Advocate Good Shepherd Hospital

Presentation Notes

Quality Improvement poster presented at Nursing Passion: Re-Igniting the Art & Science, Advocate Aurora Health Nursing & Research Conference 2022; November 9, 2022; virtual.


Background: An investment of time is seen in an onboarding program for newly hired nurses to ensures confidence and competency in the organizations policies, processes, and procedures. Creating a scaffolded curriculum to best equip new hire nurse (NHN) with the skills and knowledge required to succeed in clinical practice is paramount. Simulation was consulted to gives NHN safe learning environment for this onboarding education to occur (Pogue & O’Keefe, 2021).

Local problem: The onboarding program focuses on an array of content: patient admission, patient experience, falls, CIWA, de-escalation, blood administration, and resuscitation. These topics are identified as critical times or high-risk/low volume events which can occur during a patient hospital day. It is critical NHN can appropriately manage these situations or seek resources to aid in their success.

Method: A scaffolded curriculum spanning over three months allows NHN to bring clinical experience to class, receive didactic teaching, participate in simulation, and then seek opportunities in clinical practice to reinforce the training. The three-part curriculum is also unique in the fact it allows NHN to absorb smaller amounts of content at one time to prevention cognitive oversaturation. A simulation series was created allowing NHN work through Kolb’s Learning Cycle (Carvajal et al, 2021). This five-part simulation compounds with each session giving NHN the opportunity to follow a patient through their hospital stay.

Results/Conclusions: Pre and post confidence evaluations were completed after each of the three onboarding sessions. Evaluations showed a left shift in all learning objectives. Increasing confidence in clinical situations was an intended consequence of the simulation series. An unintended consequence seen initially when the learners did not demonstrate improvement in resuscitation efforts. Interventions occurred allowing for improvement in subsequent groups.

Implications for practice: Providing experiential learning opportunities to NHN in smalling chunks over a larger amount improved learner confidence in all objectives.

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