Innovative blended learning approach: constructive alignment in an enhanced induction programme for international theatre nurses

The globalisation of the healthcare workforce necessitates effective strategies to facilitate the transition of international healthcare professionals into their new practice environments (Kawi and Xu, 2009). The induction of international theatre nurses into the UK healthcare system is one such context, where current literature indicates a gap in structured, focused, and comprehensive induction programmes (Bond, Merriman, & Walthall, 2020). This research presents an innovative project between a university and a hospital in the UK aimed at enhancing induction programmes, featuring international relevance due to the universal need for effective international workforce integration strategies (Royal College of Nursing, 2021).
The methodology deployed in this project encompassed a blended learning approach (Garrison and Kanuka, 2004). Qualitative data were gathered via the assessment methods and course evaluation feedback from all stakeholders i.e., trainees and colleagues (Biggs, 2003).
Key findings from this project revealed significant improvements in nurses' confidence and competence post-induction, suggesting the effectiveness of the enhanced programme (Maben et al., 2006). Additionally, qualitative insights highlighted the value of a structured, supportive, and contextually relevant induction experience. These findings have implications not just for theatre nurses, but for the wider international healthcare professional cohort as the teaching sessions are designed on the general principles of constructive alignment and preceptorship (Biggs, 1996; Irwin, Bliss, & Poole,2018).
Conference delegates will learn from the innovative approach taken in this project, including the collaborative university-hospital partnership, blended learning approach, development and implementation of the enhanced induction programme, and the implications of the findings for the broader healthcare sector (Health Education England, 2017). This project offers practical insights for healthcare educators, managers, and policymakers interested in optimising induction programmes for international healthcare professionals (Royal College of Nursing, 2021).
The topic holds high relevance for the perioperative nursing, especially in the face of increasing internationalisation of theatre nurses and the needs of teamworking in terms of effective perioperative multidisciplinary team communication. Enhancing induction programmes for international theatre nurses can significantly improve patient care by ensuring that these professionals are adequately equipped for their roles (NMC, 2018). Furthermore, the research-informed teaching methods involved in this project support the notion that improved induction processes can aid in addressing the challenges of staff retention, workplace culture and integration - issues that are fundamental to the stability and sustainability of the global healthcare workforce (Health Education England, 2019).

Copyright © [Emmanouil (Manos) Stafylarakis, Mercy Wasike and Dr Sinead Mehigan], [2023]. All Rights Reserved.

This Enhanced Induction Course for Perioperative Nurses, a collaborative project between the Royal National Orthopaedic Hospital and Middlesex University, is the intellectual property of [Manos Stafylarakis, Mercy Wasike and Dr Sinead Mehigan]. Unauthorized reproduction, distribution, or use of this material, in whole or in part, is strictly prohibited without prior written consent from the authors.

For permissions and inquiries, please contact [Manos Stafylarakis].

References
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Biggs, J. (2003). Teaching for Quality Learning at University. Maidenhead: Open University Press.

Bond, S., Merriman, C., & Walthall, H. (2020). The experiences of international nurses and midwives transitioning to work in the UK: A qualitative synthesis of the literature from 2010 to 2019. International journal of nursing studies, 110, 103693. https://doi.org/10.1016/j.ijnurstu.2020.103693

Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The internet and higher education, 7(2), 95-105.

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Health Education England. (2019). NHS Staff and Learners' Mental Wellbeing Commission. Available at: https://www.hee.nhs.uk/our-work/mental-wellbeing-report

Irwin, C., Bliss, J., & Poole, K. (2018). Does Preceptorship improve confidence and competence in Newly Qualified Nurses: A systematic literature review. Nurse education today, 60, 35–46. https://doi.org/10.1016/j.nedt.2017.09.011

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Royal College of Nursing. (2021). Nursing Workforce Standards Checklists. Available at: https://www.rcn.org.uk/Professional-Development/Nursing-Workforce-St...