The role of physical design and informal communication

• During an average eight-hour shift, the GN interacted 97 times at the nurses
station, 81 times in the med room, and 74 times in the corridor. The average
duration of interactions in the corridor (32s) was brief compared to interactions
at the nurses station (51s) and in the med room (1:07).
• The physical design of the med room – a room enclosed by four walls and a
door – facilitated the abundance of social interaction that occurred there by
serving as an acoustic and visual barrier between patients/visitors and staff.
• “Knowledge Transfer” occurred mostly at the nurses station, med room, and
corridor, and was most often with the Orientor and nurses. Only 7% of
“Knowledge Transfer” occurred with a doctor.
3.4 Learning and Gaining Competency
Through observation and focused interviews, data was collected on the unit’s
approach to GN orientation. A survey was used to assess the degree to which the unit
supported and encouraged learning, from the perspective of both the GN and RNs. A
Competency Rating Tool was used to collect weekly quantitative data on how GN
competency changed over the course of the orientation period. The Competency
Rating data was complemented by information obtained in focused interviews.
3.4.1 The GN - Orientor Relationship
In order to get the most out of the CWM tool data, it was important to gain
insight into the unique relationship between the Orientor and the GN in this study. A
quick look at the interaction data shows that the GN had less interaction with the
Orientor – the designated mentor and guide during orientation – than one would have
predicted. It is not unreasonable to expect that most learning and teaching would be
between the GN and her Orientor, yet most of the “Knowledge Transfer” interactions
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