REGULAR CONTENT
Final ID
438
Type
Original Scientific Research-Oral or Pos
Authors
G Elmore1, M Moran1, D Berry1, R Stottlemyer1, S Schwaner1
Institutions
1University of Virginia, Charlottesville, VA
Purpose
Radiology technologists have specialized IR training programs with national certification. The VIR pathway is recognized as a separate resident pathway. Traditionally, IR has been only available to experienced nurses, with a 6 week orientation period. ICUs have pioneered mentorship programs directed at new BSN graduates; the IR environment has been considered too complex for a new nurse. However, as the experienced nursing population ages, staffing the IR lab appropriately has become difficult. We were tasked with developing a mentorship program for new grads, focused on IR. Our goal is to take new grads, and develop them into proficient, confident specialty RNs within one year. While specifics will likely vary from institution to institution, we believe the basic format will be applicable to other IR's throughout the country.
Materials & Methods
No mentorship program for specialty practice could be found. Our new program combines the specialty information needed to function effectively in the IR lab, as well as pathophysiologic, organizational, leadership, and critical thinking skills that are developed in the early practice of any new RN. Our program is divided into 5 phases, a pre orientation phase that includes assessment of baseline knowledge and skills, to an extended mentorship period where the RN is working in supported independence. The bulk of the program is contained in the middle 3 phases, occurring during the first 6 mos of orientation, once the pre-eval has been completed. These phases gradually lead the new RN through patient populations, and procedural processes, starting with uncomplicated procedures, and ending with complex patients and procedures. As the RN progresses through each phase, the patient situations become more complex.
Results
We have 2 grads, chosen for their high level critical thinking skills,energy level,willingness to learn,and are several months into the program. As we progress, we will offer data regarding what program elements work, and which require adjustment. Existing IR nurses greatly increased their expertise as a result of working on this project.
Conclusions
It is our hope that our journey will encourage other departments to take this step.
Final ID
438
Type
Original Scientific Research-Oral or Pos
Authors
G Elmore1, M Moran1, D Berry1, R Stottlemyer1, S Schwaner1
Institutions
1University of Virginia, Charlottesville, VA
Purpose
Radiology technologists have specialized IR training programs with national certification. The VIR pathway is recognized as a separate resident pathway. Traditionally, IR has been only available to experienced nurses, with a 6 week orientation period. ICUs have pioneered mentorship programs directed at new BSN graduates; the IR environment has been considered too complex for a new nurse. However, as the experienced nursing population ages, staffing the IR lab appropriately has become difficult. We were tasked with developing a mentorship program for new grads, focused on IR. Our goal is to take new grads, and develop them into proficient, confident specialty RNs within one year. While specifics will likely vary from institution to institution, we believe the basic format will be applicable to other IR's throughout the country.
Materials & Methods
No mentorship program for specialty practice could be found. Our new program combines the specialty information needed to function effectively in the IR lab, as well as pathophysiologic, organizational, leadership, and critical thinking skills that are developed in the early practice of any new RN. Our program is divided into 5 phases, a pre orientation phase that includes assessment of baseline knowledge and skills, to an extended mentorship period where the RN is working in supported independence. The bulk of the program is contained in the middle 3 phases, occurring during the first 6 mos of orientation, once the pre-eval has been completed. These phases gradually lead the new RN through patient populations, and procedural processes, starting with uncomplicated procedures, and ending with complex patients and procedures. As the RN progresses through each phase, the patient situations become more complex.
Results
We have 2 grads, chosen for their high level critical thinking skills,energy level,willingness to learn,and are several months into the program. As we progress, we will offer data regarding what program elements work, and which require adjustment. Existing IR nurses greatly increased their expertise as a result of working on this project.
Conclusions
It is our hope that our journey will encourage other departments to take this step.