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New nurses who have just come from undergraduate studies need often need orientation on the operations of a hospital. Orientation ensures that the rookie nurses get off on the right foot. The nurses in the hospital undergo a six-day orientation to give them a glimpse of the hospital’s operations. The nurses are acquainted with the protocols, policies, and philosophies of the hospital. Orientation includes a variety of tests and lab work drills. Other forms of orientation cover electronic medical record classes, equipment competency classes and competency assessment classes. Each nurse has a mentor to help him or her to transition into the system (Bass, 2005). Mentors teach them the emergency response word and using the hospital’s medical equipment. Competency testing is through class and computerized tests, and the results documented for further assessment.
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The policies and procedures highlighted during the orientation of new staff make them identify with the roles they are about to take-up. The policies are guidelines that give the new staff information that is consistent and unambiguous. The policies and procedures guide the way the nurses will progress from orientation and beyond. A revision of the policies and procedures ensures that orientations keep-up with the latest nursing practices. The mission, values, goals, and objectives of the health institute must always be reflected in the new procedures. Practicing nurse are sources of policies and procedures to the interns. During orientation, the nurses teach the interns the policies and procedures (Hamric, 2009). The interns will spend some time being taught about the policies and procedures manual of a hospital. They will also take tests to determine their understanding of the content taught (Boyatzis, 2002).
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The nursing education department is in charge of planning, implementing, and evaluating all educational activities for the nursing staff. The department’s aim is to maintain an increased level of job competency. It maintains quality in the education and training of all nurses. The education department is in charge of orientation, in service education and continued learning. In their role as educators of the new staff during orientation, the department offers direction and counsel to the new members. New nurses are trained on their role-expectations and the work environment. Similarly, the department orients those staff members promoted to new positions. It also offers in-service education to the staff, which includes general and clinical learning. Regular seminars conducted by the department are designed in such a way that the staff maintain the competence, improve the quality in service provision, and manage risks (Hamric, 2009).
The educational department also offers continued learning for the staff. This ensures that the nurses maintain their clinical competency, enhance their eeducation and experience, and boost personal and professional growth. Superior education enhances leadership among the nurses. The department also offers nurses with other avenues of development such as clinical affiliations, leadership development, and consultation (Hamric, 2009).
Continued learning is the only way that an organization promotes the development of its staff. In the hospital, learning is developed because of the inherent challenges and risks. Because structures dedicated to learning may become outdated, the hospital has to restructure continuously and develop new ways. Characteristics of a learning organization include systems thinking, personal mastery, mental models, shared vision, and team learning. A learned organization makes its staff aware of the changes in the industry (Hamric, 2009).
Managers arrange the nurses in teams for them to work together and achieve success. Team building is in stages where the members arrive and assemble into teams. The members organize themselves in patient care units where every member is a part of a unit. Those who assemble for a shift will show commitment to the team. The team members choose their leader who will coordinate them. The leader should address all the challenges the team faces. The team then engages in a given task by working as a synergized unit. The teams must be effective with the team leader guiding them to provide quality clinical care (Bass, 2005).
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