We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
Inquiry-based Learning Process in Orientation Programs: A Retention Strategy for Newly Graduated Nurses in Critical Care Settings.
- Authors
Sanzone, Lia; Antonnacci, Rosetta; Gauthier, Mélanie; Small, Bourcha; Claveria, Alexandra; Chang, Grace; Jamal, Alyanna
- Abstract
Due to the current imbalance between the supply and demand of registered nurses in critical care settings, there has been an increased influx of newly graduated nurses being hired. In general, novice nurses are challenged by the complex decision-making and technical skills required in critical care, creating a drawback in their transition onto the unit. To address this concern, many educational institutions have been introducing inquiry-based learning (IBL), which encourages students to develop their critical thinking skills by applying concepts based on real-life scenarios. This poster presentation will outline the existing orientation programs offered for newly graduated nurses working in critical care settings and to introduce an IBL process as an educational approach into orientation programs. Effective orientation systems can facilitate nurse retention by decreasing job dissatisfaction, inadequate training and a lack of support from the working environment. The goal is to promote and sustain newly graduated nurses' engagement in critical thinking throughout their evolution as critical care nurses by introducing them to the inquiry-based learning process during their orientation period. Critical care nurses will be able to understand the link between the inquiry-based learning process and critical thinking; will recognize the value that inquiry-based learning processes can contribute to increasing nurse retention rates in critical care; and will be able to consider implementing and sustaining an inquiry-based learning process into their orientation and integration onto critical care units.
- Subjects
ONTARIO; CONFERENCES &; conventions; INTENSIVE care nursing; LEARNING strategies; GRADUATES; SCHOOL orientation; SCHOOL holding power
- Publication
Canadian Journal of Critical Care Nursing, 2020, Vol 31, Issue 1, p23
- ISSN
2368-8653
- Publication type
Article