Preparing the New Graduate Nurse Entering Critical or Progressive Care Practice Areas: What is the Effect of Blended Orientation Approaches on Their Level of Self-Confidence and Satisfaction with Current Orientation Methods?
Date of Award
Master of Science in Nursing (MSN)
The transition from student nurse to professional nurse is often difficult for the new graduate especially if transitioning into critical or progressive care areas of practice. It is imperative for new graduates to receive a clinical orientation that meets their educational and transitional needs. The orientation process should provide them with a strong foundation in critical or progressive care practices. Educators are challenged to provide educational opportunities while accommodating diverse learning needs and continuing to maintain competency that ensures the highest quality of patient care and improved patient care outcomes.
New graduate nurses hired into the critical or progressive care areas were asked to participate in a study evaluating the effect of blended orientation approaches on their level of self-confidence and satisfaction with current orientation methods. Their level of self-confidence and satisfaction were evaluated and measured using a pretest and posttest questionnaire. New graduates entering critical or progressive care areas of practice were evaluated following nursing school (prior to hospital orientation) and following a two month hospital orientation model. The results did not reveal any significant difference between pre and post orientation.
The review of literature suggests that the use of a more blended learning approach to teaching and learning can be beneficial. Blended learning is a growing area in education requiring more evaluation and research.
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Forbes, Jennifer L., "Preparing the New Graduate Nurse Entering Critical or Progressive Care Practice Areas: What is the Effect of Blended Orientation Approaches on Their Level of Self-Confidence and Satisfaction with Current Orientation Methods?" (2011). Nursing Theses and Capstone Projects. 156.