Staff educators know the importance of orientation for nurses and strive to develop effective orientation programs in both general and specialized clinical areas. However, little is written about what constitutes a 'good' orientation, especially for the new graduate. This article provides a summary of the current literature on nursing orientation and provides an overview of various timelines utilized in different settings, frameworks to guide the development and implementation of an orientation and a brief description of the mentor and preceptor roles. Implications for staff educators, nurse managers, and the organization are described.
The author reports on the current literature related to orientation and the various timelines in orientation programs.
Pamela Elizabeth Baxter, RN, PhD,is Assistant Profesor, Faculty of Health Sciences, School of Nursing, McMaster University, Hamilton, Ontario, Canada
ADDRESS FOR CORRESPONDENCE: Pamela Elizabeth Baxter, 1200 Main St. W., Hamilton, Ontario, Canada L8N 3Z5 (e-mail: firstname.lastname@example.org).