Doctor of Nursing Practice Degree Program in Population Health Leadership DNP, Xavier University, 2024, Nursing

Abstract Orienting new RNs to a new organization can easily be derailed by pairing them with a preceptor who has no training. A RN unhappy with orientation is much more likely to leave the organization in the first year of employment. Ensuring RNs receive the appropriate training by a preceptor who has formal preceptor training that includes conflict resolution, adult pedagogy, and how to provide feedback at a minimum is vital to a successful orientation. Here we examine how the creation of a preceptor list to choose appropriately trained preceptors for all new RNs impacts new RN and preceptor pairings, new RN satisfaction, length of orientation, and costs associated with orientation. The Project uses qualitative statistics to examine new RN satisfaction, orientation duration and cost with trained versus untrained preceptors. Following the distribution of a preceptor list for unit managers and educators an 85% improvement in the use of trained preceptors was noted. Choosing trained preceptors can provide a more structured orientation, eliminating variance due to lack of guidance. A more structured orientation can improve new RN satisfaction with orientation, decrease the duration of orientation, and reduce orientation cost for hiring organizations.

Committee: Joe Perazzo PhD, RN (Other); Sandra Harris DNP, MSN, RN (Other); Sarah Berry DNP, RN, AGCNS-BC, CEN (Other); Miranda Knapp PhD, DNP, APRN, AGCNS-BC, CNE, EBP-C (Advisor); Betsy List PhD, RN (Other); Terri Enslein Ed.D. MSN RNC-OB CNE (Advisor); Joe Perazzo PhD, RN (Advisor); Sandra Harris DNP, MSN, RN (Other); Betsy List PhD, RN (Other); Sarah Berry DNP, RN, AGCNS-BC, CEN (Advisor) Subjects: Comparative; Education; Educational Evaluation; Health Care; Health Education; Multicultural Education; Nursing; Operations Research; Sustainability; Teaching

EDD, Kent State University, 2023, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

The purpose of this research was to explore the perceived levels of confidence among an early professional athletic trainer through one large metropolitan health system through an onboarding program. Secondary to the exploration of one's confidence level, this research examined the perceptions and barriers to developing an onboarding program within this system. Using an interpretive case study design, the participant completed a 10-week onboarding program developed by the student investigator that sought to foster improvement in clinical confidence. Due to initial study design flaws, the pre and post data originally collected was unable to be utilized for statistical analysis. Following the onboarding program, the participant completed a semi-structured interview where he shared his experience during the onboarding process and the perceived needs of his transition to practice (TTP) period as an early professional athletic trainer. The research utilized Durkheim's socialization theory as the conceptual framework of the interpretive case study foundation and utilized a phenomenological approach to allow Lucas to share his lived experiences during the TTP period. Through the case study interview, the findings established six key perspectives (time, administrative responsibility, self-confidence, technology, onboarding mentor, and clinical reasoning development) as key constructs for development of onboarding programs specific to sports medicine.

Committee: Kimberly Peer (Advisor); Paul Geisler (Committee Member); Hannah Harnar (Committee Member) Subjects: Education; Educational Leadership; Health Care; Health Sciences; Kinesiology; Sports Medicine

Doctor of Education , University of Dayton, 2023, Educational Administration

The first year of employment is a critical time that significantly impacts new hire perceptions of the organization and their level of engagement. This experience, commonly referred to using the term “onboarding,” is the complex process of facilitating the new hire's adjustment to the organization and providing them with a clear understanding of their role within it (Karambelkar & Bhattacharya, 2017; Klein et al., 2015). This time also significantly determines whether the new employee will ultimately choose to remain with the organization. The new hires who perform at the highest level and deliver optimal outcomes expect that their organization see them as valued partners, and that genuine interest is taken in who they are as multidimensional people with lives outside work (Caldwell & Peters, 2018). For many organizations, this critical time is squandered, with the focus being on employee assimilation and routine checklists versus understanding the new hires' unique skills and needs. In this participatory action research study, the author used a mixed methods approach and three-stage exploratory design process to co-create a human-centered onboarding process. The goal was to ensure that new hires have the resources and interactions necessary to perceive role clarity, a sense of belonging, and psychological safety. The researcher developed a Taxonomy of Love in Onboarding as the framework to develop both the survey and focus group questions, and to guide the data analysis and subsequent program development. The primary research question asked whether a semi-structured onboarding process can be designed to reciprocally meet the organization's goals while providing new hires with all necessary elements to perceive belonging, contribute to the organization's success, and recognize their safety to challenge norms and express alternate opinions. Compared to traditional onboarding processes, which typically focus on the needs of the organization, this study placed t (open full item for complete abstract)

Committee: Matthew Witenstein (Committee Chair); Karen Dowling (Committee Member); Treavor Bogard (Committee Member) Subjects: Business Administration; Cultural Anthropology; Educational Leadership; Health Care Management; Information Technology; Labor Relations; Management; Multicultural Education; Organization Theory; Organizational Behavior; Public Administration; Social Psychology; Social Research; Systems Design

Undergraduate Honors Program, Malone University, 2023, Honors Thesis

Purpose: The purpose of this integrative literature review was to (a) examine the experiences and perceptions of newly graduated nurses (NGNs) and their nursing managers upon their transition to practice during the COVID-19 pandemic and (b) recommend strategies to improve clinical competency in onboarding NGNs. Method: The Whittemore & Knafl (2005) methodology framework guided this review. This approach allowed for the inclusion of both qualitative and quantitative data, providing an efficient method of gathering, analyzing, and interpreting data that presented a comprehensive understanding of the problem of examination. Results: The perceptions of NGNs and their managers demonstrated two main themes: educational deficiencies and emotional aspects. Educational deficiencies fell under several subthemes: academic practice gap, difficulties with onboarding, and issues in direct relation to COVID-19. Similarly, several sub-themes arose from the emotional aspect, including: feelings of anxiety/fear/depression and feelings of being overwhelmed. The strategy recommendations that came forth from the pandemic fell under three main themes; providing NGNs with a supportive/accepting culture, educational structure/support courses, and a combination of educational and emotional support. Conclusion: The COVID-19 pandemic exacerbated already existing clinical deficiencies noted in NGNs furthering the academic practice gap at a time when practice-ready NGNs were most needed. However, the pandemic also brought about many positive recommendations, such as the inclusion of support courses to fine-tune needed skills and emotional support both during and out of working times that can help lead to a smoother transition to professional practice for NGNs.

Committee: Carrie Stroup (Advisor); Steve Jensen (Committee Member); Holly Kibler (Committee Member) Subjects: Nursing

MFA, Kent State University, 2021, College of Communication and Information / School of Visual Communication Design

The first immersive Tabletop Roleplaying Game of its kind, Dungeons & Dragons was created in 1974. It is considered a nonlinear experience which in the gaming industry is otherwise categorized as an “open-world game.” The nature of these experiences is directly dependent on the exploration and interpretation of their users. There is no user “hand-holding” through the process of partaking in non-linear experiences. For Dungeons & Dragons, this is particularly challenging as there are many books of dense information that are challenging to unpack. In experiences with complicated, non-linear frameworks, exploring nonlinear pedagogy and methods like pre-processed informative tools or tutorials as potential onboarding solutions could prove useful. Embracing Nonlinear Pedagogy (NP) by assessing its similarity to the Dungeons & Dragons system and conducting user-centered research was conducted to identify players' most pressing pain points and responses as they pertain to these complex systems and mechanics. This was done to identify potential adaptations to simplify complex, nonlinear elements and enhance the D&D onboarding experience system for new players while seeking the most optimal method of improving skill acquisition and understanding.

Committee: Gretchen Caldwell Rinnert (Advisor); Jessica Barness (Committee Member); David Roll (Committee Member) Subjects: Communication; Design; Education; Instructional Design; Teaching

Doctor of Philosophy, The Ohio State University, 2019, Educational Studies

Mid-level managers (MLMs) operate from the center of an organization, and must regularly navigate relationships with peers, supervisees, and organizational leadership. As MLMs enter new positions, their success depends on their ability to make sense of not only their individual job role, but also the culture of their department, division, and institution (Mather, Bryan, & Faulkner, 2009). Because the midlevel role is varied, fluid, and complex, these staff members face significant challenges during this transition (Clegg & McAuley, 2005). Although the field of student affairs offers intensive socialization support to entry-level professionals through graduate coursework, assistantships, and initial job training, this practice declines sharply at the mid-level. Operating concurrently with organizational decision-makers and ground level staff, new MLMs are often in the position of having to guide meaning making for their supervisees before they have fully formed an understanding of organizational norms and values (Mather et al., 2009). However, employee onboarding for MLMs is not widely addressed in student affairs literature (Carpenter & Stimpson, 2007; Mather et al., 2009). The purpose of this phenomenological study was to explore how new mid-level managers in student affairs experience the socialization process. Theory surrounding socialization, organizational culture, and professional identity was applied to the literature on sensemaking as the conceptual framework for studying this phenomenon. By designing intentional socialization processes that encourage dialogue at multiple levels, student affairs units can engage new MLMs in the co-creation of meaning regarding job role and organizational culture to ensure the success of these professionals.

Committee: Tatiana Suspitsyna Ph.D. (Advisor); Susan Jones Ph.D. (Committee Member); Colette Dollarhide Ph.D. (Committee Member) Subjects: Education; Educational Leadership; Higher Education; Higher Education Administration

Doctor of Philosophy (Ph.D.), University of Dayton, 2018, Educational Leadership

While scholarship on faculty orientation and development is prevalent in traditional four-year universities and community colleges, the same cannot be said for for-profit (proprietary) career colleges. Given the proprietary nature of most private, career colleges and the lack of required faculty research, little research exists on the practices and effectiveness of practices at these types of colleges, although much opinion exists about the negative outlook on such types of schools. A secondary goal of this study was to add to a limited conversation on the practices at these schools, with a focus on faculty orientation and onboarding. Faculty orientation and onboarding, also referred to as organizational socialization, is a process by which a new employee acquires knowledge and skills necessary to assume a role in a new organization (Bauer, 2010; Feldman, 1981; Schein, 1968; Tierney, 1997; Van Maanen, 1978; Van Maanen & Schein, 1979). This process is important especially when an employee is a neophyte in a sector, which happens often in career colleges because many instructors teaching at these institutions have little to no preparation as instructors, having been formerly employed or being currently employed in their fields (Hentschke, Lechuga, & Tierney, 2010; Lechuga, 2006). The primary goal of this study was to help understand how career colleges approach this important process. The findings revealed that more structured and formal onboarding programs are found at multiple-site institutions, while single-site career colleges often have informal and non-structured programs. These programs were then compared to a human resources framework provided by Bauer (2010); because the institutions are often run as businesses, an HR framework was more appropriate than other frameworks used in faculty development research. The comparison to the framework showed all participating institutions focused on helping instructors understand their role, policy, and proced (open full item for complete abstract)

Committee: Steven Hinshaw (Committee Chair); Kathryn Kinnucan-Welsch (Committee Member); Larry Smith (Committee Member); Stephen Wilhoit (Committee Member) Subjects: Educational Leadership

Master of Technical and Scientific Communication, Miami University, 2012, English

In this four-chapter report, I describe the technical writing internship I completed with a consulting company to fulfill educational requirements for a Master of Technical and Scientific Communication degree from the Miami University of Ohio. In chapter 1, I discuss the company culture of my employer, a global IT consulting firm, along with the initial project I was hired to complete. In chapter 2, I provide an overview of my internship, including the project requirements and project approach. In chapter 3, I provide a detailed discussion of the Storage Area Network (SAN) documentation project and the onboarding process documentation project. In chapter 4, I describe the project management approach I adapted to manage the scope of my projects and deliver materials that met each client's standards for quality. I also describe how my internship experience enabled me to develop a rewarding career as a technical communicator in consulting.

Committee: Katherine Durack (Committee Chair); Jean Lutz (Committee Member); James Coyle (Committee Member) Subjects: Communication; Information Technology; Instructional Design; Technical Communication

Ph.D., Antioch University, 2012, Leadership and Change

There is a monumental changing of the guard that is currently taking place in organizations due to demographic metabolism. One of the largest birth cohorts or generations in history (Baby Boomer) is beginning to retire while their predecessor (Builder) is almost completely out of the workforce. Gen X is hitting stride and on the cusp of inheriting the proverbial organizational mantle. The three aforementioned age cohorts have learned to play in the organizational sandbox together. However, a new age cohort (Millennial, a.k.a. Gen Y), equal or greater in size to the Baby Boomer cohort started entering the playground approximately ten years ago and they are kicking up sand. The etymology of the Millennial story began with a discussion "about" Millennials. The conversation quickly moved to strategies for recruiting them. Talk then shifted to on-boarding and managing Millennials. I desire to broaden the dialogue by inviting a discussion with Millennials about how they are experiencing work life. As is the case with any transition, there is great potential for conflict and angst. The purpose of this qualitative study is to identify the challenges Millennials experience while trying to integrate into organizations and the skills that will help them make a successful transition into the workforce. The electronic version of this Dissertation is at Ohiolink ETD Center, www.ohiolink.edu/etd.

Committee: Alan Guskin PhD (Committee Chair); Carol Baron PhD (Committee Member); Roger Heuser PhD (Committee Member); Luis Calingo PhD (Other) Subjects: Demographics; Management; Organization Theory; Social Research