Faculty -Redesigned Nurse Residency Program

Redesigned Nurse Residency
Nurse Residency Program
Program Redesign Elements
Cohort hiring of new RN graduates (12/year)
Program curriculum/content
Onboarding-Month 4
-NEO & Centralized Nsg.Orientation
-Introduction to GHS Nurse Residency Program
Content: Conscious Leadership
Spiritual Care/Reflective Practice
Intro to PPC/Quality Improvement/
Medical Library Services
Commitment to Excellence
Casey-Fink Survey
-Phase II Competency-based Orientation (clinical focus)
Weekly meetings to coincide with clinical education class
day and service line/unit training and experiences
Program Redesign Elements
Program curriculum/content
Month 5-12
- Once a month meeting
-Curriculum: leadership skills, professional role,
patient safety, communication, nurse-physician
-”Tales from the Bedside”
-Surveys: Casey-Fink: 6 month & 12 month
Critical Thinking Tool: 12 month
Program Redesign Elements
- Continue to be a one-year long program
- Proposed program will pilot for 1 year
Impact of Redesigned Competency
Based Graduate Nurse Residency
Program on Critical Thinking and
Experience of New Graduate RNs
during their
First Year of Transition into Practice
Research Investigators
Trudy Ackard MSN RN
Nursing Residency Coordinator
Susan Bethel MS RN NE-BC
Manager of Nursing Scholarship & Research
Research Questions
What is the difference in level of critical thinking of
new graduates who participate in the nurse
residency program as measured throughout the one
year program?
• What is the level of readiness as perceived by the
nurse managers related to the new graduates’
clinical and non clinical skills ?
Research Questions
• Is there a relationship with characteristics of new
RNs ( education, age, clinical track) related to the
perceptions of their clinical competence?
• How are characteristics of new RNs related to their
performance in terms of critical thinking and clinical
competence as measured by assessors { clinical
advisors and educators} ?
• Evaluation study/ descriptive/ comparative
• Eligible: new graduates hired – grouped into
cohorts [ study: Sept ‘14 – Feb ’15]
• Target sample = 100 { at least 3 cohorts}
• Residency -competency based model
– curriculum & content focused on 6 nursing
competency domains
• Partnered with Healthcare Advisory Board/ Nurse
Executive Center
– Critical Thinking Diagnostic Tool
• Self assessment by new grad at one year
• Assessors evaluate new grad @ 3mo, & 1 yr.
• Problem Recognition, Clinical Decision Making, Prioritization,
Clinical Implementation & Reflection
• Learning module for assessor ( inter rater reliability)
– Nurse Readiness for Practice Tool
• Nurse Manager completes at one year
• Casey Fink Graduate Nurse Experience Survey©
– Self assessment by new graduate at start of program, 6 months and
one year
– Frequently used tool – validity established and reliability of .71-.90
• Gain knowledge of how new graduates are progressing in
the residency program
• Assess for specific competencies in which new graduates
are excelling and areas when improvement needed
• Provide insight and awareness of how to assess critical
thinking and competence of new graduates
• Gain multiple perspectives- new graduate, their preceptor,
educator & manager
• Expect the results to support the design of the residency
• Aggregated results ( w/o identifiers) will be available as
feedback to our Nursing Faculty
Future Implications
• How does a nurse residency program/
competency based program affect patient
outcomes, safety and satisfaction?
• What is the expected level of critical thinking
for a new graduate nurse after one year of

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