Abstract
M.Cur.
The cardiothoracic intensive care unit is a dynamic environment which is characterised by a high patient turnover, staff shortages, medication, doctor's and nursing protocols and specialised nursing skills are required of the registered nurse. The registered nurse working in this environment is an independent practitioner and is accountable for her acts and omissions. The registered nurse can only accept accountability if she/he has the ability (knowledge, skills and values), the responsibility and authority to carry out the actions (Bergman, 1982:8).
The learner enters the cardiothoracic intensive care unit as part of the clinical teaching she receives at a specific university. Due to staff shortages, the learner is often given the responsibility and authority to carry out actions for which she is accountable, without having the ability (knowledge, skills and values) to act. She may, therefore, not be able to nurse the patient safely and effectively.
The unit manager is responsible for creating a learning climate in the unit and utilises an orientation programme to create this climate. An orientation programme introduces new staff members to the philosophy, goals and procedures necessary to work in a particular setting (Brookfield, 1986:64).
The adult learner wants to learn that which is task- and problem-orientated in a selfdirective, independent way ida climate that is conducive to learning. The question arises: What must the content of an orientation programme for a certain cardiothoracic intensive care unit of a specific private hospital be and how must it be managed to facilitate safe and effective nursing by learners working in the cardiothoracic intensive care unit?
The objective of the study is to explore and describe the content and management of an orientation programme for a specific cardiothoracic intensive care unit in a specific private hospital.
A qualitative, exploratory and descriptive contextual study was conducted to explore and describe the content and management of the orientation programme.
A contextual framework is described and focus group interviews were conducted with learners and registered nurses.
From the results of the conceptual framework and focus group interviews, the content and manageent of the orientation programme was described.
Due to the function perspective of the study, an orientatio nprogramme was developed from the results of the study.