ABSTRACT
This article describes the assessment of contributing factors to preceptor burnout and strategies to address them. A review of the literature, surveys, and focus groups were conducted, and no single solution to address burnout was found. Findings did not show significant differences related to the number of preceptors, the experience of preceptors, or the experience of new hires. Preceptors expressed the need for ongoing professional development, formalized feedback, resource materials, operational policies, and meaningful recognition.
Subject(s)
Burnout, Professional , Preceptorship , Humans , Surveys and Questionnaires , Burnout, Professional/prevention & control , Focus GroupsABSTRACT
OBJECTIVE: To provide an organization-wide, systematic approach to creating and sustaining healthy work environments (HWEs) through frontline interprofessional staff education and coaching engagement. BACKGROUND: HWE has been an overarching concept in the organization's nursing professional practice model since 2014; however, few practice settings routinely translated survey findings to improve the work environment's health via local interprofessional direct care team members. METHODS: The program used a participatory approach where HWE champions committed to participate in centralized professional development activities and local quality improvement initiatives to bolster the health of area work environments. RESULTS: Fifty-one champions representing 44 practice settings participated in the professional development program. Mean HWE scores for all standards increased from year 1 to 2, with 15 practice settings seeing categorical improvement. Meaningful recognition and true collaboration were the standards most often targeted for improvement. CONCLUSION: The HWE champion role appears to be a promising strategy for engaging frontline interprofessional staff in the assessment and implementation of initiatives to improve the health of work environments.
Subject(s)
Interprofessional Relations , Mentoring/organization & administration , Outcome Assessment, Health Care , Staff Development/standards , Workplace/psychology , Humans , Quality ImprovementABSTRACT
Wright's competency model is increasingly used by healthcare organizations around the globe. This article describes the implementation of Wright's model over a 4-year period. Creation of a steering group and decentralization of the effort were keys to success in achieving over 98% participation across all nursing areas and six other healthcare professions. Clinical and leadership staff were surveyed pre- and postimplementation on 11 measures. All levels of staff reported positive improvement in each measure.
Subject(s)
Clinical Competence/statistics & numerical data , Health Plan Implementation , Leadership , Nursing Staff/education , Stakeholder Participation , Hospitals , Humans , Staff Development , Surveys and QuestionnairesABSTRACT
A wide variety of evaluation formats are available for new graduate nurses, but most of them are single-point evaluation tools that do not provide a clear picture of progress for orientee or educator. This article describes the development of a Web-based evaluation tool that combines learning taxonomies with the Synergy model into a rating scale based on independent performance. The evaluation tool and process provides open 24/7 access to evaluation documentation for members of the orientation team, demystifying the process and clarifying expectations. The implementation of the tool has proven to be transformative in the perceptions of evaluation and performance expectations of new graduates. This tool has been successful at monitoring progress, altering education, and opening dialogue about performance for over 125 new graduate nurses since inception.
Subject(s)
Clinical Competence , Education, Nursing, Continuing , Employee Performance Appraisal/organization & administration , Inservice Training , Internet/organization & administration , Nursing Staff, Hospital/education , Boston , Computer Graphics , Computer-Assisted Instruction , Education, Nursing, Continuing/organization & administration , Goals , Hospitals, Pediatric , Humans , Inservice Training/organization & administration , Models, Educational , Models, Nursing , Nurse's Role , Nursing Education Research , Pediatric Nursing/education , Pediatric Nursing/organization & administration , Preceptorship/organization & administration , Program DevelopmentABSTRACT
A pilot study was developed to determine if the retention of knowledge was different between text-only and interactive computer-based learning (CBL) formats and if there was a difference in the amount of time it takes to complete a text-only versus an interactive CBL course. Results showed that interactive CBL courses showed greater long-term learning retention than noninteractive CBL courses, and the time to complete the courses was not different between them.
