Implementation of an Intraoperative Clinical Experience for Senior Level Baccalaureate Nursing Students

Perioperative nurse leaders are facing an unprecedented nursing shortage. Very few baccalaureate nursing programs in the United States prepare graduates for perioperative nursing, and many current perioperative nurses are retiring from practice or leaving the field for other reasons. It is a challenge for nursing administrators to fill the vacant positions because it takes several months to orient a novice perioperative nurse and it involves significant costs. This article provides current information about perioperative nurse and leader shortages, discusses the effects of the shortages on patient safety and health care facility finances, and reviews the available literature about perioperative nursing education from both an academic and health care facility administrative perspective. In addition, this article presents strategies for addressing the nursing shortage and describes implications for clinical practice, education, and research.

Section: Perioperative Educationmentioning

confidence: 99%

Section: Perioperative Educationmentioning

confidence: 99%

Section: Nursing Program Perioperative Electivesmentioning

confidence: 99%

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Addressing the Perioperative Nursing Shortage Through Education: A Perioperative Imperative

Beitz¹

2019

“…Other schools have implemented perioperative clinical rotations during students' senior year with success. 7 We have found early introduction to the perioperative experience has provided valuable skills that support optimal patient care and has piqued the interest of multiple students in working in the perioperative specialty after graduation. In the literature, this finding is aligned with the goal of enhanced attraction to and postgraduate recruitment in perioperative nursing.…”

Section: Academic-practice Partnership: Costs and Benefitsmentioning

confidence: 99%

Introducing Perioperative Nursing as a Foundation for Clinical Practice

Tschirch¹,

Leyden²,

Dufrene³

et al. 2017

This article describes one school's experience in providing a perioperative nursing course as a first clinical course in a bachelor of science in nursing curriculum. This innovation reframes the perspective on perioperative nursing from that of an elective clinical specialty that is not essential to basic nursing education to a practice setting that provides key foundational clinical learning experiences for the novice nursing student. A strong academic-practice partnership; effective preparation for key stakeholders including nursing staff members, preceptors, and students; and collaboration with AORN were essential elements in the success of this clinical learning innovation. We describe learning outcomes, lessons learned, and future plans for enhancing and expanding this course. AORN J 106 (August 2017) 121-127. ª AORN, Inc, 2017. http://dx

“…The global move from hospital to university education brought changes to undergraduate nursing education, one of which was the gradual phasing out of perioperative nursing from the curricula of most nursing schools 9 ; currently, a structured clinical rotation in this specialty area of nursing is rarely offered to undergraduates 4 . Undergraduate perioperative experiences in Australia 5 are similar to those in the United States, 4 the United Kingdom, 10 Canada, 11 and New Zealand 12 and range from a reintroduction of perioperative nursing to the core curricula of some universities and may include offering perioperative nursing as an elective subject or offering student observational visits to the OR.…”

Section: Literature Reviewmentioning

confidence: 99%

Effects of Guided Undergraduate Perioperative Education on Recruiting Novice RNs and Retaining Experienced RNs

Foran¹

2015

This qualitative research describes undergraduate nurses' perceptions of their perioperative placement experiences and how they may affect their future perioperative employment. It also describes experienced perioperative nurses' perceptions of the effect of student placement experiences on retention. The author asked undergraduate nurses about their experiences in the OR, if any, and whether they would consider perioperative nursing as a career; the author also asked experienced perioperative educators to comment on whether there are correlations between types of perioperative student experiences that affect stress levels for supervising staff members. The author used reporting of disconfirming data, and expert peers performed an external examination of data to guarantee the rigor of qualitative data analysis. The findings indicate that undergraduate nurses who are provided with guided practical experiences (as opposed to non-guided experiences or no OR experiences) are more likely to consider perioperative nursing as a career. In addition, the findings show that the arrival of students in the OR with no preparation for the experience is a major stressor for staff members.