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CS117
Between Orientation and Competence, Where on the Path Does ECCO Belong?
By N. Correll-Yoder & P. Willems; Queen of the Valley Hospital, Napa, CA
For further information, please contact: Natalie.Correll@stjoe.org
Purpose: To study the level of readiness for critical care education in orientees from both progressive and intensive care units between the initial orientation period and the first year of employment. Incorporating ECCO into the orientation of the new graduate RNs in the high stress critical care environment (ICU, SDU) is crucial to orientee cognitive development and retention.
Description: The orientation and education of new employees in the critical care units (progressive care and intensive care units) is managed collaboratively by the Clinical Orientation Coordinator and the Critical Care CNS. Historically orientation classes were offered for large groups and early in the orientation period. New graduate nurses frequently complained that the class content was “too much” or “overwhelming”. Staff nurses with only 1-2 years critical care experience complained that they were unable to remember and retain the information learned in orientation. An orientation pathway was developed and the ECCO program was implemented to replace the classroom education. Staff were carefully monitored during the orientation process and surveyed after each ECCO module to evaluate the orientation and education process.
Evaluation/Outcomes: Staff in both the progressive care and intensive care units expressed satisfaction with the changes in the orientation process and the institution of the ECCO program. Staff were surveyed as to when in the orientation process ECCO should be initiated. The consistent feedback from the survey process was to begin ECCO education after the completion of the preceptored orientation and before 6 months of hire. Based on staff feedback, the orientation program will be revised to meet the expectations for learning
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