Objectives New RN orientations have traditionally been designed to provide information to new hires through didactic lecture and online learning systems. This less interactive method fails to maximize learning for RNs and provide them with essential experience they will need to transition on the unit. As a result, a hospital system revamped their RN orientation to provide more experienced-based learning using simulation and skills stations. Various topics were addressed including how new nurses were trained on the Electronic Medical Records (EMR) system. Through focus groups it was quickly learned that new nurses were not exposed with an adequate amount of practice with the EMR training and still had high levels of anxiety and a lacked preparation using the EMR system after completing their initial week of orientation. As a result, charting using EMR was integrated throughout the week of orientation in all scenarios, skill stations and simulation. Additionally, a four-hour segment of the orientation was dedicated to EMR training. The ultimate goal of integrating EMR training into orientation was to provide RNs with experiences that are common in our clinical nursing setting and stress the importance of this piece of nursing care. Description Educators developed objectives and possible scenarios to maximize documentation experiences and streamline the content of the course. EMR training was integrated throughout JumpStart and offered as a four-hour session—later divided into one-hour intervals over the course of four days in order to improve retention and repetition. Skill stations incorporated EMR, allowing for repeated practice and understanding of concepts, application in various different situations while allowing hands-on experience. RNs began taking care of (standardized) patients on day one, and objectives each day were built upon what was covered previously. Scenarios were designed to be as real as possible, for example, when administering a medication, learners had the opportunity to enter or take orders, retrieve medications and then administer the medications utilizing simulation. The program also incorporated appropriate equipment including the automated medication machine (Pyxis), IV pumps, etc., allowing them to become confident in charting and medication administration, while providing opportunities for them to interact and communicate with patients. Likewise, there were opportunities throughout other skill stations to repeat application of knowledge. Conclusion Overall, EMR training using simulation and experiential learning has proven an effective method in the on-boarding of new RNs. To maximize the first week of RN orientation, EMR should be appropriately integrated to reduce anxiety and increase efficiency in charting on-unit. It was evident that using the EMR effectively was vital to the nurse’s workflow and efficiency, and implementation of hands-on experience provided the needed practice to utilize EMR in very real and applicable situations. New RNs post-surveys have consistently provided supporting evidence of the perceived importance of this training and increased confidence gained through simulated practice. Similarly, preceptors, managers, and RN educators have commented on the effectiveness of training during the first week and resulting improved transition to practice. Through application of experiential learning principles, nurses can learn the EMR in very real and applicable settings. Integrating experiential learning theory through the use of simulation can enhance an RN orientation. The enhanced orientation experience can result in more prepared RNs, improved communication among administrators, staff and orientees and a significant cost savings to the organization.