical Services Educators
5
Learning
Module
Staff
Development
Author:
Thomas Hendrickson, MSN, RN, CNOR
Former Perioperative Educator
Robert Wood Johnson University Hospital
Rahway, New Jersy
Contributors:
Jane-Fulton Junge, RN
Perioperative Educator
Centura, St. Anthony Central Hospital
Denver, Colorado
Kathi Kloster, MS, RN, CNOR
Clinical Educator, Perioperative Services
Exempla Good Samaritan Medical Center
Lafayette, Colorado
Julie Mower, MSN, RN, CNS, CNOR
Education and Credentialing Project Manager
Competency & Credentialing Institute
Denver, Colorado
Reviewers:
Michelle Byrne, PhD, RN, CNOR
Associate Professor and
Coordinator of MS Nursing Education Program
North Georgia College and State University
Dahlonega, Georgia
Heather Burrell, RN, CNOR
Clincial Education Specialist,
Surgical Services
Olean General Hospital
Olean, New York
1
Copyright 2010 by Competency & Credentialing Institute, Denver, Colo.
ISBN: 978-0-9842595-9-5
All rights reserved. No part of this publication may be
reproduced, stored in a retrieval system, or transmitted
in any form or by any means (electronic, mechanical,
photocopying, recording, or otherwise) without the
prior written permission of the copyright owners.
Printed in the United States of America
2
5
Learning
Module
Table of Contents
Unit 1: Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Objectives
ANCC Accreditation Statement
Unit 2: Staff Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Assessment
Diagnosis
Planning
Implementation
Evaluation
Guest speakers
Alternatives to Face-to-Face Educational Activity
Integrating Education Into the Department
Unit 3: Orientation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Programs: General and Specific
Socialization
Assessment Tools
Opportunities for Collaboration
Orientation Strategies
Preceptors
Newly graduated nurses
Unit 4: Competencies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Developing a Competency Plan
Writing a Competency
Unit 5: Professional Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Continuing Education Application Process
Unit 6: Regulatory Readiness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Glossary of Terms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Learning Module 5 — staff development
3
Table of Contents
References
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Appendices:
5-A: Educational Activity Planning Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
5-B: Program Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
5-C: Example of Online/Intranet Teaching Strategy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
5-D: Sample Competency-based Orientation Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
5-E: Accrediting and Regulatory Agencies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
5-F: Examples of Documents to be Kept in Employee File. . . . . . . . . . . . . . . . . . . . . . . . 57
5-G: Sample Scavenger Hunt. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
5-H: Interim Orientation Feedback Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
5-I: Example of Orientation Activity for Students or New Staff with No OR Experience. . . 61
5-J: Sample Preceptor Orientation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
5-K: Competency Domain Measurement Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
5-L: Sample Competency Template. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
5-M:Sample Sign-In Roster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
5-N: Sample Certificate of Completion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
5-O: What’s Wrong With This Patient?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
4
Learning Module 5 — staff development
5
Learning
Module
Unit 1:
Introduction
In today’s dynamic health care environment, the nurse educator must utilize practical, effective strategies
for staff development. Since the root cause of up to ninety percent of patient-related incidents is related to
inadequate orientation and staff training (Landry, Oberleitner, Landry, & Borazjani, 2006), staff education becomes a critical component in the provision of safe patient care.
Patients, regulatory agencies, advocacy groups, licensing boards, and certifying agencies not only rely on
but demand the assurance of safe, competent patient care. The issue of competent employees begins during the interview process, continues through orientation, and is part of an ongoing process throughout the
employee’s tenure at the facility. The ultimate goal of the nurse educator is to “provide the facility with the
necessary staff members with the essential skills sets to achieve organizational goals and objectives and to
protect patients from harm” (D’Alfonso & Moss, 2005, p. 14).
The purpose of this module is to provide guidelines and tools for assessing, developing, and implementing
methods for enhancing perioperative staff competence. In particular, three areas are addressed:
1. Preparing and providing continued educational activities
2. Orientation of new staff members
3. Developing and assessing competencies
Objectives
Upon completion of this module, the participant should be able to:
1. Support professional growth of staff through development of quality continuing educational
offerings.
2. Develop an orientation plan for perioperative staff nurses with varying degrees of experience.
3. Design a successful competency plan that meets regulatory and patient care requirements.
Learning Module 5 — staff development
5
5
Learning
Module
Unit 3:
Orientation
The purpose of orientation is to socialize new staff members and to introduce them to the organization’s
culture, policies, role expectations, knowledge, and skills necessary to function independently and safely
in the perioperative environment. Orientation starts with acceptance of the terms of employment, and is
completed when the orientee is able to function according to the requirements of the job description. Orientation should be individualized, as the learning needs of a new graduate differ from those of a seasoned
perioperative nurse who has just relocated to a new facility. An orientation program ranges from three days
for temporary “traveler” nurses, to four to 12 weeks for experienced staff, and up to a year for unexperienced
staff. This time frame should be clearly communicated to the employee and is one way to measure successful
progress towards meeting outcomes. A sample grid for orientation is provided in Appendix 5-D.
Programs: General and Specific
Orientation programs are usually organized into two phases: a general facility orientation accomplished
through a centralized education department, and the unit specific orientation initiated by the perioperative educator or designee. Initial unit-specific competencies are assessed during the first several months
of employment, and are the benchmarks for determining that the new staff member is able to provide safe
patient care. For smaller facilities, the nurse educator may be responsible for both general and unit-specific
orientations.
The Joint Commission’s standard HR.01.04.01(The Joint Commission, 2009) requires hospitals to orient
staff with a relevant hospital wide and unit-specific program focusing on policies and procedures. Completion of this orientation must be documented.
The general employee orientation usually includes the mission and organizational structure of the facility,
safety discussions (e.g., Occupational Safety and Health Administration regulations, ergonomics, fire, universal precautions), payroll and benefit issues, patient privacy standards (e.g., Health Information Porability and Accountability Act), and regulatory requirements. Additional governmental and regulatory agencies
that may influence a facility’s approach to orientation are included in Appendix 5-E.
It is a good idea for the nurse educator to be familiar with these components of general orientation so that
these items can be reinforced during unit orientation. If the facility does not provide a general employee
orientation, the nurse educator will also need to include these components in the unit-based orientation.
The Joint Commission offers a staff competency checklist that includes orientation, evaluation, competency, training, and educational requirements (http://www.jointcommission.org/standards/SII/).
Learning Module 5 — staff development
21
Unit 3: Orientation
Some hospitals provide an opportunity for staff from different
departments to welcome new employees. If possible, arrange for
someone from the OR to meet and accompany new employees to
lunch on their first day of orientation. As the representative from
the perioperative department, this is an excellent opportunity for
the nurse educator to provide a basis for collaboration with other
departments via new staff.
EDUCATOR’S PEARL
There is only one chance to make a
first impression.
It is frequently the responsibility of the educator to maintain both general and unit-specific orientations
on file in the department. Examples of documents to be kept in the employee file are listed in Appendix
5-F. Staff files can be stored in multiple locations including the human resource department, the education department, the nurse manager’s office, and/or the perioperative educator’s office. Facility policy will
determine where files are kept and who is responsible for maintaining them. They should always be located
in a secure setting to ensure limited access.
The file is a historical record of information pertaining to a staff member. Storing documents electronically
will help alleviate the sometimes extensive paper trail that a new employee can generate and allows multiple
departments access to the same information. The purpose of the file is to be able to produce documentation
about the employee’ performance and work history. Some records are required by federal or state governments; others by the facility. For example, The Joint Commission requires documentation on orientation;
the facility may request a current provider card for basic life support. Anything not directly related to the
job does not belong in the file.
Socialization
Even if the nurse educator has oriented hundreds of new staff, and the new employee has already worked in
half a dozen facilities, the first day is important for both. The climate and culture the new hire encounters
on that first day will set the stage for future expectations and perceptions. An unorganized, fragmented,
and chaotic orientation will translate into the expected norm for the workplace. Although initially timeconsuming, taking the effort to develop a strong orientation program will repay itself in recruitment and
retention of qualified, committed, and professional staff. Providing the preceptor time to acclimate the new
hire to the routine of the department rather than “throwing her into a case” is important, and should be
included in the initial plan.
The urgency to bring new staff to the level of independent competent practice may encourage taking shortcuts in the orientation process. The traditional “see one, do one, teach one” has not proven to be a good
model either from a learning or a safe patient care perspective. The cost to replace a nurse is 1.3 times higher than
the annual salary; it is estimated that to recruit and oriEDUCATOR’S PEARL
ent a new nurse costs between $42,000 and $62,000
(Minnesota Nurses Association, 2009). The cost of
A good way to make a new employee feel welcome
high turnover rates, loss of efficiency, increased risk
is to have his name on his locker the morning he
for errors in providing patient care due to fragmented
and understaffed conditions, and the use of temporary
arrives for his first day.
and agency staff will quickly exceed the amount taken
22
Learning Module 5 — staff development
Unit 3: Orientation
to thoroughly and thoughtfully orient a nurse who will remain as a productive and contributing member
of the health care team. Matching the best preceptor with the new hire, and providing the best experiences
possible during orientation, can actually help cut the costs of orientation (Gavlak, 2007).
One of the most important aspects of orientation is introducing the orientee to the people as well as to the
culture of the facility and department. Take an hour to meet with the new employee during the first day.
This is the best time to go over the expectations, culture, and climate of the unit. Ensure that all general
orientation requirements have been completed (e.g., employee health screenings, payroll, parking, computer based training) and that required licenses and credentials have been verified. All orientation forms
should be available and reviewed. This is the time to determine if the proposed plan is realistic based on the
new employee’s experience. The Association of periOperative Registered Nurses (AORN) has a Perioperative
Orientation Resource that AORN members may download free of charge at www.aorn.org. Among other features,
it includes establishing orientation guidelines and required competencies.
Assessment Tools
The Joint Commission (HR.01.06.01, 2009) requires that staff competency be assessed and documented
during orientation. This is often accomplished initially via a check list. These lists frequently contain all the
procedures and equipment found in the area, and the new employee is asked to rate his level of experience
with each item. Table 5-4 provides a sample checklist that requires a new staff member to rate proficiency
for procedures based on previous experience and level of expertise.
Although popular, these check lists are only as accurate as the person’s perception of her abilities, and are
frequently used for assessing technical skills only. Self-assessment is best used to assess the affective domain
of learning (Wright, 2005), meaning that alternative methods should be chosen to assess an employee’s critical thinking skills and attitudes. Consider providing an example of a situation and asking the new employee
to describe the response. Key Point 5-2 provides an example of a case study. If the hospital uses some type
Table 5-4: Orientation Procedural Checklist
Procedure
Previous experience Level of expertise
circulating
circulating
(N, S, F)
(NA, I)
Previous experience
scrubbing
(N, S, F)
Level of expertise
scrubbing
(NA, I)
Hernia Repairs:
Femoral
Incisional
Inguinal
Laparoscopic
Hiatal
Umbilical
Ventral
Other
N = Never
S = Seldom
F= Frequent
NA = Needs Assistance
I = Independently Meets Standard
Learning Module 5 — staff development
23
Unit 3: Orientation
of standardized assessment program, such as the
Performance Based Development System (Performance Management Services, Inc., 2009),
pay particular attention to the responses to the
interpersonal and critical thinking components of the tool.
Key Point 5-2
Case Study to Assess Critical Thinking
Skills of New Employee (Staff Nurse)
You are doing a preoperative assessment for your patient prior
to transport to the OR. The consent states the procedure
is an open reduction internal fixation of the left hip. You note
that the right hip has an X on it. Describe what you would do,
and your rationale.
An exemplar is another way for an employee to
describe what was actually done during a reallife situation. It also is an excellent way to assess
interpersonal and critical thinking skills. It is
Note: Response will reflect knowledge of Joint Commission
as important to assess the person’s reflection
Universal protocol and AORN Standards and Recommended
on what was learned as it is to determine what
Practices.
was actually done. A sample exemplar is provided in Key Point 5-3. Both the exemplar and
the case study can provide valuable insight into an
employee’s level of competence without coaching or prompting.
All new employees need to be oriented to the physical surroundings of the facility. Provide a map of the facility in the orientation packet, especially if the institution is a large one and the perioperative department
is on several floors or campuses. Taking the new employee on a tour of the department and introducing her
to staff is a nice way to initiate the socialization that is so important during the orientation process.
It can be overwhelming for a new staff member to know how to access resources, especially if the hospital
system is very large, or the employee will be working an off-shift with limited unit-based resources. Provide
a list of key departments/contact people with phone numbers and e-mail addresses. Some facilities have
directories, either on-line or hard copies; a simple one can be made that is focused on the OR and most
frequently accessed resources. This information also can be included in the scavenger hunt to enable the
new employee to meet these people and put a face to the name. A sample scavenger hunt template that can
be easily adapted to the individual setting
is provided in Appendix 5-G.
Key Point 5-3
Sample Exemplar for Initial Assessment of
New Hire (Manager)
Describe an instance when circumstances prevented you from following
normal policy and procedures.
What happened?
What did you do?
What did you learn from it?
What, if anything, would you do differently next time?
24
The initial meeting with the new hire
should include an introduction to the
preceptor. A more in-depth discussion of precepting follows in a future
section of this module. It is important to start the socialization process
with this important person as quickly
as possible. The nurse educator may
serve as the preceptor, or delegate this
responsibility to another qualified
staff member. Discussing the orientation plan with both the preceptor and
Learning Module 5 — staff development
Unit 3: Orientation
new hire assures that everyone is on the same page and understands the plan. The plan can be as simple as
photocopying pages from a calendar, assigning dates for outcomes, and making copies.
This is a great opportunity to discuss learning styles and needs, clinical strengths, and any questions or concerns about orientation. Scheduling specific times for meetings to discuss progress will help ensure that this
important component of orientation is not forgotten. This information should be communicated with the
person making daily assignments so that time is set aside for these meetings.
New employees need to have access to the references and resources they need to do their jobs. Policy and
procedure manuals, Material Safety Data Sheets, and safety/disaster notebooks are some of the examples of
documents and manuals pertinent to the setting. The most current edition of AORN’s Standards and Recommended Practices should be used as a reference for guiding the orientation process as well as serving as a source
of evidence-based literature in the development of policies, procedures, and practice guidelines. These
documents must be available to staff at all times, either as hard copies or on-line. Policies, procedures, and
protocols should be an integral part of orientation, as it is the expectation that staff will practice according
to these guidelines.
The preceptor, the new employee, and the educator should meet on a routine basis to discuss the progress
being made, identify areas for improvement, and acknowledge successful outcomes. The meetings should be
scheduled based on the experience and needs of the orientee, and can serve to answer questions and alleviate
concerns for all parties. Meetings should be documented and included in the employee’s file.
The nurse educator should serve as the facilitator in communicating successful progress on attaining outcomes, as well as providing constructive feedback on learning needs and skills acquisition. New staff who
are doing well are frequently overlooked in the evaluation of their progress during orientation, as their
performance may be considered the norm and not deserving of mention; conversely, feedback related to
poor performance can be difficult to give and therefore avoided. In truth, every staff member needs to be
provided feedback on performance. Providing the feedback as soon as possible after the event will encourage
the desired behavioral change. Consider using “and” instead of “but” when providing input on performance
(Zsohar & Smith, 2009), and utilizing a “feedback sandwich” where both positive and corrective feedback is
given. A sample orientation feedback form is provided in Appendix 5-H.
Opportunities for Collaboration
Orientation should also include time spent in other units or departments. Those who participate in interdepartmental collaboration gain a greater understanding of the staff members that make up related patient
care areas. They develop respect and appreciation for the skills, diverse backgrounds, values, and talents
that each member brings to the group as a whole (Cardus, 2008). Typically, new employees are provided
an opportunity to work with staff in other related departments such as the sterile processing department
(SPD), postanesthesia care unit (PACU), same day surgery (SDS), inpatient surgery, GI lab, and AM admission. Consider expanding the appreciation for other supporting departments to include rotations through
non-traditional areas, such as the blood bank, pathology, radiology, and surgical floors that prepare and/or
receive surgical patients.
Learning Module 5 — staff development
25
Unit 3: Orientation
Cross-Training
Depending on the facility, staff may be expected to function in departments other than their primary area
of hire. Cross-training provides for increased flexibility in scheduling; staff who are cross-trained are less
likely to be furloughed or sent home early. Morale can be increased because staff members enjoy the change
of pace and having an expanded skills set. Because cross-training staff may reduce costs by not having to hire
agency or temporary staff, some facilities will provide additional financial incentives for their employees
who agree to work in other departments. The same level of care should be provided in developing an orientation plan that addresses other areas. The nurse educator may need to collaborate with unit managers or
educators in setting up the orientation for areas that are not part of her expertise.
Temporary/Agency/Seasonal Staff
Many facilities utilize temporary staff. “Travelers” typically have 13-week assignments. They bring with them
defined skill sets and experience. The agency, human resources, and the manager of the department will
negotiate the contract, which typically includes the job-related required licenses, credentials, and competencies. These employees will still require a general facility and a unit-specific orientation. Because they are
usually compensated at a higher rate, it is expected that with their diverse background and experience level
they should be able to be productive members of the team in a very short period of time. The typical orientation period for the unit is three days. Careful observation of skill sets and practice is prudent. They should
be paired with an experienced staff member who can assist with an accurate evaluation. Even though travelers
are not considered permanent staff, they should be treated with the same courtesy and respect as other staff,
and they should be encouraged to participate in staff development activities. The nurse educator is expected
to keep the same documents on file for temporary employees as are retained for permanent staff.
Agency or pool nurses may be contracted through an external agency, or be a part of a facility or system-wide
pool. Agency nurses’ orientation would be very similar to a traveler’s. The main difference is that the agency
nurse may only work intermittently, or as needed, where a traveler is guaranteed a set number of hours. If
hospital employees, “pool” nurses would have the same orientation as permanent staff. As these nurses are
frequently cross-trained to multiple areas to maximize their effectiveness, the nurse educator may be designing an orientation with several other departments.
Orientation Strategies
In addition to actual clinical experience, a variety of other teaching strategies can be incorporated into the
orientation plan. Simulation is being embraced as an innovative educational experience to assess and develop clinical competency, promote teamwork, and improve critical thinking skills. Anyone who has run a
skills lab for inexperienced nurses during which a staff member has served as the “patient” to be prepped
and draped is already aware of the value of practicing a skill before encountering it in the patient care setting.
Simulation provides a risk-free environment where learners can integrate theory and practice skills without
fear of harming patients (Decker, Sportsman, Puetz, & Billings, 2008). It also is a great means of reviewing
rarely encountered situations, such as a fire in the OR or a malignant hyperthermia crisis.
If the facility does not have access to a simulator, check with local schools of nursing or allied health training
programs, who for a fee may not only supply the mannequin, but resources to develop and run a simulated
26
Learning Module 5 — staff development
Unit 3: Orientation
activity. Resuscitation mannequins or obliging staff members also can be utilized, and are much more costeffective.
Role play can be another effective teaching strategy that can serve as a response to a “what if” prior to demonstration of a complex skill or encountering a stressful situation. It also can be incorporated into simulated
situations. (See Appendix 5-I.)
Preceptors
Preceptors are experienced staff members who are assigned to or volunteer to assist in the orientation of a
new employee. This person is the single most important person in the nurse educator’s resources, and as
such, should be chosen wisely. Although the role can be many-faceted (see Key Point 5-4), the primary responsibilities are to serve as a credible role model and to make the new employee feel like a part of the team.
Some facilities have an established preceptor program, with education, financial or some other type of
compensation for the additional responsibility, and an extensive orientation program. Precepting may be
an expectation of more experienced staff, or required for advancement on a clinical ladder. Other facilities
may have a more informal “buddy” system in which new staff are paired with more experienced staff. Regardless of the method used, documentation of new employees’ orientation and competencies are required for
regulatory and staff development purposes.
A common misconception is that expert nurses are also expert teachers. Preceptors need to understand
many of the same principles of adult learning that the nurse educator uses in the development of educational activities. If a precepting program is not available at the facility, consider developing a packet that
includes adult learning principles, roles, orientation plan development, copies of forms used during orientation, and communication skills. If the facility has a robust informational technology system, all or some
of the course could be put on-line. See Appendix 5-J for a sample preceptor orientation program agenda.
Key Point 5-4
Is it Precepting, Coaching, or Mentoring?
Precepting
Coaching
Mentoring
Assists with orientation of new staff
Motivator; focuses on improvement
of job performance
Supportive, guiding
Mutually satisfying relationship.
May or may not be financially
compensated
May or may not be financially
compensated
Often is not compensated
Temporary assignment, usually until
competent practice is achieved
Temporary; until answer is found to
a problem.
Informal relationship, can last for
years
Centered on task accomplishment
Centered on outcomes
Centered on relationship/career
building
Learning Module 5 — staff development
27
Unit 3: Orientation
The nurse educator needs to realize that the same barriers that she may encounter with her job (e.g., lack
of time and resources; extensive workload) also apply to the preceptor, and that she should plan on serving
as a mentor. The more support the preceptor can receive from the nurse educator, the less the chance for
preceptor burnout.
Although differing schedules, vacations, and work assignments may make it difficult to assign only one preceptor to a new orientee, it is best to maintain a small and consistent set of preceptors for each newly hired
nurse, especially for newly graduated nurses or those with no experience in the OR. If multiple preceptors
are utilized, a communication “hand-off,” much like that used when transferring a patient from one level of
care to another, should be implemented to ensure that experiences are not duplicated or omitted.
Newly Graduated Nurses
Newly graduated nurses have special needs that bear mention. Nurses from Generation X and Generation
Y have advanced computer skills but may have less developed socialization skills and not only require, but
request, frequent feedback on progress. The trend toward “accelerated” nursing programs further limits the amount of time spent in a clinical experience. The increasingly popular 12-hour clinical rotations
means that a student may only experience key components of the rotation four or five times instead of the
traditional seven or eight times, limiting the repetition that is needed for effective learning. Added to this
scenario, few schools of nursing provide a perioperative experience in their curriculums.
Newly graduated nurses may have limited exposure and unrealistic expectations of not only perioperative
nursing, but nursing in general. These nurses will benefit from an extended orientation and extensive socialization to immerse them in the perioperative culture. The most common reason cited for leaving a job
in the first year was due to not “fitting in” to the work area (Beecroft, McClure Hernandez, & Reid, 2008);
therefore, the importance of socialization cannot be overestimated. In addition to the previously described
attributes, preceptors for newly graduated nurses should:
28
•
have comparable experiences to the new nurse,
•
be compatible from a personality perspective,
•
provide ongoing evaluations on a daily basis,
•
offer support and empathy for the new graduate experience, and
•
maintain consistent and realistic expectations. (Beecroft, McClure Hernandez, & Reid, 2008,
p. 144).
Learning Module 5 — staff development
5
Learning
Module
References
AORN (2008). Competencies for perioperative practice (1st ed.). Denver, CO: AORN.
Beecroft, P., McClure Hernandez, A., & Reid, D. (2008). Team preceptorships: A new approach for precepting new nurses. Journal for Nurses in Staff Development, 24(4), 143-148.
Benner, P. (2001). From novice to expert: Excellence and power in clinical nursing practice (Commemorative Edition.).
Upper Saddle River, NJ: Prentice Hall.
Billings, D. M. & Halstead, J. A. (2005). Teaching in nursing: A guide for faculty (2nd ed.). Elsevier/Saunders: St.
Louis, MO.
Byrne, M. (2009). Competency assessment in the operative and invasive procedure setting. In M. L. Phippen, B. C. Ulmer, & M. P. Wells (Eds.), Competency for safe patient care during operative and invasive procedures (pp. 1838). Denver, CO: Competency & Credentialing Institute.
Cardus, M. (2008, March, 27). Team building program - Sample agenda community building & interdepartmental collaboration. Ezine articles, 1-6. Retrieved June 22, 2009, from http://ezinearticles.com.
D’Alfonso, J., & Moss, R. (2005). Designing competencies that count. Denver, CO: CCI.
Decker, S., Sportsman, S., Puetz, L., & Billings, L. (2008, February 2008). The evolution of simulation
and its contribution to competency. The Journal of Continuing Education in Nursing, 39(2), 74-80.
Gavlak, S. (2007). Centralized orientation: Retaining graduate nurses. Journal for Nurses in Staff Development,
23(1), 26-30.
Gould, D., Berridge, E., & Kelly, D. (2007). The National Health Service knowledge and skills framework
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References
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Additional References and Resources:
Competencies
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O’Hearne Rebholz, M. (2006). A review of methods to assess competency. Journal for Nurses in Staff Development,
22(5), 241-245.
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Educational Resources
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References
Donyale, A. (2008). Teacher upgrade: PowerPoint unplugged: Presenting the information and keeping
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Orientation
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New Graduate Orientation
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Precepting
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References
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Continuing Education
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References
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