Authors (including presenting author) :
CHEUNG, J.H (1).; CHAU, L.S (1).; CHAN, S.P (1).; KONG, P.T. (1); LEE, K.M. (1); LAM, M.Y. (1); LEE, N.K. (1); LEUNG, C.Y (1).; LO, W.H (1).; NG, K. (1) (2); SUEN, M.A. (1); TAM, S.Y. (1); TAM, V.H.M. (1); TANG, P.M.F. (1); WONG, S.C. (1); WAN, S.M. (1)
Affiliation :
(1) Department of Psychiatry, Shatin Hospital, (2) Department of Psychiatry, Prince of Wales Hospital
Introduction :
With an increasing concerns and expectations towards health care systems in public, there was increased attention to professional nurses’ competence. Effective and strategic teaching program was, therefore, essential for psychiatric nurse to enhance clinical competency. Newly graduate nurses might meet criteria for written assignments, Policy, Protocol, Guideline (PPG), theoretical issue but not be proficient with application of clinical skills (Casey, Fink, Krugman and Propst, 2004). With the facilitation of preceptors, newly graduate nurses could acquire basic nursing and unit-specific skills and become familiar with patients, protocols, providers, and the facility’s culture (Pauline, 2013). Thus, a preceptor based orientation program for newly graduate nurses was crucial. There was a variety of learning mechanisms that can be used in the preceptorship program. Some individual might be auditory learners while some might be visual learners. Simulation-based learning was useful for both learners in increasing self-confidence and clinical competence (Ballangrud, Hall-Lord, Hedelin, &Persenius, 2014). Thus, a Clinical Competence Enhancing Program (CCEP) - Simulated Preceptorship Program (SPP) was introduced to psychiatric setting in Shatin Hospital.
Objectives :
1) To enhance nursing staff’s competence through simulation based training
2) To increase nursing staff satisfaction
Methodology :
Interview was conducted to newly graduate nurses for topic collection and competence assessment, prior to the commencement of the program. Preceptors (experienced nurse ranked registered nurse or above) were invited to review PPG with participants first and then to conduct simulated based lessons with different case scenarios in response to the clinical difficulties raised from the newly graduate nurses. An online-learning module was also adopted with video recording of the lessons, which could be accessed through the intra-net. A pre and post-test design with convenience sampling was adopted for evaluation of competence by using the simplified version of Competency Inventory for Registered Nurse (CIRN), which consisted of 20 items with 3 dimensions of competency. Mean <2 indicated low competence, mean 2 < 3 indicated middle competence and mean >3 indicated high competence. A satisfaction survey was used to collect feedback and provide channel for view expression.
Result & Outcome :
A total of 23 nursing staff participated in the program. All of the individuals completed both pre and post evaluation of the program. The response rate was 100%. Nursing staff reflected that CCEP-SPP enhanced their competence in clinical practice. They were more proficient with application of clinical skills and more competent in handling psychiatric emergency. Their overall competence enhanced from Middle competence to High competence as indicated by the competency mean score increased from 2.49 to 3.02. The satisfaction rate of the program was over 95%. Newly graduate nurses did not feel skilled, comfortable, or confident after being hired for up to one year and that the transition to the practice setting could be a stressful experience (Casey, Fink, Krugman and Propst, 2004). The implementation of CCEP-SPP provided an enhancement to newly graduated nurses’ competence. They were able to equip themselves well with not only knowledge but also practical skills to face the increasing challenge of psychiatric emergency. Further, CCEP-SPP facilitated the transition of knowledge into professional practice, contributing to the increase in nurses’ satisfaction with a remarkable satisfaction rate. CCEP-SPP was a promising program to enhance competence of newly graduated nurses over clinical practice and further for psychiatric emergency. Nurses’ satisfaction increased with their competence enhanced.
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