NURS FPX 6025 Assessment 2 Practicum and Experience Reflection

Name

Capella university

NURS-FPX 6025 MSN Practicum

Prof. Name

Date

Practicum and Experience Reflection

During my capstone project, I engaged in developing a PICOT question—an acronym for Patient, Intervention, Comparison, Outcome, and Time—to evaluate the effectiveness of a Pressure Injury (PI) prevention bundle targeting elderly critical care patients with PI (Lovegrove et al., 2022). Critical-care elderly patients are vulnerable to multiple risk factors for PI, such as advanced age, poor tissue perfusion, and limited mobility (Zhang et al., 2021). This practicum provided a valuable opportunity to apply theoretical knowledge in a clinical setting, enhancing my practical skills and deepening my understanding of PI management challenges from the perspectives of patients and healthcare systems.

Through active involvement in this initiative, I recognized the serious consequences that can arise when PI prevention protocols are not promptly taught or implemented. The process of formulating and applying PICOT questions sharpened my clinical reasoning, professional adaptability, and communication skills. Furthermore, collaborating with an interdisciplinary team offered comprehensive insights into the coordinated care required to manage elderly PI patients effectively and the complex obstacles faced in clinical practice.

I was also entrusted with educating patients about self-care strategies essential to reducing the risk of PI. This involved presenting evidence-based practices within the PI prevention bundle, which includes PI awareness, risk assessment, skin inspections, skincare, nutritional support, and mobility encouragement (Heikkinen et al., 2023). Direct interaction with elderly patients illuminated their challenges and barriers to adopting these care strategies, reinforcing my commitment to clear and empathetic patient communication. These patient engagements provided valuable perspectives on how PICOT-guided interventions can positively influence PI treatment outcomes.

Preceptor Role as a Mentor and Supervisor

The role of the preceptor is pivotal in guiding nursing students through their capstone projects, acting both as an educator and clinical supervisor. My preceptor supported me in overcoming challenges related to the PICOT question development and application, providing continuous feedback and fostering critical thinking by encouraging inquiry and discussion (Pearson & Hensley, 2019). The preceptor also demonstrated various clinical methods to implement PICOT questions effectively, which greatly enhanced my practical skills.

As a site supervisor, the preceptor oversaw the implementation of the PI prevention intervention, ensured availability of necessary resources, and engaged stakeholders such as physicians, nurses, health educators, and hospital administrators. They also set clear protocols for patient and staff interaction to uphold ethical standards and patient confidentiality (Surjadi et al., 2019). Moreover, the preceptor promoted interdisciplinary collaboration by facilitating coordination among medical personnel caring for elderly PI patients through PICOT-driven interventions (Teheux et al., 2021). This mentorship enriched my understanding of the complexities of patient care and improved my interpersonal skills. The preceptor’s encouragement to take on varied responsibilities significantly influenced my learning experience and professional growth.

Goals and Objectives of Practicum Experience

Practicum experiences are critical in shaping the careers of newly graduated nurses, significantly affecting their professional trajectory (Mellor et al., 2022). Research shows that negative practicum experiences can lead novice nurses to abandon the profession prematurely (Matlhaba & Khunou, 2022). The transition from classroom learning to clinical practice can present difficulties that impact a nurse’s ability to deliver effective care. Hence, practicum goals aim to provide a supportive and enriching learning environment that bolsters clinical competence.

Clinical educators’ practical insights, peer collaboration, and simulation exercises have been shown to elevate the quality of clinical education and mitigate challenges in patient care (Ragsdale & Schuessler, 2021). My practicum specifically targeted reducing the incidence and severity of PI among elderly critical care patients through implementation of a PI prevention bundle. This experience underscored the importance of patient self-management education and demonstrated how structured care bundles improve patient safety compared to routine practices (Deakin et al., 2020).

The practicum also facilitated the development of my practical skills in applying POCT interventions. According to Cant et al. (2021), nursing students often experience anxiety at the start of clinical practice; therefore, an additional goal of this practicum was to prepare me to confidently manage patient interactions and reduce stress. Furthermore, adopting self-reflective practices during the practicum supported the continuous improvement of clinical care and reinforced evidence-based practice (Contreras et al., 2022).

Completion of Hours Summary

Activity	Hours Completed	Description
PICOT Question Intervention	20 hours	Implemented a PI prevention bundle intervention focused on reducing pressure injuries in elderly patients. Gained practical knowledge and skills applicable to 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

NURS FPX 6025 Assessment 2 Practicum and Experience Reflection

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 2 Practicum and Experience Reflection

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

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