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O’Gara, J. (2003). NIC: An orientation program for long-term care. International Journal of Nursing Terminologies and Classifications,14(4), 38.

        The focus of this article was to discuss the importance of care planning in an orientation program at a long term care facility. The author further discusses the importance of nurses to acquire knowledge regarding NIC, NANDA, and NOC. An organized, comprehensive orientation enables new nurses to adjust to their work environment and feel part of the organization.

Kachelmeyer, P. (1975). REGISTERED NURSE / LICENSED PRACTICAL NURSE ORIENTATION PROGRAM. The Journal of Continuing Education in Nursing, 6(3), 40-47.

The focus of this article is to provide a means of establishing an effective orientation program. The orientation is should typically be designed as a four week schedule. During this time the Registered Nurses and Licensed Practical Nurses are assigned to the inservice department for approximately two weeks. Next, they report to their perspective care unit. Guidelines on the nursing units insure a rounded experience for the new nurse employee. Individualized guidelines for a Registered Nurse with an associate degree, diploma, or baccalaureate and also a guideline for the Licensed Practical Nurse has been developed as well which serve to set forth the expectations the institution holds for graduates of the different curricula. Generally, the new Registered Nurse is assigned the first week to only two, three and four patients which allows time for comprehensive assessment as a basis for the care plan.

 Anonymous. (2009). Nurse orientation program creates continuity in training: formal program

ties together many loose end. Clinical Trials Administrator, 7(4), 45

The article depicts about an effective orientation program should include a preceptor. It

further entails the meaning of a preceptor. The conclusion of this article provide

information about how nurses is not provided the resources to be successful.

McKinney, J. (2001). Refining an orientation process. (Order No. 1411253, Wilmington College

Division of Nursing (Delaware)). ProQuest Dissertations and Theses, , 36-36 p. Retrieved from http://search.proquest.com/docview/249935402?accountid=458. (249935402).

                This Dissertations and Theses depicts about an effective orientation program should consist of critical thinking activities to assist the orientee to learn the federal and state regulations. It further entails that when nurses are familiar with the regulations, they can assist with compliance in their work environment. The authors further informs that an effective orientation consist of preceptorship, self studying, mentoring, and role modeling

Amella, E. (2002). Geriatric nursing knowledge & experience in long term care for baccalaureate

nursing students: A HRSA BRPH Project. The Gerontologist, 42(1), 115-117.

This article provided project activities to enhance long-term nursing care undergraduate course, Nursing of Older Adults. WebCT was used to create an online learning environment to prepare students for geriatric long-term care clinical experiences that included nursing assessment of chronically ill residents, interdisciplinary team care, and nursing interventions in end-of-life care. Another area of focus was students being familiar with Minimum Data Set assessments.  Introduction of the MDS to students became a critical component of the holistic assessment of the older adults in long-term care.

Beeken, J. E. (1993). The relationship between critical thinking and self-concept in selected staff

nurses practicing in a variety of health care settings. (Order No. 9418664, University of Wyoming). ProQuest Dissertations and Theses, , 104-104 p.

This paper discussed two concepts that are relevant to nursing practice. The two concepts were identified as critical thinking and self concept. Regardless of what setting a healthcare professional decide to work in, all settings require this practice to practice efficiently.

Burgess, J., & D’Hondt, A. (2007). Easing the transition: Support for the new graduate in long

term care. Perspectives (Pre-2012), 31(1), 16-21. Retrieved from http://search.proquest.com/docview/1009906855?accountid=458

This article depicts about the knowledge required to work in a long term care setting such as stroke, dementia care, wound care, palliative care, and rehabilitation. The LTC healthcare providers must encompass a broad knowledge base of all theory and issues related to gerontological nursing. As a result facilities should have a special focus on new graduate or novice nurses requiring assistance with critical thinking, problem-solving, and decision-making in complex clinical situations.