TY - JOUR
T1 - Utilization of experiential learning, and the learning outcomes model reduces RN orientation time by more than 35%
AU - Zigmont, Jason J.
AU - Wade, Angie
AU - Edwards, Tricia
AU - Hayes, Karen
AU - Mitchell, Janie
AU - Oocumma, Nichole
N1 - Publisher Copyright:
© 2015 International Nursing Association for Clinical Simulation and Learning.
PY - 2015/2/1
Y1 - 2015/2/1
N2 - Background: Nursing orientation and transition to practice is a growing problem for hospitals. Experiential learning including simulation provides an opportunity to improve the transition to practice. Methods: An experiential learning approach following the Learning Outcomes Model, including simulation and standardized patients, was utilized to increase RN competency in a shorter period of time. The program was piloted at a large independent academic medical center. Results: A total of 153 RNs participated in the revised orientation during the pilot year. New graduate and experienced RNs had a 3.6- (34%) and 3.9-week reduction (37%) in orientation length respectively (. p<0.001). Total estimated gross savings for the 12-month period was $702,270. Conclusion: The successful design of the orientation required changes in all three areas of the Learning Outcomes Model-the individual, experiences, and environment. Integrating experiential learning theory through the use of simulation-enhanced RN orientation resulted in more prepared RNs, improved communication among administrators, staff, and orientees, and a significant cost savings to the organization. Implementation of such programs may help centers to demonstrate similar outcomes (e.g., as returns on investment, increased buy-in, and obtaining resources).
AB - Background: Nursing orientation and transition to practice is a growing problem for hospitals. Experiential learning including simulation provides an opportunity to improve the transition to practice. Methods: An experiential learning approach following the Learning Outcomes Model, including simulation and standardized patients, was utilized to increase RN competency in a shorter period of time. The program was piloted at a large independent academic medical center. Results: A total of 153 RNs participated in the revised orientation during the pilot year. New graduate and experienced RNs had a 3.6- (34%) and 3.9-week reduction (37%) in orientation length respectively (. p<0.001). Total estimated gross savings for the 12-month period was $702,270. Conclusion: The successful design of the orientation required changes in all three areas of the Learning Outcomes Model-the individual, experiences, and environment. Integrating experiential learning theory through the use of simulation-enhanced RN orientation resulted in more prepared RNs, improved communication among administrators, staff, and orientees, and a significant cost savings to the organization. Implementation of such programs may help centers to demonstrate similar outcomes (e.g., as returns on investment, increased buy-in, and obtaining resources).
KW - RN orientation
KW - Return on investment
KW - Simulation
KW - Standardized patients
KW - Transition to practice
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U2 - 10.1016/j.ecns.2014.11.001
DO - 10.1016/j.ecns.2014.11.001
M3 - Article
AN - SCOPUS:84922772773
VL - 11
SP - 79
EP - 94
JO - Clinical Simulation in Nursing
JF - Clinical Simulation in Nursing
SN - 1876-1399
IS - 2
ER -