| Friday, July 15, 2005: 4:30 PM-6:00 PM | |||
| Implementing a Residency Program to Improve Nursing Retention | |||
| Learning Objective #1: Identify at least two resources critical to the successful implementation of a residency program designed to promote nursing retention in an acute care hospital | |||
| Learning Objective #2: Describe at least two challenges to implementing a nurse residency program in an acute care hospital and at least two ways of minimizing those challenges | |||
| This symposium is designed to address the effectiveness of three residency program components in promoting the retention of new graduate, transfer, and re-entry nurses in a 500-bed acute care hospital. The residency program consisted of 1) a year-long mentoring program that paired novice and experienced nurses, 2) patient simulation training, and 3) on-line instruction to promote nursing retention and ease the transition into specialty nursing roles. Mentoring focused on providing one-on-one support to introduce novice nurses to typical patient care situations, clinical leaders within the hospital, and professional practice opportunities available within the system. Phenomenological interviews were used to evaluate the mentoring program. Patient simulation training targeted high risk patient care situations. Distinct simulation exercises were provided for new graduate, transfer, and re-entry nurses. Simulation exercises focused on preparing novice nurses to manage airway obstruction, chest pain, acute blood loss, problematic MD/RN communication, hypotension, and communicating with patients who speak another language. Simulation trainings were videotaped and debriefing was utilized afterward to promote learning. Likert scale evaluations were used to evaluate the effectiveness of patient simulation training. On-line instruction was provided via mini courses that focused on 1) enhancing cross cultural sensitivity; 2) treating and preventing family violence and child abuse; 3) working with patients with borderline personality disorder, depression, schizophrenia, HIV/AIDS, substance abuse, and homelessness; 4) promoting clinical reasoning and critical thinking; and 5) providing effective palliative care. Phenomenological interviews, Likert scale evaluations, and frequency of course completion were used to evaluate the on-line courses. Longitudinal evaluations using the McCloskey-Mueller Satisfaction Scale, the Casey-Fink Graduate Nurse Experience Survey, and the Gerber Control Over Nursing Practice Scale were used to evaluate the overall residency program. This symposium reports on initial results from these evaluations which were funded by the Health Resources and Services Administration. | |||
| Organizer: | Bonnie Raingruber, RN, PhD | ||
| Presenters: | Carol Robinson, RN, MS, FAAN James Hill, RN Peter Rutan, RN | ||
| Mentoring as Part of a Nurse Residency Program James Hill, RN, Bonnie Raingruber, RN, PhD, Carol Robinson, RN, MS, FAAN | |||
| On-line Education As A Component Of A Nurse Residency Program Bonnie Raingruber, RN, PhD, Celeste Roseberry-McKibbin, PhD, Sara Weiss, RN, PhD, Mary Braham, RN, PhD, Robin Kennedy, PhD, Susan Eggman-Talamantes, PhD | |||
| Patient Simulation Training as Part of a Nurse Residency Program Peter Rutan, RN, Bonnie Raingruber, RN, PhD | |||