A1 Refereed original research article in a scientific journal

The quality of orientation for newly hired nurses in acute care settings in a university hospital: A cross-sectional study




AuthorsRauta, Satu; Junttila, Kristiina; Strandell-Laine, Camilla; Peltokoski, Jaana; Haapa, Toni

PublisherElsevier BV

Publishing placePHILADELPHIA

Publication year2025

JournalApplied Nursing Research

Journal name in sourceApplied Nursing Research

Journal acronymAPPL NURS RES

Article number151903

Volume81

Number of pages9

ISSN0897-1897

eISSN1532-8201

DOIhttps://doi.org/10.1016/j.apnr.2025.151903(external)

Web address https://doi.org/10.1016/j.apnr.2025.151903(external)

Self-archived copy’s web addresshttps://research.utu.fi/converis/portal/detail/Publication/484520630(external)


Abstract

Aims: This study aims to describe how newly hired nurses assess the quality of the orientation in acute care settings in a university hospital. Background: Orientation for newly hired nurses in acute care settings, where special competence, ability to collaborate with different professional groups, and wide technical and technological skills are required, is crucial to ensure patient safety and high-quality standards in nursing care.

Methods: A cross-sectional study design was applied. Strengthening the Reporting of Observational studies in Epidemiology (STROBE) guidelines were followed. A convenience sample consisted of nurses (N = 120) from nine operating rooms and four intensive care units. The participants were newly hired (for one year). The data was collected via an online questionnaire including three parts: 1) socio-demographic and orientation-related items; 2) the Comprehensive Orientation Process Evaluation (OPE-instrument (c) Peltokoski, 2016); and 3) an adopted version of the Clinical Learning Environment, Supervision and Nurse Teacher Scale (CLES+ T Scale (c) Saarikoski et al., 2008). Descriptive and bivariate statistical analyses were used.

Results: 66 newly hired nurses answered the survey; the response rate was 44 %. The comprehensive orientation process was assessed as follows: goals and responsibilities, and standardized content of the comprehensive orientation process (mean 3.98), implementation of the comprehensive orientation process (mean 3.95), and evaluation of the comprehensive orientation process (mean 3.31). The quality of the clinical learning environment and supervision was assessed as follows: premises of learning on the ward (mean 4.04), supervisory relationship (mean 4.04), atmosphere on the ward (mean 3.77), and premises of nursing care on the ward (mean 3.65). Setting and achieving learning goals and professional growth supporting orientation were most often statistically significantly associated with a comprehensive orientation process and a clinical learning environment and supervision.

Conclusion: Although newly hired nurses assessed the quality of the orientation at an appropriate level, evaluation should be systematically performed at different checkpoints of the orientation process. Learning goals should be set individually, and their achievement monitored to confirm the quality of the orientation.


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Funding information in the publication
The authors disclose receipt of the following financial support for the research and publication of this article: This work was partly supported by the Nursing Research Cente (NRC) in Helsinki University Hospital. The funder allocated time for data analysis and writing the article. The funder played no other role in this research.


Last updated on 2025-24-02 at 17:23