Student Name
Capella University
NURS-FPX 6025 MSN Practicum
Prof. Name
Date
Practicum and Experience Reflection
During my capstone practicum, I developed a PICOT (Patient, Intervention, Comparison, Outcome, Time) question to examine the effectiveness of a Pressure Injury (PI) prevention bundle in elderly patients within critical care settings. This hands-on experience allowed me to connect theoretical frameworks from nursing education with practical clinical application (Lovegrove et al., 2022). Elderly patients are particularly susceptible to pressure injuries due to diminished perfusion, physiological changes associated with aging, and limited mobility (Zhang et al., 2021). Understanding these risk factors was crucial in shaping targeted interventions.
The practicum emphasized the challenges involved in implementing evidence-based interventions while highlighting the importance of patient-centered care. Through direct involvement in patient care, I gained insight into preventive strategies specifically tailored to elderly patients. Delays in implementing PI prevention protocols were shown to have significant negative outcomes, motivating me to advocate for timely, structured intervention planning. This experience enhanced my clinical reasoning and communication skills, particularly in interdisciplinary collaborations, where I observed the complexities of coordinating care for patients at high risk of pressure injuries.
Educating elderly patients on self-care strategies was a vital component of my role. I introduced evidence-informed practices, including regular skin inspections, nutritional support, pressure redistribution techniques, and mobility promotion (Heikkinen et al., 2023). Interacting directly with patients allowed me to identify barriers to adherence, such as cognitive impairments, discomfort, or lack of understanding. This reinforced the importance of empathetic communication and the real-world impact of PICOT-guided interventions.
Preceptor Role as a Mentor and Supervisor
Throughout the practicum, my preceptor functioned in a dual capacity as both a mentor and a supervisor.
How did the preceptor contribute to my learning as an educator?
As an educator, the preceptor guided me in formulating and refining my PICOT question. We engaged in reflective discussions and inquiry-based learning, which strengthened my analytical skills and clinical reasoning (Pearson & Hensley, 2019). I was encouraged to critically review evidence, consider multiple clinical pathways, and explore alternative interventions. This approach fostered independent decision-making and a deeper understanding of evidence-based practice.
What was the supervisory role of the preceptor?
In the supervisory role, the preceptor ensured the intervention aligned with clinical standards and ethical guidelines. They assisted with logistical tasks such as resource allocation and stakeholder engagement among nurses, physicians, and administrative staff, ensuring patient privacy and ethical compliance were maintained (Surjadi et al., 2019).
How did the preceptor promote interprofessional collaboration?
The preceptor emphasized the value of interprofessional teamwork. I collaborated with allied health professionals to gain multidisciplinary perspectives on pressure injury prevention. These interactions enhanced my interpersonal competencies, fostering an appreciation for collaborative care in complex clinical environments (Teheux et al., 2021).
Table 1: Preceptor Roles and Contributions
| Role | Key Responsibilities |
|---|---|
| Educator | Guided PICOT development, facilitated critical thinking, encouraged evidence review |
| Supervisor | Ensured clinical application compliance, managed resources, upheld ethical standards |
| Collaboration Leader | Promoted interprofessional teamwork in intervention planning and implementation |
Goals and Objectives of Practicum Experience
A structured practicum experience is crucial for building competence and confidence in novice nurses (Mellor et al., 2022). Negative clinical experiences have been linked to early-career attrition (Matlhaba & Khunou, 2022). Therefore, my practicum was designed to provide a supportive, experiential learning environment, facilitating the transition from student to professional nurse. Real-world exposure, peer engagement, and consistent feedback helped strengthen clinical judgment and care delivery skills.
What were the primary objectives of the practicum?
One key objective was to reduce the incidence and severity of pressure injuries among elderly patients in critical care. By applying the PI prevention bundle, I observed improved patient outcomes compared to traditional care approaches (Deakin et al., 2020). The practicum also provided insights into how nutrition, mobility management, and patient education collectively enhance recovery and safety.
Another objective was to build resilience and confidence in managing complex patient interactions. Initially, I experienced anxiety—a common challenge for student nurses (Cant et al., 2021). Through structured learning and hands-on participation, these concerns diminished. I integrated reflective practice into my daily routine, allowing continuous evaluation and refinement of my clinical approach (Contreras et al., 2022). This process strengthened my ability to think critically and advocate for evidence-based interventions.
Table 2: Practicum Goals and Achievements
| Goal | Outcome |
|---|---|
| Reduce PI incidence in elderly patients | Implemented evidence-based PI care bundle with measurable improvements |
| Enhance confidence in patient interactions | Developed through mentorship and structured clinical exposure |
| Promote reflective, evidence-based practice | Applied journaling and literature review to evaluate and adapt strategies |
Completion of Hours
I completed 20 hours of practicum, executing the PICOT-based PI prevention bundle for elderly patients. During this time, I collaborated with healthcare professionals, conducted patient education sessions, and practiced clinical protocols. This immersive experience provided practical skills that will inform ongoing patient care strategies. I now feel prepared to integrate these insights into professional practice, improving outcomes for elderly patients in similar clinical settings.
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
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