NURS FPX 6025 Assessment 3 Practicum and Scholarly Article

NURS FPX 6025 Assessment 3 Practicum and Scholarly Article

Name

Capella University

NURS-FPX 6025 MSN Practicum

Prof. Name

Date

Practicum and Experience Reflection

In my capstone project, I got the opportunity to be engaged with establishing PICOT (Patient, Intervention, Comparison, Outcome, and Time) question for evaluation of effectiveness of particular intervention that is Pressure Injury (PI) prevention bundle in elderly patients of PI with critical care.  (Lovegrove et al., 2022). There are numerous danger indicators for PI in critical-care elderly patients, including age, inadequate perfusion, and movement alterations (Zhang et al., 2021).The practicum training enabled me to put into practice theoretical information and develop practical expertise in a real-world medical context.

It provided valuable insights into the challenges of implementing medical treatments from the perspectives of patients, and medical organizations. I established a better knowledge of PI interventions for elderly patients. By actively participating in the initiative, I realize that delay in educating and applying PI prevention protocols can cause severe implications for elderly patients with PI. Implementing PICOT questions for PI patients enhanced my professional competence, agility, and interpersonal growth. The interdisciplinary team collaboration provided me with a comprehensive understanding of coordinated care and the unique challenges encountered in clinical settings for managing PI patients. 

I was offered a chance to inform and educate patients on the necessity of self-care guidelines and strategies to reduce the risk of PI difficulties. I presented evidence-based methods to PI self-care and the PI preventive bundle, including PI awareness, PI risk evaluation, skin inspection, skin care, nutritional management, and mobility management (Heikkinen et al., 2023). Engagement with elderly PI patients assisted me to comprehend their issues and impediments to adoption of evidence-based PI care bundle strategies. It strengthened my dedication to communicating clearly with patients in implement PI care interventions. The interaction with patients enabled me to gain insight into the impact of PI prevention bundle approach through PICOT adoption in the treatment of PI aged patients.

Preceptor Role as a Mentor and Supervisor

The preceptor serves as an educator and a site supervisor, encouraging the nursing student’s growth and education throughout their capstone project.  The preceptor provides guidelines and assistance during the capstone project. My preceptor assisted me in managing difficulties and making well informed decision regarding PICOT question. The preceptor offers educational experience through promoting inquiries, researching concepts, and refining analytical abilities through cross-questioning and open discussion (Pearson & Hensley, 2019). The preceptor also offered training in the clinical processes of PICOT by illustrating different methods and approaches for executing PICOT questions. I worked and improved these skills under the guidance of my preceptor, and the feedback and regular discussion enabled me to develop my professional clinical abilities.

As the site supervisor, the instructor monitored the PICOT intervention’s execution, offered funds and resources, and encouraged the project success by engaging stakeholders such as doctors, health educators, nurses, and hospital administration. Moreover, the supervisor established the guidelines for engaging with the PI patient, administration, and other medical staff for implementing the intervention. The preceptor also underlined the necessity of following ethical healthcare standards for patients care and safeguarding privacy of patients (Surjadi et al., 2019).

The supervisor also promote interdisciplinary collaboration through offering opportunities to coordinate with other medical personnel involved in PI’s elderly patients care by implementing PICOT question (Teheux et al., 2021). This experience helped me comprehend the difficulties of patient care and improve interpersonal skills. Throughout the capstone project, the preceptor encouraged and enabled me to engage by giving various responsibilities. The preceptor’s contribution had a substantial impact on my learning and commitment throughout the capstone project.

Goals and Objectives of Practicum Experience

Practicum experience is crucial for the new nurses because it influence their future professional life (Mellor et al., 2022). Matlhaba and Khunou (2022), demonstrated that an adverse practicum experience propels novice nurses to leave their nursing professions.  Newly trained nurses face problems during their shift from learning to practice, can have a negative impact on their capacity to deliver efficient patient care. Therefore, the goals for practicum experience are intended to offer nursing students with a favorable and helpful learning experience. Clinical nursing educators’ real-life experiences, peer support and simulation activities during practicum, can improve clinical nursing education standards and practicum experience. These strategies can overcome the challenges regarding patient care and improve health outcomes (Ragsdale & Schuessler, 2021).

The main focus of my practicum was to reduce the PI incidence and disability rate among older PI patients receiving critical care by executing a PI prevention bundle intervention. The practicum provided me with valuable insights into the significance of self-management education and the PI care bundle in enhancing patient safety compared to standard care procedures (Deakin et al., 2020).

The practicum experience enabled me to participate in the execution of POCT while developing practical abilities for applying these interventions. According to Cant et al. (2021), at initial stages of practical training, nursing students frequently suffer anxiety and concern about their expectations. Thus, one goal of the practicum experience was to equip me for clinical duties and minimize anxiety over patient interaction.  Self-reflective practice strategy can improve patient outcomes and experiences by enhancing medical practices while promoting the execution of evidence-based methods (Contreras et al., 2022).

Completion of Hours

I completed my 20-hour practicum as a nurse by applying the PICOT question intervention, which is a PI prevention bundle, to minimize the PI occurrence rate in the care of elderly patients. Throughout this project, I gained practical understanding and expertise with PI patient care. Moreover, I am confident in my capacity to use this newly acquired expertise to my future nursing practice.

References

Cant, R., Ryan, C., Hughes, L., Luders, E., & Cooper, S. (2021). What helps, what hinders? Undergraduate nursing students’ perceptions of clinical placements based on a thematic synthesis of literature. SAGE Open Nursing, 7, 23779608211035845. https://doi.org/10.1177/23779608211035845

Contreras, J. A., Edwards‐Maddox, S., Hall, A., & Lee, M. A. (2020). Effects of reflective practice on baccalaureate nursing students’ stress, anxiety and competency: An integrative review. Worldviews on Evidence‐Based Nursing, 17(3), 239-245. https://doi.org/10.1111/wvn.12438

Deakin, J., Gillespie, B. M., Chaboyer, W., Nieuwenhoven, P., & Latimer, S. (2020). An education intervention care bundle to improve hospitalised patients’ pressure injury prevention knowledge: A before and after study. Wound Practice & Research: Journal of the Australian Wound Management Association, 28(4), 154-162. https://doi.org/10.3316/informit.621223280374840

Heikkinen, T., Heikkilä, A., Koivunen, M., Kortteisto, T., Peltokoski, J., Salmela, S., & Junttila, K. (2023). Nursing interventions in preventing pressure injuries in acute inpatient care: A cross-sectional national study. BioMed Central Nursing, 22(1), 1-12. https://doi.org/10.1186/s12912-023-01369-8

Lovegrove, J., Fulbrook, P., Miles, S., & Steele, M. (2022). Effectiveness of interventions to prevent pressure injury in adults admitted to intensive care settings: A systematic review and meta-analysis of randomised controlled trials. Australian Critical Care, 35(2), 186–203. https://doi.org/10.1016/j.aucc.2021.04.007

Matlhaba, K. L., & Khunou, S. H. (2022). Transition of graduate nurses from student to practice during the COVID-19 pandemic: Integrative review. International Journal of Africa Nursing Sciences, 100501. https://doi.org/10.1016/j.ijans.2022.100501

NURS FPX 6025 Assessment 3 Practicum and Scholarly Article

Mellor, P. D., De Bellis, A., & Muller, A. (2022). Psychosocial factors impacting new graduate registered nurses and their passage to becoming competent professional nurses: An integrative review. Journal of Nursing Regulation, 13(3), 24-51. https://doi.org/10.1016/S2155-8256(22)00081-3

Pearson, T., & Hensley, T. (2019). Positive precepting: Identifying NP student learning levels and needs. Journal of the American Association of Nurse Practitioners, 31(2), 124-130. https://doi.org/10.1097/jxx.0000000000000106

Ragsdale, M., & Schuessler, J. B. (2021). An integrative review of simulation, senior practicum and readiness for practice. Nurse Education in Practice, 55, 103087. https://doi.org/10.1016/j.nepr.2021.103087

Surjadi, M., Stringari-Murray, S., & Saxe, J. M. (2019). Entrustable professional activities in nurse practitioner education. The Journal for Nurse Practitioners, 15(5), e97-e102. https://doi.org/10.1016/j.nurpra.2018.12.030

NURS FPX 6025 Assessment 3 Practicum and Scholarly Article

Teheux, L., Coolen, E. H., Draaisma, J. M., de Visser, M., Scherpbier-de Haan, N. D., Kuijer-Siebelink, W., & van der Velden, J. A. (2021). Intraprofessional workplace learning in postgraduate medical education: A scoping review. BMC Medical Education, 21(1), 1-15. https://doi.org/10.1186/s12909-021-02910-6

Zhang, X., Wu, Z., Zhao, B., Zhang, Q., & Li, Z. (2021). Implementing a pressure injury care bundle in Chinese intensive care units. Risk Management and Healthcare Policy, Volume 14, 2435–2442. https://doi.org/10.2147/rmhp.s292579