scholarly journals Clinical Simulation for Practicing Labor and Delivery Nurses: Advancing Competency through Simulated Nursing Practice

2017 ◽  
Vol 1 (3) ◽  
pp. 1-5
Author(s):  
Lynn C. Parsons ◽  
Teresa D. Ferguson ◽  
Teresa L. Howell
Keyword(s):  
Staff Development ◽  
Nurse Educators ◽  
Clinical Skills ◽  
Clinical Care ◽  
Employee Orientation ◽  
Competent Patient ◽  
Experienced Nurses ◽  
Clinical Simulation ◽  
New Employee ◽  
New Employee Orientation

Nurses new to Maternal-Child units in hospital organizations need reality based in-service education in new employee orientation. Experienced nurses must have current, cutting edge staff development sessions that replicate practice scenarios to facilitate currency in practice. Annual clinical skills reaffirmation and new employee orientation commonly include clinical simulation activities that enhance critical thinking, assess clinical competency and reduce the potential for errors in practice. Practice repetition in the Education Department lab setting is a protected area to learn and refine clinical care skills and procedures. Case scenarios through use of clinical simulation are posed to provide current practice initiatives that enhance the nurses’ ability to provide safe, competent patient care. Keywords: Clinical Simulation, Nurse Educators, Nurse Practice, Staff Development

scholarly journals Drawing conclusions about what co-participants know: Knowledge-probing question–answer sequences in new employee orientation lectures

2019 ◽  
Vol 13 (5) ◽  
pp. 516-538 ◽  
Author(s):  
Piia Mikkola ◽  
Esa Lehtinen
Keyword(s):  
Knowledge Acquisition ◽  
The State ◽  
Employee Orientation ◽  
The Third ◽  
Institutional Settings ◽  
Video Recordings ◽  
New Employee ◽  
Pros And Cons ◽  
New Employee Orientation

This study aims to uncover the processes of interaction through which knowledge acquisition in new employee orientation is monitored and controlled. Using video-recordings of orientation lectures as data, the study focuses on question–answer sequences in which the lecturer’s question probes into the state of the employees’ knowledge; in particular, it looks at the third turn of the sequence, in which the lecturer comes to a conclusion concerning the participants’ knowledge. This is shown to be an unavoidably practical accomplishment, which is contingent on both the often ambivalent responses of the participants and the design of the knowledge-probing question. Also, the lecturer orients to being responsible for providing the employees with the necessary knowledge that they do not have. The study contributes to discussion of the interactional organization of knowledge in institutional settings, and it sheds light on the pros and cons of lectures as interactional encounters.

Assessing new employee orientation programs

2011 ◽  
Vol 23 (5) ◽  
pp. 349-354 ◽  
Author(s):  
Jose M. Acevedo ◽  
George B. Yancey
Keyword(s):  
Orientation Programs ◽  
Employee Orientation ◽  
New Employee ◽  
New Employee Orientation
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