NURS FPX 6025 Assessment 2 Practicum and Experience Reflection

Student Name

Capella University 

NURS-FPX 6025 MSN Practicum

Prof. Name

Date:

Practicum and Experience Reflection

Engaging in a practicum experience serves as a pivotal opportunity for students across various disciplines, such as nursing and informatics, to translate theoretical knowledge into practical skills within a real-world context. This experience serves as a critical link between academic coursework and the application of professional practices, offering students hands-on exposure and a profound comprehension of their chosen field (Cain et al., 2019).

During my nursing practicum, I had the privilege of focusing on addressing the healthcare needs of overweight autistic teenagers. This particular demographic posed distinctive challenges, necessitating a comprehensive and personalized approach to their care. My practicum sought to harness the potential of informatics to improve the health outcomes of these teenagers by enhancing communication, coordination, and data-driven decision-making (NURS FPX 6025 Assessment 2 Practicum and Experience Reflection).

Throughout this experience, active participation in interdisciplinary team meetings allowed me to contribute my informatics expertise to discussions on care planning and intervention strategies. Collaborating with healthcare providers, educators, and administrators provided insights into the intricate dynamics between clinical practice, technology, and the specific needs of overweight autistic teenagers (Saqr et al., 2020). Moreover, it presented opportunities to advocate for the integration of informatics solutions to enhance care delivery and patient outcomes.

Preceptor’s Role as Mentor and Supervisor

The role of a preceptor is pivotal, serving as both a mentor and a site supervisor during a practicum experience. In my nursing practicum, my preceptor played an exceptional role in guiding and supervising my learning journey. Actively engaged in my educational process, my preceptor provided invaluable insights, shared experiences, and offered guidance on various aspects of the field. Discussions on research design, methodology, and data analysis were facilitated by my preceptor, aiding in refining my capstone project to align with best practices.

In the capacity of a mentor, continuous feedback and support were provided by my preceptor, who meticulously reviewed my drafts and offered constructive criticism to elevate the quality of my work. Beyond the technical facets of informatics, my preceptor encouraged the development of effective communication and collaboration skills within interdisciplinary teams, contributing significantly to my professional growth throughout the practicum (Myers & Chou, 2021). Serving as a site supervisor, my preceptor ensured access to necessary resources and clinical settings, facilitated introductions to key stakeholders, and monitored my progress while addressing challenges as they arose (Wallin et al., 2020).

NURS FPX 6025 Assessment 2 Practicum and Experience Reflection

The dual role of mentor and site supervisor played by my preceptor significantly influenced my professional development during the practicum. Their guidance expanded my comprehension of the nursing role and its impact on healthcare delivery. This support enabled the effective integration of theoretical knowledge with practical experience, enhancing my skills in research design, data analysis, and collaboration.

Goals and Objectives of Practicum Experience

Establishing clear goals and objectives is crucial for guiding the learning and professional development of students during a practicum experience (Dunn et al., 2021). In the context of my practicum on overweight autistic teenagers, these goals and objectives played a pivotal role in shaping the focus and outcomes of my work.

The practicum aimed to deepen my understanding of the unique healthcare needs of overweight autistic teenagers by exploring factors contributing to their weight management difficulties and identifying suitable interventions (Saqr et al., 2020). Additionally, it focused on enhancing my technical skills in utilizing healthcare informatics tools and platforms, specifically engaging with tailored electronic health record systems to optimize care and improve patient outcomes. Lastly, effective communication and collaboration within interdisciplinary teams to facilitate patient-centered care were essential objectives, achieved through active participation in team meetings, sharing insights, and advocating for informatics solutions (Ortíz-Barrios & Alfaro-Saíz, 2020).

NURS FPX 6025 Assessment 2 Practicum and Experience Reflection

Regarding my practicum experience on overweight autistic teenagers, the established goals and objectives provided a clear direction and purpose for my work. They guided my efforts in understanding the unique healthcare needs of this population, utilizing informatics tools to optimize care, and collaborating with interdisciplinary teams. These goals and objectives ensured that my practicum experience was focused and meaningful, allowing me to make tangible contributions to improving the health outcomes of overweight autistic teenagers through informatics solutions.

Completion of Hours

Successfully fulfilling the required hours for the practicum was a significant achievement. Throughout the designated timeframe, I actively participated in various activities related to my role as a nurse working with overweight autistic teenagers. Collaborating with interdisciplinary teams, implementing electronic health record systems, conducting data collection and analysis, and contributing to the development of personalized care plans were among the activities undertaken. Meeting the designated hours not only provided valuable practical experience but also marked meaningful progress in achieving the set objectives for my practicum.

References

Cain, M., Le, A. D., & Stephen Richard Billett. (2019). Sharing stories and building resilience: Student preferences and processes of post-practicum interventions. Professional and Practice-Based Learning, 27–53. https://doi.org/10.1007/978-3-030-05560-8_2 

Dunn, S. V., Ehrich, L., Mylonas, A., & Hansford, B. C. (2021). Students’ perceptions of field experience professional development: A comparative study. Journal of Nursing Education, 39(9), 393–400. https://doi.org/10.3928/0148-4834-20001201-05 

Myers, K., & Chou, C. L. (2021). Collaborative and bidirectional feedback between students and clinical preceptors: Promoting effective communication skills on health care teams. Journal of Midwifery & Women’s Health, 61(S1), 22–27. https://doi.org/10.1111/jmwh.12505 

Ortíz-Barrios, M. A., & Alfaro-Saíz, J.-J. (2020). Methodological approaches to support process improvement in emergency departments: A systematic review. International Journal of Environmental Research and Public Health, 17(8). https://doi.org/10.3390/ijerph17082664 

Saqr, Y., Braun, E., Porter, K., Barnette, D., & Hanks, C. (2020). Addressing medical needs of adolescents and adults with autism spectrum disorders in a primary care setting. Autism, 22(1), 51–61. https://doi.org/10.1177/1362361317709970 

Wallin, K., Hörberg, U., Harstäde, C. W., Elmqvist, C., & Bremer, A. (2020). Preceptors´ experiences of student supervision in the emergency medical services: A qualitative interview study. Nurse Education Today, 84. https://doi.org/10.1016/j.nedt.2019.104223