Elizabeth Kozub1, Maribel Hibanada-Laserna, Gwen Harget, Laurie Ecoff. 1. Elizabeth Kozub is Clinical Nurse Specialist, Surgical Intensive Care Unit, Sharp Memorial Hospital, 7901 Frost St, San Diego, CA 92123 (eikozub@gmail.com or elizabeth.kozub@sharp.com). Maribel Hibanada-Laserna is Advanced Clinician, Surgical Intensive Care Unit, Sharp Memorial Hospital, San Diego, California. Gwen Harget is Advanced Clinician, Surgical Intensive Care Unit, Sharp Memorial Hospital, San Diego, California. Laurie Ecoff is Director of Research, Education, and Professional Practice, Sharp Memorial Hospital, San Diego, California.
Abstract
BACKGROUND: To accommodate a higher demand for critical care nurses, an orientation program in a surgical intensive care unit was revised and streamlined. Two theoretical models served as a foundation for the revision and resulted in clear clinical benchmarks for orientation progress evaluation. PURPOSE: The purpose of the project was to integrate theoretical frameworks into practice to improve the unit orientation program. METHODS: Performance improvement methods served as a framework for the revision, and outcomes were measured before and after implementation. RESULTS: The revised orientation program increased 1- and 2-year nurse retention and decreased turnover. Critical care knowledge increased after orientation for both the preintervention and postintervention groups. CONCLUSION: Incorporating a theoretical basis for orientation has been shown to be successful in increasing the number of nurses completing orientation and improving retention, turnover rates, and knowledge gained.
BACKGROUND: To accommodate a higher demand for critical care nurses, an orientation program in a surgical intensive care unit was revised and streamlined. Two theoretical models served as a foundation for the revision and resulted in clear clinical benchmarks for orientation progress evaluation. PURPOSE: The purpose of the project was to integrate theoretical frameworks into practice to improve the unit orientation program. METHODS: Performance improvement methods served as a framework for the revision, and outcomes were measured before and after implementation. RESULTS: The revised orientation program increased 1- and 2-year nurse retention and decreased turnover. Critical care knowledge increased after orientation for both the preintervention and postintervention groups. CONCLUSION: Incorporating a theoretical basis for orientation has been shown to be successful in increasing the number of nurses completing orientation and improving retention, turnover rates, and knowledge gained.