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Updated: May 25, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

Nursing department orientation: are we missing the mark?

Julie Marie Kennedy¹, Amy A Nichols, Louis P Halamek

¹Lucile Packard Children's Hospital at Stanford, Palo Alto, California 94304, USA. julkennedy@lpch.org

Journal for Nurses in Staff Development : JNSD : Official Journal of the National Nursing Staff Development Organization

|January 21, 2012

Summary

This summary is machine-generated.

Current nursing orientation methods do not reflect evolving nursing practices. This study reviews 60 years of nursing orientation and calls for innovative teaching strategies to improve nurse onboarding and professional development.

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Last Updated: May 25, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

Area of Science:

Nursing Education
Healthcare Professional Development

Background:

Hospitals commonly use orientation programs for newly hired nurses.
Existing nursing orientation methods may not align with the current complexities and advancements in nursing practice.
There is a recognized gap between traditional teaching strategies and the evolving demands of the nursing profession.

Purpose of the Study:

To analyze the historical evolution of nursing orientation practices over the past 60 years.
To identify deficiencies in current nursing orientation methods concerning modern nursing practice.
To advocate for the adoption of more effective and innovative teaching strategies in nursing orientation.

Main Methods:

Historical review and analysis of nursing department orientation programs.
Examination of teaching methodologies employed in nursing orientation over six decades.
Literature review on nursing education and professional development trends.

Main Results:

Nursing orientation has historically relied on methods that have not kept pace with the rapid evolution of nursing practice.
Current orientation strategies often fail to adequately prepare new nurses for contemporary healthcare challenges.
A significant need exists for updating orientation content and delivery to enhance nurse competency.

Conclusions:

Traditional nursing orientation requires substantial reform to meet the needs of modern healthcare.
Innovative and evidence-based teaching strategies are crucial for effective nurse onboarding.
Future nursing orientation programs must be dynamic and responsive to the evolving landscape of nursing.