RECOMMENDATION FOR AN

EVIDENCE-BASED PRACTICE CHANGE 

Student’ Name
Institutional Affiliation
Course Title
Instructor’s Name
Date Submitted
 Introduction

• What is orientation and how is it important?

• Healthcare providers need to be increased as the American
population is aging.
• Shortage of nurses is a problem, but a shift from RN to NP role is
evident
• Therefore, it is important to have successful role transition
• What the presentation will cover.
 Nursing Practice Issue/Problem

• In nursing practice, experience is important

• Transition from an RN to an NP is challenging.
• Role identification is a major problem faced by transitioning NPs.
• Lack of orientation results in NPs experiencing transition shock.
• What can be done to increase NPs job satisfaction levels?
 Cont’d

• Orientation positively impacts NPs

• Starting a new career needs their to be adequate orientation processes.
• Nurses believe in orientation processes in building their confidence
ability to work on any unit.
• Orientation is associated with support.
• Orientation prepares RNs for practice realities; thus, clear
misconceptions.
 PICOT Question

• P = registered nurses and orientation

• I = well-planned role orientation
• C = no orientation
• O = quicker transition
• T = first six weeks of transition
• PICOT question = Do registered nurses (RNs) who receive well-
planned role orientation have quicker transition and are more satisfied
with their new role of nursing practitioners (NPs) as opposed to RNs
who did not within the first six weeks of transiting from RN to NP?
 Literature Review

• Hussein et al. (2017) showed in the article the importance of orientation

processes and its association to transition processes for newly graduated
nurses. Clinical supervision is also portrayed to be of importance during the
orientation process.
• Lalithabaia et al. (2021) article reported findings of a multicultural hospital
orientation programs for new nurses. The process was beneficial to them as
it helped them achieve professional competence; thus, were in a position of
performing patient-related tasks.
• Lindfors et al. (2021) article looks at an educational intervention for
orienting newly graduated nurses by helping them use their newly acquired
knowledge.
• Pasila et al. (2017) performed a systematic review for newly graduated
nurses during their orientation process.
 Cont’d

• Peltokoski et al. (2016) looks into the orientation process for RNs,
which is of great value.
• Pertiwi and Hariyati (2019) article looked into the best orientation
process that would cater to the needs of newly graduated nurses.
• Price and Reichert (2017) looked into orientation and training
programs by looking at: students, newly graduated nurses, and mid-
late-career nurses professional needs and expectations.
 Cont’d

• Raju et al. (2017) also agrees that by conducting orientation programs,

job satisfaction was increased for newly graduated nurses.
• Sparacino (2016) changed its approach by looking at the role played
by the nursing faculty in helping newly graduated nurses integrate
well into the workforce. Thereby, improve their confidence in
attending to their clinical practice duties.
• Woo and Newman (2019) looked at the experiences brought by newly
graduated RNs who underwent a six months orientation process.
• Summary of all the articles
 Recommendations: EBP Change

• For orientation processes to be successful, collaboration needs to be

promoted.
• Orientation processes need to be included for RNs changing into NP roles.
• It is recommended to involve faculty staff in role orientation programs will
help RNs transition quickly
• The EBP change is necessary to help NPs provide patients with competent
care
• Learning institutions need to integrate orientation processes
• Mentorship programmes should be established as they will encourage
students to participate in orientation processes.
 Recommendations: Key Stakeholders
• Newly graduated nurses
• Faculty staff
• Retired nurses
• Hospital administration and facility
 Recommendations: Fit, Feasibility, and
Appropriateness
• The stakeholders fit, feasibility, and appropriateness is evident from
the need to conduct orientation process for newly graduated nurses as
stated in numerous studies (Dang & Dearholt 2017).
 Conclusion

• Orientation to role transition is pertinent as it leads to professional

competence.
• RNs transitioning to their new roles need orientation in order to help
them combat airing issues facing the healthcare system, such as
medical errors.
• The benefits of engaging newly graduated nurse students to orientation
is that their stress and anxiety levels reduce, they attain the necessary
support, job satisfaction is increased, and turnover rates are reduced.
• In the end, orientation helps RNs role to NPs role transition quickly.
 REFERENCES
• Barnes H. (2015). Exploring the Factors that Influence Nurse Practitioner Role Transition. The Journal for
Nurse Practitioners: JNP, 11(2), 178–183. https://doi.org/10.1016/j.nurpra.2014.11.004
• Fitzpatrick, S. & Gripshover, J. (2016). Expert nurse to novice nurse practitioner: The journey and how to
improve the process. Journal of Nurse Practitioners, 12(10), 419-421; DOI:10.1016/J.NURPRA.2016.05.012
• Hussein, R., Everett, B., Ramjan, M. L., Hu, W. & Salamonson, Y. (2017). New graduate nurses’ experiences
in a clinical specialty: a follow up study of newcomer perceptions of transitional support. BMC Nursing;
16:42. DOI 10.1186/s12912-017-0236-0
• Lalithabaia, S. D., Ammara, M. W., Alghamdia, S. K. & Aboshaiqahb, E. A. (2021). Using action research to
evaluate a nursing orientation program in a multicultural acute healthcare setting. International Journal of
Nursing Sciences; https://doi.org/10.1016/j.ijnss.2021.01.002
• Lindfors, K., Kaunonen, M., Huhtala, H. & Paavilainen, E.(2021). Newly graduated nurses’ evaluation of the
received orientation and their perceptions of the clinical environment: An intervention study. Scandinavian
Journal of Caring Sciences; https://doi.org/10.1111/scs.12963
• Pasila, K., Elo, S., & Kääriäinen, M. (2017). Newly graduated nurses’ orientation experiences: A systematic
review of qualitative studies. International Journal of Nursing Studies; 71, 17–27.
doi:10.1016/j.ijnurstu.2017.02.021
 REFERENCES

• Peltokoski, J., Vehviläinen-Julkunen, K. & Miettinen, M. (2016) Nurses’ hospital orientation and future
research challenges: an integrative review. International Nursing Review; 63, 92–103. DOI: 10.1111/inr.12226
• Pertiwi, I. R. & Hariyati, S. T. (2019). Effective orientation programs for new graduate nurses: A systematic
review. Enfermería Clínica; https://doi.org/10.1016/j.enfcli.2019.04.094
• Price, S. & Reichert, C. (2017). The importance of continuing professional development to career satisfaction
and patient care: meeting the needs of novice to mid- to late-career nurses throughout their career span.
Administrative Sciences; 7, 17; DOI:10.3390/admsci7020017.
• Raju, J., Megahed, M.M. & Chithra R.A (2017). The Effectiveness of Orientation Programme among Nurse
Interns: An Initial Step towards Quality Nursing Care. International Journal of Health Sciences & Research; 7
(5).
• Sparacino, L. L. (2016). Faculty’s Role in Assisting New Graduate Nurses’ Adjustment to Practice. SAGE
Open Nursing; DOI:10.1177/2377960816635182
• Woo, J. W. M. & Newman, A. S. (2019). The experience of transition from nursing students to newly graduated
registered nurses in Singapore. International Journal of Nursing Sciences;
https://doi.org/10.1016/j.ijnss.2019.11.002