NURS FPX 6025 Assessment 2 Practicum and Experience Reflection

Name

Capella university

NURS-FPX 6025 MSN Practicum

Prof. Name

Date

Practicum and Experience Reflection

In my capstone project, I had the opportunity to engage in developing a PICOT (Patient, Intervention, Comparison, Outcome, and Time) question aimed at evaluating the effectiveness of a specific intervention for preventing Pressure Injuries (PIs) in elderly patients with critical care needs. According to Lovegrove et al. (2022), the application of such interventions can significantly improve patient outcomes.

Elderly patients in critical care are particularly vulnerable to pressure injuries, with numerous risk factors such as age, inadequate perfusion, and impaired mobility contributing to their increased susceptibility (Zhang et al., 2021). This practicum allowed me to apply theoretical knowledge and develop practical skills in a real-world clinical setting, providing valuable insights into the complexities of implementing medical interventions from both patient and healthcare organization perspectives.

NURS FPX 6025 Assessment 2 Practicum and Experience Reflection

Through active participation in this initiative, I gained a deeper understanding of PI prevention for elderly patients. I realized that delays in educating staff and applying PI prevention protocols could lead to severe complications for these patients. The implementation of PICOT questions for PI patients improved my professional competency, agility, and interpersonal skills. Collaborating with an interdisciplinary team allowed me to understand the importance of coordinated care and the unique challenges in managing PI patients in clinical environments.

During my practicum, I also had the opportunity to educate patients on the importance of self-care and strategies to minimize the risk of PI complications. I presented evidence-based approaches to PI prevention, including awareness, risk assessments, skin care, nutritional management, and mobility strategies (Heikkinen et al., 2023). Working with elderly PI patients helped me recognize the barriers to adopting these strategies, strengthening my commitment to clear communication and effective intervention. This experience deepened my understanding of the impact of the PI prevention bundle through the adoption of the PICOT framework in treating elderly patients.

Preceptor Role as a Mentor and Supervisor

The preceptor plays a pivotal role as both an educator and site supervisor, guiding the nursing student throughout the capstone project. In this capacity, my preceptor offered invaluable guidance in navigating challenges and making informed decisions regarding the PICOT question. The preceptor’s role includes promoting inquiry, fostering critical thinking, and helping refine analytical skills through questioning and open dialogue (Pearson & Hensley, 2019). Furthermore, my preceptor demonstrated various approaches to implementing PICOT questions, allowing me to improve my clinical skills under their supervision. Regular feedback and discussions further enhanced my professional development.

As a site supervisor, the preceptor monitored the implementation of the PICOT intervention, ensuring access to necessary resources and engaging key stakeholders, such as physicians, nurses, and hospital administrators, in the process. They also provided guidance on how to effectively engage with PI patients and other healthcare professionals. Importantly, the preceptor emphasized the importance of adhering to ethical healthcare standards, ensuring patient privacy and safety (Surjadi et al., 2019). Through their encouragement of interdisciplinary collaboration, I had the opportunity to work alongside a variety of healthcare professionals involved in the care of elderly PI patients. This experience helped me improve my interpersonal skills and understand the complexities of patient care.

Throughout the capstone project, the preceptor’s support and mentorship significantly influenced my learning and motivation. By assigning various responsibilities and offering constructive feedback, the preceptor fostered a supportive environment that facilitated both my personal and professional growth.

Goals and Objectives of Practicum Experience

Practicum experiences are essential for new nurses, as they have a lasting impact on their professional development and future careers (Mellor et al., 2022). Matlhaba and Khunou (2022) highlighted that negative practicum experiences can lead to nurses abandoning their careers, emphasizing the importance of providing positive, supportive learning environments. The primary goal of my practicum was to reduce the incidence and disability associated with pressure injuries among elderly patients receiving critical care by implementing a PI prevention bundle. This experience reinforced the importance of self-management education and PI care bundles in improving patient safety compared to traditional care approaches (Deakin et al., 2020).

The practicum also enabled me to develop practical skills in applying PICOT interventions while gaining confidence in patient interactions. As Cant et al. (2021) noted, nursing students often experience anxiety during early stages of practical training, and one of the goals of my practicum was to reduce this anxiety by preparing me for clinical responsibilities. By engaging in reflective practice, I was able to improve patient outcomes and enhance the implementation of evidence-based strategies (Contreras et al., 2022).

Completion of Hours

I completed 20 hours of practicum during which I applied the PICOT intervention aimed at reducing the incidence of pressure injuries in elderly patients. This hands-on experience provided me with valuable practical knowledge and reinforced my ability to apply evidence-based interventions in clinical settings. I am confident that this experience will enhance my future nursing practice and contribute to improved patient care.

NURS FPX 6025 Assessment 2 Practicum and Experience Reflection

Heading	Content
Practicum and Experience Reflection	The practicum allowed me to engage with PICOT questions to evaluate the effectiveness of Pressure Injury (PI) prevention for elderly patients in critical care, applying theoretical knowledge in practice (Lovegrove et al., 2022; Zhang et al., 2021).
Preceptor Role as a Mentor and Supervisor	The preceptor guided me through the PICOT intervention process, promoting inquiry and critical thinking. They facilitated interdisciplinary collaboration and emphasized ethical healthcare standards (Pearson & Hensley, 2019; Surjadi et al., 2019).
Goals and Objectives of Practicum Experience	The goal was to reduce PI incidence in elderly patients by implementing a prevention bundle. It also aimed to reduce anxiety in student nurses by preparing them for clinical responsibilities (Mellor et al., 2022; Deakin et al., 2020).

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

NURS FPX 6025 Assessment 2 Practicum and Experience Reflection

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

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

NURS FPX 6025 Assessment 2 Practicum and Experience Reflection

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

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, 14, 2435–2442. https://doi.org/10.2147/rmhp.s292579