11th EORNA Congress Valencia, Spain | 16 - 18 May 2024 Parallel Sessions 18 Results: Content- and face validity were established for both languages. Furthermore, due to the diversity of the expert panel, validity was established over different operating room contexts. We had representation from countries with different educational models for OR nurses, ranging from in-hospital post-graduate training to master’s degrees in OR nursing. The nuanced tool comprises four categories: Professionalism, Situational awareness and decision making, Teamwork and communication, and Leadership and task management, each with two to four elements. Conclusion: The NOTSORN is specific to OR nursing and is transferable across various perioperative contexts. The NORSORN may be used by OR nursing educators for formative assessment of students’ NTS by identifying areas of strengths and areas needing improvement. 228 Use of Rubrics as a Methodology for Assessing Clinical Competencies Rosa Llabrés Solé1, Maria Elisa Castro-Peraza2, Herminia Molina Luzón1, Iria Alvarez Torres1 1Servicio Canario de Salud, HUC, La Laguna, Spain, 2Servicio Canario de Salud, EUE Nª Sª de La Candelaria, Santa Cruz de Tenerife, Spain INTRODUCTION: In Spain, there is no officially recognized specialization for Operating Room Nurses, which can result in hiring nurses who have not yet acquired the specific competencies necessary to carry out their professional duties. Therefore, it is essential to provide “on-the-job” learning opportunities that enable them to perform their roles with full proficiency. Additionally, it is crucial to assess the degree of learning and its application objectively, requiring an assessment tool that allows for tracking the progression of competencies among novice professionals. Rubrics, commonly used in the academic setting, provide an objective instrument for continuous monitoring of learning, emphasizing meaningful student learning and serving as a suitable tool for establishing minimum levels of achievement. In this context, specific Rubrics were developed and implemented for newly hired nurses in the operating room of the University Hospital of the Canary Islands (HUC). METHODOLOGY: Initially, a literature review was conducted on the use of Rubrics as an assessment methodology in Health Sciences. Drawing from the competencies outlined in the EORNA’s “common core program,” expert nurses and professors developed a specific Rubric for the operating room. This rubric is provided to the nurses upon their arrival in the area, enabling them to be aware in advance of the expected competencies to be developed. The nurses are then mentored by an experienced nurse throughout the process. RESULTS: Currently, the Rubric is being implemented at HUC, where 16% of the nurses have neither formal training nor experience in the operating room. An initial evaluation was conducted, which reflected the current situation regarding the required knowledge, with 80% of the nurses not reaching the minimum required score. CONCLUSION: The continuity of this program is necessary to ensure the quality of nursing care in the surgical area 211 Conceptualising and designing an educational application (app) to support novice perioperative nurses in the perioperative environment. Patricia Nicholson1 1, Tarryn Armour2 2, Elyse Coffey2 2, Elizabeth Manias3 3, Bernice Redley4 1Deakin University, School of Nursing and Midwifery, Geelong, Australia, 2Deakin University, School of Nursing and Midwifery, Melbourne, Australia, 3Monash University, School of Nursing and Midwifery, Melbourne, Australia, 4Health Complaints Commissioner, Health Complaints Commissioner, Melbourne, Australia Background: Novice nurses have specific educational needs to successfully transition into perioperative nursing and provide safe care to surgical patients. These needs encompass a broad range of concepts, technical skills and patient safety awareness. Technological advancements offer innovative education delivery methods, such as portable digital resources, that provide immediate access to educational content, flexibility, and repeatable learning experiences. Objectives: The objective was to understand the educational needs of novice nurses when entering the perioperative environment to inform the development of an educational application that effectively supports their learning and clinical practice. Methods: An exploratory qualitative design explored the views and experiences of novice perioperative nurses. Novice
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