Student Name
Capella University
NURS-FPX 6025 MSN Practicum
Prof. Name
Date
Practicum and Experience Reflection
During my capstone project, I developed a PICOT question aimed at evaluating a pressure injury (PI) prevention bundle for elderly patients in critical care units. This process provided a valuable opportunity to examine the multifactorial causes of PI in older adults, including physiological vulnerabilities such as decreased tissue perfusion, fragile skin, and limited mobility (Zhang et al., 2021). By translating theoretical knowledge into clinical practice, I was able to enhance my hands-on nursing skills and gain a better understanding of how evidence-based interventions directly impact patient-centered care.
Implementing the PICOT intervention in a real-world clinical setting revealed several challenges. I observed that delays in preventive measures could significantly increase the risk of complications for critically ill elderly patients. This experience underscored the importance of timely interventions and comprehensive patient education. Key strategies I implemented included regular skin assessments, improving patient mobility, supporting nutrition, and tailoring skincare management to individual needs (Heikkinen et al., 2023). These experiences highlighted the critical role of effective communication, individualized care, and interdisciplinary coordination in preventing PIs in vulnerable populations.
Preceptor Role as a Mentor and Supervisor
My preceptor functioned as both a mentor and a clinical supervisor, guiding my professional growth throughout the practicum. Through structured mentorship, I received support in refining my PICOT initiative, critically evaluating clinical scenarios, and enhancing problem-solving skills through reflective discussions (Pearson & Hensley, 2019). Continuous feedback on my application of evidence-based methods allowed me to improve clinical reasoning and strengthen data interpretation skills.
As a supervisor, the preceptor organized necessary resources for the intervention and facilitated collaboration with an interdisciplinary team, including physicians, nurses, and clinical educators. This approach emphasized a team-based model for elderly PI care while maintaining ethical standards and patient confidentiality (Surjadi et al., 2019). Exposure to interprofessional collaboration broadened my clinical perspective, strengthened communication skills, and increased my confidence in leading patient-centered care initiatives (Teheux et al., 2021).
Goals and Objectives of Practicum Experience
The primary goal of my practicum was to improve outcomes for elderly patients in critical care by reducing pressure injury incidence through a structured prevention bundle. This objective aligns with broader aims of enhancing patient safety and quality of life for high-risk populations. Research indicates that hands-on clinical experiences are essential for preparing new nurses to handle complex care situations with resilience and competence (Mellor et al., 2022). My practicum emphasized the importance of supportive learning environments that cultivate both technical and emotional competencies.
Another objective was to bridge the gap between theoretical knowledge and clinical practice, particularly in high-pressure environments. Many nursing students initially feel unprepared for direct patient care, which can lead to stress and decreased effectiveness (Cant et al., 2021). By actively participating in interventions, engaging in self-assessment, and reflecting through journaling, I strengthened my confidence in patient interactions, improved decision-making, and effectively applied evidence-based strategies to prevent pressure injuries in elderly patients (Contreras et al., 2022).
NURS FPX 6025 Assessment 2 Practicum and Experience Reflection
Summary Table
| Heading | Key Insights | References |
|---|---|---|
| Practicum and Experience Reflection | Developed and implemented a PICOT-based PI prevention strategy for elderly ICU patients; emphasized patient education, individualized risk assessment, and proactive interventions. | Lovegrove et al., 2022; Zhang et al., 2021; Heikkinen et al., 2023 |
| Preceptor Role as a Mentor and Supervisor | Received mentorship for clinical reasoning and project execution; engaged in interdisciplinary collaboration while upholding ethics and patient privacy. | Pearson & Hensley, 2019; Surjadi et al., 2019; Teheux et al., 2021 |
| Goals and Objectives of Practicum Experience | Focused on reducing PI rates, increasing confidence through hands-on practice, and using reflective techniques to manage stress and enhance decision-making. | Mellor et al., 2022; Matlhaba & Khunou, 2022; Deakin et al., 2020; Cant et al., 2021; Contreras et al., 2022 |
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 hospitalized 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, R., Juuti, A., Leino-Kilpi, H., & Haavisto, E. (2023). Evidence-based interventions for pressure injury prevention in intensive care: A systematic review. Journal of Clinical Nursing, 32(3–4), 614–628. https://doi.org/10.1111/jocn.16238
Lovegrove, J., Fulbrook, P., Miles, S., & Latimer, S. (2022). Using pressure injury prevention bundles to reduce hospital-acquired pressure injuries in intensive care units: A systematic review. Australian Critical Care, 35(2), 164–172. https://doi.org/10.1016/j.aucc.2021.06.006
Matlhaba, K., & Khunou, S. H. (2022). Factors influencing nursing students’ decisions to leave the nursing profession in South Africa: A scoping review. International Journal of Africa Nursing Sciences, 16, 100425. https://doi.org/10.1016/j.ijans.2022.100425
Mellor, P., Gregoric, C., & Gillham, D. (2022). Strategies to support nursing students’ success during clinical placements: A scoping review. Journal of Clinical Nursing, 31(19–20), 2665–2679. https://doi.org/10.1111/jocn.16198
NURS FPX 6025 Assessment 2 Practicum and Experience Reflection
Pearson, A., & Hensley, J. (2019). The value of mentorship in nursing education: A review of current literature. Nurse Education Today, 79, 45–49. https://doi.org/10.1016/j.nedt.2019.05.008
Surjadi, M., Rahmah, H., Wahyuni, S., & Setiawan, A. (2019). Ethical decision-making and patient privacy: A qualitative study among Indonesian nurses. Nursing Ethics, 26(5), 1343–1352. https://doi.org/10.1177/0969733017751265
Teheux, L., Biquet, J., & Wante, L. (2021). Promoting interprofessional collaboration in nursing education through clinical practice. Nurse Education in Practice, 56, 103193. https://doi.org/10.1016/j.nepr.2021.103193
Zhang, Z., Pereira, S. G., & Purcell, R. (2021). Predicting pressure injury development in elderly ICU patients: A risk factor analysis. Journal of Tissue Viability, 30(1), 47–53. https://doi.org/10.1016/j.jtv.2020.09.002