Enhancing Trifocal Leadership Practices Using Simulation in a Pediatric Charge Nurse Orientation Program

Clark, Teresa J. DNP, RN, HCA, MS, CPON
Yoder-Wise, Patricia S. RN, EdD, NEA-BC, ANEF, FAAN

Dr. Clark† was Chief Nursing Officer, and Vice President of Nursing, Cook Children’s Medical Center, Fort Worth; and Dr. Yoder-Wise is Professor and Dean Emerita, Texas Tech University Health Sciences Center School of Nursing, Lubbock, Texas.

During the publication process, Dr. Clark became too ill to provide correspondence. Special recognition is extended to her husband, Bob Clark, who assisted with completing this process prior to her death, and to her colleague, Dr. Orlando Chapa, Assistant Vice President of Nursing, Cook Children’s Medical Center.

Dr. Yoder-Wise was not involved in the editorial process for this manuscript. Special thanks is extended to whoever served as the editor pro tem for this manuscript.

The authors have disclosed no potential conflicts of interest, financial or otherwise.

Address correspondence to Patricia S. Yoder-Wise, RN, EdD, NEA-BC, ANEF, FAAN, Professor and Dean Emerita, Texas Tech University Health Sciences Center School of Nursing, 7309 93rd Street, Lubbock, TX 79424; e-mail: [email protected].

† Deceased.

Received April 15, 2015

Accepted May 14, 2015

Journal of Continuing Education in Nursing 46(7):p 311-317, July 01, 2015. | DOI: 10.3928/00220124-20150619-02

A well-established charge nurse orientation program was enhanced with the addition of a simulation, addressing three primary populations (the trifocus) with whom charge nurses interact: patients, patients’ parents, and other staff members. In this pilot quality improvement project, 20 staff nurses enrolled in the orientation program and were assigned a mentor. Only one participant used the mentorship opportunity; therefore, it is not discussed here. Twelve nurses completed all charge nurse classes and a simulation scenario of caring for a deteriorating infant. The nurses were given an opportunity to reflect on leadership practices after the simulation. Thematic analysis from qualitative, reflective data supported the enhanced understanding of managing complex patients, a code situation, and teams; guiding a team’s novice nurse; leading as a charge nurse; and using clinical and critical thinking skills. All nurses reported that the simulation as experiential learning helped them to meet their leadership goals.

J Contin Educ Nurs. 2015;46(7):311–317.