1. Incorporating Practice Changes
into
Orientation
Jill Stonesifer, MSN, RN-BC, CPN
Nursing Professional Development

2. Objective
Describe a collaborative method to incorporate new knowledge and skills into the orientation process.

3. Background 1 Continuous need for staff education 2 Growing institution
Healthcare advances
Regulatory requirements
1 Continuous need for staff education
More nurses in more specialized roles
Staff movement to new locations
Turnover
2 Growing institution

4. Examine Educational Processes
Policy updates
New equipment/products
Practice changes
1 Educators coordinate staff education for incumbent staff
2 How can we ensure future employees gain the same knowledge and skills?

5. Literature Search 1 Power of collaboration 2 Leadership support
(Fleiszer, Semenic, Ritchie, Richer, & Denis 2016; Deber, 2014; Greenhalgh, MacFarlane, Barton-Sweeney, & Woodard, 2012).
Leverage strength of educational structure
Integral to the role of an educator
(Harper & Maloney, 2016; World Health Organization, 2016)
2 Leadership support
(Fleiszer, Semenic, Ritchie, Richer, & Denis, 2016; Scheirer, 2013)
Education process refinements
Educational initiatives we coordinate
3 Indoctrinate practice changes
(Chambers, Glasgow, & Stange, 2013; Scheirer, 2013)
Become part of institution’s culture
Policies & procedures, practice guidelines

6. Process Steps
Sustainability of Practice Changes Through Orientation
1 Review Required Training Topics with On-boarding Advisory Team
Will the practice become standard procedure?
Learning resource needed, i.e. policy, online module
2 Make notes of their recommendations
3 Update orientation documents to reflect practice changes

8. Outcomes 1 Engagement of On-boarding Advisory Team
Express satisfaction with process
Thoughtful consideration before adding online courses
Preceptor/orientee feedback
Suggestions for streamlining orientation paperwork
2 Advisory team members take ownership of process
Helping their staff get the education that is right for them
Makes the educators’ jobs easier

9. Collaborative spirit of process =
Positive change for staff education at TCH!
Outcomes
3 Educators are liaisons between Nursing Professional Development & staff
Involvement strengthens their ability to reinforce education with staff
Increases staff completion compliance
4 Teamwork inherent to role of educator
Institutional growth created opportunity
Tap into decentralized educators’ expertise

10. References
Chambers, D. A., Glasgow, R. E., Stange, K. C. (2013). The dynamic sustainability framework: addressing the paradox of sustainment amid ongoing change. Implementation Science, 8(11), doi: /
Deber, R. B. (2014). Thinking about accountability. Healthcare Policy, 10,12-24.
Fleiszer, A. R., Semenic, S. E., Ritchie, J. A., Richer, M. C., & Denis, J. L. (2016). A unit-level perspective on the long-term sustainability of a nursing best practice guidelines program: An embedded multiple case study. International Journal of Nursing Studies, 53(2016), doi: /j.ijnurstu
Greenhalgh, T., MacFarlane, F., Barton-Sweeney, C., & Woodard, F. (2012). If we build it, will it stay? A case study of the sustainability of whole-system change in London. Milbank Quarterly, 90(3),
Harper, M. G., & Maloney, P. (2016). Nursing professional development: Scope & standards of practice, 3rd edition. Chicago, IL: Association for Nursing Professional Development.
Hayes, L. J., O’Brien-Pallas, L., Duffield, C., Shamian, J., Buchan, J., Hughes, F., Spence Laschinger, H. K., North, N. (2012). Nurse turnover: A literature review – an update. International Journal of Nursing Studies, 49(7),
The Joint Commission. (2013). Program: Hospital. human resources chapter. Retrieved from

11. References
Levine, J., & Johnson, J. (2014). An organizational competency validation strategy for registered nurses. Journal for Nurses in Professional Development, 30(2),
Rus, L., Cheesebro, K., Nagra, E., & Neff, A. (2013). Traffic control: Nursing practice calendar. Journal for Nurses in Professional Development, 29(2)
Scheirer, M. A. (2013). Linking sustainability research to intervention types. American Journal of Public Health, 103(4), e73-e80.
Strader, M., & Di Giacomo-Geffers, E. (2017). Keeping up with education and training with The Joint Commission and CMS. Retrieved from
Texas Children’s Hospital. (2017). About us. Retrieved from
Van Achterberg, T. (2013). Nursing implementation science: 10 ways forward. International Journal of Nursing Studies, 50(4), doi: /j.ijnurstu
World Health Organization. (2016). Nurse educator core competencies. Retrieved from
Wright, D. (2015). Competency assessment field guide: A real world guide for implementation and application. Minneapolis: Creative Health Care Management.

12. Thank
You!