The role of physical design and informal communication

six readings per day. These six readings were averaged to produce a single reading for
each day that is more reliable than a single reading taken at one point in time. The
graduate nurse recorded the blood pressure readings on a data sheet provided by the
researcher (see Appendix I). The sheet also provided space for the graduate nurse to
comment briefly on the stress level she was experiencing as a supplement to each
reading.
Blood pressure readings were obtained from a single designated machine
located on 6N in a quiet, infrequently used office adjacent to the nursing station. To
ensure that the machine was used only for the study, it was clearly labeled “not for
clinical use.” To maintain consistency, the graduate nurse was fitted with an
appropriately-sized blood pressure cuff that was used throughout the duration of the
study.
2.6.4 Competency Evaluations
The purpose of tracking the graduate nurse’s competency over the course of
the orientation period was two-fold. Using the research questions as a guide, we
sought to determine whether or not there was a relationship between competency
levels and: 1) communication patterns and opportunities for informal learning, and 2)
stress levels. If relationships did in fact exist, the question of whether or not the
relationships change over time was also explored.
An evaluation procedure that tracked graduate nurses’ progress existed as a
component of the formal orientation program. Graduate nurses are assigned a
personal yellow binder that contains orientation materials including evaluation sheets.
For each week of orientation, a sheet exists describing the procedures and skills that
the nurse should be familiar with up to that point in the orientation. At the end of each
week, the graduate nurse and her Orientor meet to review the sheet and discuss the
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