Critical care nursing orientation: a comparison of teaching methods

In summary we have shown in this small group of 32 nurses that the PIM approach is as effective a method for critical care orientation as traditional classroom teaching. The savings in instructors' and orientees' time via PIMs result in dollar savings; but more importantly, the PIM was found by our orientees to be more satisfying. PIMs encouraged flexibility and individualized attention, and by self-pacing allowed several nurses to begin practice in the critical care setting earlier than usual. In light of the high cost of orientation, one finding that warrants further exploration is the orientee's uncertainty of remaining in critical care nursing. It is possible that as the orientee becomes socialized into the critical care setting, her values, attitudes, and commitment to remain may change over time. Future follow-up will help us to examine changing attitudes as these nurses become acclimated to the critical care setting. Head nurses and staff development instructors play a major role in preventing frustration and turnover and in creating a positive climate for growth.