In a prelicensure nursing course with an average of 86 students enrolled during fall and spring semesters, a large volume of electronic communications related to topics within the course syllabus, which were covered during course orientation, were received by faculty. Many of the questions from students were similar. In addition, time constraints posed a challenge in the course. The time allotted to course orientation decreased the amount of time to teach actual course content because orientation was held during class time on the first day of class. This led to the implementation of a blended approach for orientation. The aims of this blended orientation were to (a) decrease student anxiety, (b) improve time constraints in the course, and (c) provide clarity. An instructor-created video was developed and made available for students to view 4 days before the first day of class. On the first day of class, 1 hour 15 minutes was allotted to course orientation. During this time, faculty provided brief face-to-face introductions and allowed students to ask questions. Students also submitted required clinical documents for select agencies during this time. The use of the blended approach had several advantages: (a) allowing students to begin class on the first day less anxious because they were aware of the course expectations, (b) minimizing the amount of time spent in class to facilitate course orientation, (c) providing opportunities for students to arrive prepared to ask questions related to the course, and (d) decreasing the large volume of electronic communications received by course faculty.