Executive Summary

Registered nurses (RNs), licensed practical nurses (LPNs), and certified nursing assistants (CNA) are in high demand as the elderly population continues to grow (CNAs). Low levels of satisfaction among long-term care nurses and certified nurse aides (CNAs) have been related to poor patient outcomes by researchers. Several factors contribute to the attrition and unhappiness of nurses. The nursing staff at long-term care facilities (LTCF) have highlighted a lack of support and orientation as areas that contribute to worker turnover. Work culture and morale have been improved through orientation programs conducted by competent preceptors and mentors. Nursing satisfaction and longevity have also been improved. A preceptor evidence-based pilot project was planned as phase two and taught and evaluated as phase three to increase the satisfaction of newly recruited nurses and CNAs during orientation.

The project’s results were assessed using both qualitative and quantitative indicators. Several methods were used to gauge quantitative results. Preceptors did session competence assessments and evaluations after each workshop and could offer further feedback on the seminar and PC as a teacher during the session. The preceptee assessed the performance of her preceptors after the four-week orientation. All of the preceptors who attended the workshops were either happy or extremely satisfied with what they learned. The preceptee noted that her preceptors were helpful and appropriately prepared her for her new duty as a CNA. It has been a terrific experience for the preceptors and the students, and they all stay employees of the business. Even though this pilot research had a limited sample size, the findings clearly show that both preceptors and preceptees reported advantages and enhanced satisfaction. Both the student and the preceptor showed an interest in taking the workshops. A lack of knowledge of the particular function of the preceptor was evident among the nursing staff. Preceptors are trained to observe, appraise, and execute instructional methods that help their preceptees improve their clinical abilities. Just seeing another employee at work is all that is required for shadowing.

Table of Contents

Executive Summary. 1

Table of Contents. 3

Introduction. 5

Significance and Importance of the Topic. 6

Background and Significance. 6

Problem Statement 7

Review of Literature. 9

Preceptorship. 9

Retention and Turnover 10

Organizational Assessment 11

Conceptual and Theoretical Framework. 12

Conceptual Framework for Preceptors. 12

Theory of Adult Education. 13

Methodology. 14

Setting. 15

Participants. 15

Step by Step Process for Intervention. 15

Data Collection. 16

Analysis. 17

Sustainability Plan. 18

Implications for Practice. 18

Conclusion and Recommendation. 18

References. 20

Appendices. 21

Appendix A: Strengths, Weaknesses, Opportunities, Threats (SWOT) Analysis. 21

Appendix B: Timeline of Project 22

Appendix C: Project Design, Implementation of Pilot Project 23

Introduction

For various reasons,