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Related Concept Videos

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

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Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about...
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Nursing Ethical Principles II01:27

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Ethical principles are essential in guiding nurses to fulfill their responsibilities, focusing on the quality of nursing care and decision-making. These principles, including autonomy, beneficence, non-maleficence, justice, and fidelity, shape the ethical framework within healthcare settings.
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Ethical principles serve as the moral compass in the longstanding tradition of nursing, guiding healthcare professionals in their interactions with patients and families. These principles, namely autonomy, beneficence, non-maleficence, justice, and fidelity, provide a robust framework for navigating the ethical complexities of daily nursing practice.
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Nursing Code of Ethics01:29

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The Nursing Code of Ethics sets the ethical benchmark for the profession, and guides nurses in ethical analysis and decision making at the societal, organizational, and clinical levels. The code encompasses showing compassion and respect for the patient, their families, and communities in all circumstances while committing to providing patient-centered care. In addition, the code states that nurses must advocate for the patient by defending a cause or recommendation to protect their rights,...
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Several factors are considered while creating a patient's care plan. Motivation is a factor in improving communication, and patients often require encouragement to try different approaches involving significant change. It is essential to involve the patient and family in decisions about the plan of care to determine whether the suggested methods are acceptable. Consider meeting critical comfort and safety needs before introducing new communication methods and techniques. Allow adequate time...
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Reimagining the Preceptor Role.

Carrie McDermott1

  • 1Emory Healthcare, Atlanta, Georgia, and Nell Hodgson Woodruff School of Nursing, Emory University, Atlanta, Georgia.

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A new group orientation model effectively onboarded newly licensed registered nurses, addressing preceptor shortages. This innovative approach improved new graduate nurse transition to practice and satisfied all stakeholders.

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Area of Science:

  • Nursing Education
  • Healthcare Workforce Development
  • Organizational Psychology

Background:

  • High turnover of direct care nurses and demand for new graduates strains existing onboarding.
  • A shortage of qualified preceptors challenges the effective orientation of new graduate nurses.
  • Innovative strategies are crucial to expedite hiring and onboarding processes.

Purpose of the Study:

  • To evaluate a group orientation model for newly licensed registered nurses in an employer-based transition to practice program.
  • To assess the satisfaction of leaders, preceptors, direct care nurses, and new graduate orientees with the group orientation model.
  • To explore group orientation as a method to enhance new graduate nurse transition and preceptor roles.

Main Methods:

  • Implementation of a group orientation approach for newly licensed registered nurses.
  • Data collection on satisfaction levels from various stakeholder groups (leaders, preceptors, nurses, orientees).
  • Analysis of findings from the initial cohort utilizing the group orientation model.

Main Results:

  • Stakeholders including leaders, preceptors, direct care nurses, and new graduate orientees reported satisfaction with the group orientation model.
  • The group orientation approach was perceived as a viable method for onboarding new graduate nurses.
  • Positive feedback suggests the model can support the transition to practice for novice nurses.

Conclusions:

  • Group orientation presents a promising strategy to address challenges in new graduate nurse onboarding.
  • This model may facilitate the transition of novice nurses into practice and enhance the preceptor role.
  • Organizational commitment and resources are vital for successful implementation of such innovative orientation programs.