Lorraine Anglin is academic coordinator and a medical instructor in the PA program at Duke University in Durham, N.C., and practices at TROSA Medical Clinic in Durham. Mara Sanchez is an assistant professor in the PA program at Duke University. Rita Butterfield is a research program leader in the Department of Family Medicine and Community Health at Duke University School of Medicine. Rachel Rana is a former research program leader in the Department of Family Medicine and Community Health at Duke University School of Medicine. Christine M. Everett is an associate professor in the PA program in the Department of Family Medicine and Community Health and the Department of Population Health Sciences at Duke University School of Medicine. Perri Morgan is a professor in the Department of Family Medicine and Community Health and a professor in the Department of Population Health Sciences at Duke University School of Medicine. This project was funded by a grant award from the Physician Assistant Education Association in Washington, D.C. Funding of this project does not necessarily constitute an endorsement of the findings of this research report by the Physician Assistant Education Association. The authors have disclosed no potential conflicts of interest, financial or otherwise.
JAAPA. 2021 Jan 1;34(1):32-38. doi: 10.1097/01.JAA.0000723932.21395.74.
This is the final article in a series that examines the role of onboarding programs for new physician assistants (PAs) and NPs. On-the-job learning is highly relevant for this workforce. Here we examine the strategies organizations use to impart information and skills in onboarding programs.
In 2018, we interviewed 13 administrators of onboarding programs. Interviews were transcribed and analyzed for themes by a team of researchers, with feedback from interviewees.
Seven strategies were identified and are described in this article: Clinical mentoring, personal and professional mentoring, meeting with/shadowing other professionals, checking in by administrators, delivering didactic content, tailoring content or ramp-up, and assessing/ensuring competency.
This article describes commonly used strategies in onboarding programs for PAs and NPs and can provide guidance to those designing their own onboarding programs. The programs we examined relied heavily on mentoring and other strategies appropriate for adult learners. Future work should evaluate the effectiveness of onboarding programs.
这是一系列研究新医师助理（PA）和护士从业者（NP）入职计划作用的最后一篇文章。在职学习对这一劳动力群体至关重要。在这里，我们研究了组织在入职计划中使用的传授信息和技能的策略。
2018 年，我们采访了 13 名入职计划管理人员。研究人员对访谈进行了转录和主题分析，并从受访者处获得了反馈。
确定了七种策略，并在本文中进行了描述：临床指导、个人和职业指导、与其他专业人员会面/跟随、管理员检查、提供理论内容、定制内容或逐步增加、评估/确保能力。
本文描述了 PA 和 NP 入职计划中常用的策略，可为设计自己入职计划的人员提供指导。我们研究的计划严重依赖于适合成人学习者的指导和其他策略。未来的工作应该评估入职计划的有效性。
