Role of learning and development in nursing to meet business needs

Role of learning and development in nursing to meet business needs

Introduction
For many years, support for Graduate nurses transitioning into the workplace is lacking
form healthcare organizations. Nursing education has to facilitate graduate nurses during the first
12 months in clinical practice by engineering Graduate Nursing programmes in response to
student feedback and current needs in the workplace. Burdened by escalating levels of patient
acuity and nursing workload, newly graduated nurses are entering the work force and finding that
they have neither the practice, expertise nor the confidence to navigate what has become a highly
dynamic and intense clinical environment The current nursing profession is also faced with a
decreasing supply of competent clinical teachers due to several factors that have directly
impacted the quality of nursing education worldwide. To meet this demand, academic nursing
programs are resorting to hiring expert nurses who may have little or no teaching experience.
Novice nursing educators are enthusiastic to contribute to the education of future nurses
with the belief that they are equipped with necessary ability to facilitate student learning and
bring current clinical knowledge and skills to the classroom. Teaching in nursing is also viewed
as an important career opportunity but most nursing teachers often encounter a reality shock
trying to meet the many responsibilities encompassed in the teaching role (Jetha, et al., 2016).
The situation warrants that new teachers need opportunities to develop effective clinical teaching
skills and to foster strong student-teacher relationships based on relevant student and faculty
feedback.
Methodologies used for identification of education and learning interventions to meet
business needs

a) Continuing Professional Development
Findings suggest that anxiety and lack of confidence in non‐medical prescribing pose a
significant challenge for Nurses. Strategies that are most likely to improve prescribing
confidence are through a blended learning approach that involve higher education institutions
and workplace employer collaboration to train nurses and other nursing professionals with skills
for prescribing (Weglicki, et al., 2015). In addition, retail health clinics are an expanding health
care delivery model and an emerging new practice site for nurse practitioners. Critical thinking
skills, clinical competence, inter-professional collaboration, and business savviness are necessary
for successful practice in this highly independent and autonomous setting (Thabault, et al.,
2015). New nurses particularly value a preceptor model, clinical case conferences, and business
Webinars since their main aims are to gain clinical experience and learn the business acumen
relevant to managing the processes of care. Graduate nurses also feel they are not ready for the
doctoral course and would have preferred to take it later in their practice. They also valued the
academic course and felt that it enhanced their perception and leadership skills.
Successful transition of nursing graduates is linked to post-registration or employer
factors and less so to pre-registration paid employment factors. Three organizing themes stand
out: a matching skill set, the beginning foundation and a job well done. Globally, valuing
beginning practice by the nursing profession largely depends on how they were accepted into the
work environment. Despite the stressors faced by the majority of new graduate nurses adjusting
to the rigors of practice, graduate transition can be improved by supportive institutional practices
and fostering collegial respect. Successful graduate nurse transition improves job satisfaction and
is an effective strategy to address the ongoing pressures of recruitment and retention of new
graduates.

b) Game‐based intervention in the development process
Game‐based learning adds play into educational and instructional contexts. Even though
there is a lack of standard methodologies or formulaic frameworks to better inform game‐based
intervention development, there exist scientific and empirical studies that can serve as
benchmarks for establishing scientific validity in terms of the efficacy of using games to achieve
serious outcomes. The development of these games does not normally follow a specific set of
guidelines, which limits replication. There is a need to reflect on such a multidisciplinary process
and infuse knowledge from relevant disciplines towards developing a unity of considerations and
approaches beyond the disciplinary perspectives.
An infused and trans‐disciplinary methodological framework could serve as a guideline