BUSI 344 Week 4 Discussion Board Forum 4 Example

Reviewed by Laura Hargrove, MPH · Liberty University · Updated

This BUSI 344 Week 4 sample thread uses chapter 4 on orientation, training and development to examine the period when health care organizations lose the most new employees: the first year. It describes a hospital whose two-day orientation left new graduate nurses on their own by their third week, and makes the case for treating a structured residency and a formal mentoring program as human resource investments rather than education expenses. Evidence comes from a systematic review linking nurse residency programs to better first-year retention, a mentoring program that improved new nurses' sense of support and a review of 55 studies recommending onboarding and mentoring above other retention strategies. Paul's charge to Timothy to train reliable teachers frames the work. Replies take up tuition support and simulation training. Liberty University BUSI 344 scores this 50-point Module/Week 4 discussion for students earning the healthcare administration degree.

CourseBUSI 344 Human Resource Management in Healthcare Administration (BUSI344)
Module/Week4
AssignmentDiscussion Board Forum 4
Paper typeDiscussion thread with two replies
Lengthabout 701 words (thread and replies). Course guide: a thread of at least 300 words with replies to at least 2 classmates of at least 150 words each; each thread and reply includes at least 1 biblical integration, at least 2 peer-reviewed source citations in current APA format and at least 1 reference to the text
FormatAPA 7 citations and reference list
Points50
SchoolLiberty University Online
ProgramBS in Healthcare Administration
Where it sitsModule/Week 4 in Liberty's published BUSI 344 course guide; current sections can differ
UpdatedOctober 2026

Free sample paper for BUSI 344 Week 4

1

Discussion Board Forum 4: Orientation, Training and Development

BUSI 344 Human Resource Management in Healthcare Administration, Discussion Board Forum 4

Thread by [Student Name]

The hospital, its programs and the classmates are composites; the textbook, Scripture and the peer-reviewed articles cited are real.

Why this part earns its pointsThe thread starts with the third week of employment, when the hospital's support ended, because that is where the problem begins.
2

Until this year, our hospital's orientation for new graduate nurses lasted two days in a classroom and four weeks with a preceptor, after which they carried a full assignment, often on nights. By the end of their first year, roughly one in four had left. Niles (2013) distinguishes orientation, which introduces new employees to the organization's policies, culture and expectations, from training and development, which build the skills an employee needs to perform and grow over time. We had treated orientation as if it were training, and we stopped both far too soon. New graduates told us they felt competent with tasks but lost when a patient deteriorated or a family was angry, which are exactly the skills that take months of supported practice to build.

Three studies shaped our proposal. Mohamed and Al-Hmaimat (2024) examined the research on residency programs for new nurses and judged them likely to build confidence and competence and to help keep graduates through their first year. Evans (2025) described an eight-week formal mentoring curriculum for nurse residents that measurably improved their sense of support. De Vries et al. (2023), reviewing 55 studies of retention strategies in hospitals, recommended onboarding and mentoring above other approaches.

Why this part earns its pointsThe cost comparison turns a training program into a human resource investment that finance can evaluate.
3

Our proposal is a twelve-month residency: monthly seminars on topics such as delegation and difficult conversations, a trained mentor who is not the nurse's preceptor and check-ins with the unit manager at three, six and nine months. The program costs about $6,000 per nurse in paid seminar time and mentor stipends. Replacing a nurse who leaves costs far more once recruiting, orientation and overtime are counted, so retaining even a few additional nurses each year would pay for it. We will track first-year retention and residents' confidence ratings, report both to nursing leadership each quarter and adjust the seminar topics based on what residents say they need.

Paul instructed Timothy to pass on what he had heard to reliable people who could in turn teach others (English Standard Version Bible, 2001/2016, 2 Timothy 2:2). A hospital that teaches its newest nurses well is building the preceptors it will need five years from now.

Reply to Courtney

Courtney, I like your idea. You suggested that your clinic reimburse tuition for medical assistants who want to become nurses. That is a strong development investment that also signals to staff that the clinic wants them to grow, and research suggests education pays off for patients as well. Lasater et al. (2021) tracked hospitals that hired more nurses with bachelor's degrees and found fewer deaths and readmissions as that share grew, which shows that further education can improve care quality. Niles (2013) treats employee development as a long-term human resource strategy, not a one-time benefit. To protect the investment, many organizations pair tuition support with a commitment to stay for a set period after graduation, often one or two years, and Mohamed and Al-Hmaimat (2024) suggest that structured support in the first year helps newly licensed staff stay. Proverbs says that whoever heeds instruction is on the path to life (English Standard Version Bible, 2001/2016, Proverbs 10:17). Would your clinic consider a residency-style first year for assistants who complete their nursing degree, so the investment carries through the hardest transition?

Reply to Marcus

Marcus, you proposed simulation training to improve teamwork between nurses and assistants on your unit. The evidence is encouraging, especially for units where roles have recently changed. Polancich et al. (2025) described a medical-surgical unit that paired a new care delivery model with brief in situ simulations on teamwork and delegation and saw job satisfaction rise 23% along with improvements in several measures of missed care and teamwork. Evans (2025) found that structured support improved new nurses' sense of being supported, which simulation debriefs can also provide. Niles (2013) emphasizes that training should be tied to specific performance goals, so it would help to choose one or two measures in advance, such as missed care or handoff errors, before you begin. Ecclesiastes observes that two people working together can help each other up when one stumbles (English Standard Version Bible, 2001/2016, Ecclesiastes 4:9-10). How often would your unit run the simulations, and who would lead the debriefs so that assistants feel free to speak as openly as nurses?

4

References

De Vries, N., Lavreysen, O., Boone, A., Bouman, J., Szemik, S., Baranski, K., Godderis, L., & De Winter, P. (2023). Retaining healthcare workers: A systematic review of strategies for sustaining power in the workplace. Healthcare, 11(13), 1887. https://doi.org/10.3390/healthcare11131887

English Standard Version Bible. (2016). Crossway. (Original work published 2001)

Evans, K. (2025). Improving the perception of support through mentoring of new to practice nurses. Journal of Continuing Education in Nursing, 56(2), 45-47. https://doi.org/10.3928/00220124-20250121-02

Lasater, K. B., Sloane, D. M., McHugh, M. D., Porat-Dahlerbruch, J., & Aiken, L. H. (2021). Changes in proportion of bachelor's nurses associated with improvements in patient outcomes. Research in Nursing & Health, 44(5), 787-795. https://doi.org/10.1002/nur.22163

Mohamed, Z., & Al-Hmaimat, N. (2024). The effectiveness of nurse residency programs on new graduate nurses' retention: Systematic review. Heliyon, 10(5), e26272. https://doi.org/10.1016/j.heliyon.2024.e26272

Niles, N. J. (2013). Basic concepts of health care human resource management. Jones & Bartlett Learning.

Polancich, S., Dick, T., Ledlow, J., White-Williams, C., Chambers, A., Thomas, K., Poe, T., & Miltner, R. (2025). Implementing a care-based nursing workforce model: Implications for missed care, teamwork, and satisfaction. Journal of Nursing Care Quality, 40(1), 32-38. https://doi.org/10.1097/NCQ.0000000000000815

What the BUSI 344 Week 4 instructions ask

In Module/Week 4, BUSI 344 sets Forum 4 beside the group's outline, a second round of peer ratings and the fourth quiz; the reading is chapter 4 of Niles with one presentation. Expect to write more than 300 words of analysis in the opening post and more than 150 in each of two or more replies. In every post, students weave in Scripture, two journal articles that passed peer review and the Niles book, citing all of them in APA. Because the outline requires a thesis and twenty recent sources, aim to finish the forum thread early in the week. The quiz is separate. Read classmates' threads before replying.

How this BUSI 344 Week 4 example is built

The thread opens with a hospital whose new graduates were left without support after a short orientation and whose first-year turnover reflected it. It uses the chapter to distinguish orientation, which introduces a new employee to the organization, from training and development, which build skills over time. Three studies support a twelve-month residency with a trained mentor for each new nurse, and the thread estimates the cost against the cost of replacing nurses who leave. Scripture's picture of passing knowledge from one faithful worker to another frames mentoring. Replies address tuition assistance for experienced staff and simulation-based team training. Both replies end with a question. Costs are rounded and labeled as estimates. Costs are rounded and labeled.

BUSI 344 Week 4 grading rubric: where the points go

Graders of the training forum look for posts of adequate length that cite Niles, two peer-reviewed studies and Scripture, and that treat orientation and development as separate stages with separate goals. For a training forum, faculty look for a clear distinction between orientation and development, programs tied to measurable outcomes such as retention or competency and attention to cost. Replies that connect a classmate's training idea to evidence about what actually changes performance or retention show the analytical habit the course is building. A cost estimate, even a rough one, strengthens any proposal. Posts should also explain who would deliver the training and how its quality would be checked.

BUSI 344 Week 4 help: mistakes that cost points

Describe how your organization orients and trains a new employee in one role, and where the support ends too soon. Use the chapter to name what is missing. Find two peer-reviewed studies on residency, mentoring or onboarding outcomes, and propose a program with a length, a mentor role and a measure of success. Compare its cost with the cost of turnover if you can. Connect mentoring or training to Scripture. In replies, cite the textbook, add two studies and a verse and suggest one improvement to the classmate's program. Keep the organization unidentifiable. Then ask a manager whether it is realistic. Include who would mentor new staff and how mentors are chosen.

Related BUSI 344 sample papers

Other BUSI 344 weeks

More BS in Healthcare Administration sample papers

BUSI 344 Week 4 questions, answered

What is BUSI 344 Discussion Board Forum 4?

This Module/Week 4 discussion, worth 50 points, centers on how new employees are oriented and trained and how support can continue past the first weeks.

Where can I find a free BUSI 344 Week 4 sample paper?

Read the entire BUSI 344 Week 4 sample on residency and mentoring for new nurses, both classmate replies included, on this page without paying.

Do nurse residency programs improve retention?

Probably, at least early on: a systematic review concluded residencies may help keep new graduates through their first year, though few studies follow them longer.

What is the difference between orientation and training?

Orientation introduces a new employee to the organization, its policies and culture; training and development build job skills and capabilities over time.

What else is due in BUSI 344 Module/Week 4?

Groups turn in a full-sentence outline with a thesis and at least twenty sources under ten years old, members rate one another a second time and everyone takes quiz four.

Use it as a model, or ask for your own

This paper is an original model written by our desk for study. It is not a submitted student paper and not an official Liberty University document. Read it for structure and reasoning, then write your own to the instructions in your Canvas course. If you want a version built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.

Ask for a custom BUSI 344 Week 4 sample · All BUSI 344 weeks · All courses