Implementing Changes in Educational Strategies Based on Orientation Experiences of the New Graduate

Responses of the new graduates identified teaching strategies that may be useful in education contribute to their transition that are shared with educators for possible implementation of similar strategies in the baccalaureate setting.

Abstract

The evaluation data collected during an orientation in an acute care setting were examined for themes and shared with the educational setting for enhancing the preparation of the new nurse. Responses of the new graduates identified teaching strategies that may be useful in education contribute to their transition. These responses are shared with educators for possible implementation of similar strategies in the baccalaureate setting. Strategies included more clinical immersion, exploration of various roles of the healthcare team, priority setting, and role modeling with more preceptorships. A discussion of ways for possible adoption of these strategies is presented.