NURS FPX 6025 Assessment 6 Practicum and MSN Reflection
Student Name Capella University NURS-FPX 6025 MSN Practicum Prof. Name Date Practicum and MSN Reflection During my capstone project, I applied the Population, Intervention, Comparison, Outcome, and Timeframe (PICOT) framework to integrate GE monitoring devices into clinical workflows for staff nurses. This approach provided a structured pathway to assess and implement technology-driven interventions, enhancing both patient care and nursing efficiency. The experience strengthened my practical skills, improved my confidence in using advanced health technologies, and sharpened my decision-making capabilities. Overall, it deepened my understanding of how evidence-based strategies can promote accurate, data-driven care and enhance nurse engagement. This reflection outlines my journey through the MSN program, highlighting key accomplishments, challenges encountered during practicum, and my aspirations for future career growth. How did the MSN program enhance my clinical and technological competencies? Throughout the MSN program, I developed the ability to lead and implement technology-driven interventions within healthcare settings. A major focus was the integration of GE monitoring systems with Electronic Health Records (EHRs). These devices facilitate automated collection and transmission of patient vital signs, reducing the likelihood of medication errors and ensuring data reliability (Krittanawong et al., 2020). My training allowed me to translate this information into actionable care plans that address both individual patient needs and broader population health outcomes. Furthermore, leveraging the PICOT framework enabled me to analyze real-time data from GE monitoring systems, fostering timely and accurate clinical decisions. The seamless integration of these devices into EHRs reduced manual documentation errors, improving treatment accuracy and workflow efficiency (Stucky et al., 2020). These competencies also positioned me to train and support staff nurses in effectively utilizing these technologies. PICOT Application Outcome Impact Real-time data integration Supported accurate and timely clinical decision-making for nursing staff Reduced manual data errors Enhanced patient safety and confidence in recorded clinical information Enhanced staff training programs Improved staff engagement and effective utilization of monitoring devices Streamlined clinical documentation Increased workflow efficiency and decreased administrative workload What were my achievements and obstacles during the practicum? During my practicum, I successfully applied PICOT-based strategies to optimize the use of GE monitoring devices among staff nurses. Achievements included designing targeted training sessions, deploying educational tools, and collaborating with interdisciplinary teams. These efforts allowed improved monitoring of patient health trends, enhanced clinical accuracy, and streamlined workflows. However, I encountered challenges such as limited time and budget constraints in traditional healthcare environments. Additionally, communication gaps among interdisciplinary team members—including nurse informaticists, health technologists, and medical staff—sometimes hindered coordination (Wranik et al., 2019). Despite these obstacles, the experience enhanced my skills in prioritization, conflict resolution, and effective communication within resource-limited settings. Category Achievements Obstacles Technological Implementation Integrated GE devices into daily nursing routines Limited time and financial resources for full project execution Education & Training Conducted staff development sessions on device usage Resistance to change and low initial engagement from staff Interdisciplinary Collaboration Coordinated with IT and informatics specialists Communication gaps occasionally disrupted project continuity Outcome Monitoring Adjusted protocols based on staff and patient feedback Ongoing adjustments required to address patient diversity and changing needs During the practicum, I completed the required 20 hours, applying evidence-based strategies, guiding hands-on learning, and assessing outcomes of device usage. This direct exposure bridged theoretical knowledge with clinical application, reinforcing my preparedness for advanced nursing roles. What future career paths are enabled by an MSN degree? The MSN program has opened multiple avenues for professional growth, particularly at the intersection of clinical care and informatics. My expertise in GE monitoring systems and Clinical Decision Support Systems (CDSS) equips me to lead technology integration, enhance patient data utilization, and ensure evidence-based care delivery (Wilson et al., 2020). Potential career paths include: Career Pathway Description Nurse Informaticist Oversee clinical data management, support EHR/CDSS usage, and facilitate interprofessional care Nurse Educator Train healthcare professionals on GE monitoring devices and promote technology literacy Healthcare Data Analyst Collect, interpret, and apply patient information to improve policies and clinical programs Telemonitoring Coordinator Manage remote patient monitoring initiatives using device-based systems Medical Systems Analyst Evaluate technology use, ensure compliance with legal and ethical standards, and optimize system performance Additionally, I am interested in roles supporting remote care models and telemonitoring programs, which enable continuous care delivery outside traditional hospital settings (Haleem et al., 2021). Conclusion In conclusion, my MSN program and practicum experiences have equipped me with comprehensive skills to apply GE monitoring technologies for improved patient outcomes. Utilizing the PICOT framework, I designed interventions that demonstrated the benefits of integrating informatics into daily nursing practices. Challenges encountered during the practicum refined my leadership and collaboration skills, while hands-on experiences strengthened my ability to support staff in technology adoption. With a strong foundation in evidence-based practice and healthcare informatics, I am well-prepared to advance my career and contribute meaningfully to the transformation of healthcare delivery. References Amir, H., & Sudarman, S. (2020). Reflective Case Discussion (RCD) for nurses: A systematic review. STRADA Jurnal Ilmiah Kesehatan, 9(2), 332–337. https://doi.org/10.30994/sjik.v9i2.306 Backonja, U., Langford, L. H., & Mook, P. J. (2021). How to support the nursing informatics leadership pipeline. CIN: Computers, Informatics, Nursing, Publish Ahead of Print(1), 8–20. https://doi.org/10.1097/cin.0000000000000827 Balak, N., Broekman, M. L. D., & Mathiesen, T. (2020). Ethics in contemporary health care management and medical education. Journal of Evaluation in Clinical Practice, 26(3), 699–706. https://doi.org/10.1111/jep.13352 Berryman, J. (2021). Use of EBP as a problem‐solving approach to improve patient satisfaction while overcoming the COVID pandemic barriers. Worldviews on Evidence-Based Nursing, 18(6), 389–391. https://doi.org/10.1111/wvn.12541 Haleem, A., Javaid, M., Singh, R. P., & Suman, R. (2021). Telemedicine for healthcare: Capabilities, features, barriers, and applications. Sensors International, 2(2), 100117. https://doi.org/10.1016/j.sintl.2021.100117 Jamil, F., Ahmad, S., Iqbal, N., & Kim, D.-H. (2020). Towards a remote monitoring of patient vital signs based on IoT-based blockchain integrity management platforms in smart hospitals. Sensors, 20(8), 2195. https://doi.org/10.3390/s20082195 Kelly, J. T., Campbell, K. L., Gong, E., & Scuffham, P. (2020). The internet of things: Impact and implications for healthcare delivery. Journal of Medical Internet Research, 22(11), e20135. https://doi.org/10.2196/20135 Krittanawong, C., Rogers, A. J., Johnson, K. W., Wang, Z., Turakhia, M. P., Halperin, J. L., & Narayan, S. M. (2020). Integration of novel monitoring devices with machine learning technology for scalable cardiovascular management. Nature Reviews Cardiology, 18(2),
NURS FPX 6025 Assessment 5 Practicum and Social Justice
Student Name Capella University NURS-FPX 6025 MSN Practicum Prof. Name Date Practicum and Social Justice Social justice in healthcare emphasizes equitable access to high-quality medical services for all individuals, irrespective of race, gender identity, socioeconomic status, or other distinguishing factors (Borras, 2020). During my practicum, I applied the PICOT framework—Population, Intervention, Comparison, Outcome, and Time—to evaluate the adoption and integration of GE Healthcare monitor interfacing by staff nurses. The focus was on understanding how real-time data transfer from patient monitoring devices to Electronic Health Records (EHRs) affected clinical decision-making and patient outcomes. This experience reinforced the critical need for culturally sensitive and ethically grounded practices when introducing new technologies into nursing workflows. The ethical implications of technology integration were especially prominent. Patients from diverse cultural backgrounds often exhibit varying levels of trust toward electronic health tools, influenced by prior experiences and societal norms. Consequently, the practicum stressed culturally appropriate methods that prioritize patient safety while respecting values. Staff nurses engaged in collaborative discussions to voice concerns and explore strategies for ensuring equitable healthcare delivery through ethical and culturally competent monitoring practices. Structural and behavioral barriers also emerged during implementation. Socioeconomic inequalities, language differences, and limited digital literacy posed challenges, particularly for marginalized populations. Addressing these barriers required equipping nurses with ethical, evidence-based approaches to enhance cultural competence, ensure accurate data collection, and facilitate timely clinical interventions. Significance of Learning about Multicultural Care Training in multicultural care is essential for preparing healthcare providers, especially nurses, to meet the diverse needs of patients. A key insight from my practicum was that cultural awareness directly impacts clinical decision-making. Misunderstandings regarding cultural norms can lead to incorrect assessments and suboptimal health outcomes (Shirazi et al., 2020). For instance, certain populations may be hesitant about electronic monitoring due to privacy concerns, which can impede the effective use of GE Healthcare interfaces. Structured education and interactive learning sessions helped nurses understand and respect these perspectives. Emphasis was placed on honoring patient values during informed consent and explaining the purpose and handling of electronic data. By integrating culturally sensitive strategies, the program strengthened nurse-patient communication, trust, and engagement. Staff were also trained in safeguarding patient data and maintaining ethical boundaries, reinforcing autonomy and confidentiality (Upadhyay & Hu, 2022). A systematic approach was applied to embed cultural competence into technological practice. Key considerations and actions implemented during the practicum are summarized below: Table 1: Ethical and Multicultural Considerations in GE Monitor Interfacing Consideration Action Taken Outcome Cultural sensitivity Educated nurses on patients’ beliefs and norms Improved nurse-patient communication and trust Data privacy ethics Collaborated with IT for informed consent processes Enhanced patient autonomy and strengthened data security Language barriers Provided multilingual educational materials Increased understanding and comfort with monitor use Disparities in tech access Identified patients with limited digital literacy Developed support strategies for underserved populations Evidence-based training Conducted culturally competent care sessions Improved staff readiness for diverse clinical scenarios These interventions not only addressed existing gaps in care delivery but also reinforced social justice by preparing nurses to provide equitable and culturally respectful care. Understanding how culture influences healthcare interactions allows nurses to make personalized and ethically sound clinical decisions (Cheng et al., 2021; Armeni et al., 2022). Ethical Obligation of Nurses Nurses bear an ethical responsibility to deliver care that respects the individuality and dignity of each patient while promoting safety and well-being. This includes using technologies like GE Healthcare monitor interfacing in ways consistent with the ethical principles of autonomy, beneficence, nonmaleficence, and justice (Linton & Koonmen, 2020). During the practicum, the ethical considerations surrounding real-time data transfer were closely examined in relation to informed consent, confidentiality, and equitable access. For example, some patients expressed hesitation in sharing electronic health data due to privacy concerns. Nurses addressed these concerns through culturally sensitive communication, clearly explaining safeguards and ethical protocols. This approach enhanced patient trust and participation, leading to more accurate and timely clinical decisions (Horváth & Molnár, 2021). Beyond individual interactions, nurses are tasked with identifying and addressing systemic inequities within healthcare organizations. By advocating for social justice and integrating culturally informed interventions, nurses can reduce disparities that negatively affect patient outcomes. Ethical communication, tailored education, and awareness of cultural contexts reinforced fairness and respect while increasing patient acceptance of EHR technology (Constantinou & Nikitara, 2023). The practicum included 20 hours dedicated to training and implementing real-time GE Healthcare monitoring. This effort formed a crucial part of my capstone project, emphasizing the intersection of technology, ethics, and multicultural care in promoting a more equitable healthcare system. References Armeni, P., Polat, I., De Rossi, L. M., Diaferia, L., Meregalli, S., & Gatti, A. (2022). Digital twins in healthcare: Is it the beginning of a new era of evidence-based medicine? A critical review. Journal of Personalized Medicine, 12(8), 1255. https://doi.org/10.3390/jpm12081255 Borras, A. M. (2020). Toward an intersectional approach to health justice. International Journal of Health Services, 51(2), 206–225. https://doi.org/10.1177/0020731420981857 Cheng, Y.-C., Lee, T.-T., Hwang, Y.-T., Chan, P.-T., & Mills, M. E. (2021). Exploring the outcomes and satisfaction of automated physiological monitoring systems among nurses. CIN: Computers, Informatics, Nursing, 40(3), 178–185. https://doi.org/10.1097/cin.0000000000000810 Constantinou, C. S., & Nikitara, M. (2023). The culturally competent healthcare professional: The RESPECT competencies from a systematic review of Delphi studies. Societies, 13(5), 127. https://doi.org/10.3390/soc13050127 Horváth, Á., & Molnár, P. (2021). A review of patient safety communication in multicultural and multilingual healthcare settings with special attention to the U.S. and Canada. Developments in Health Sciences, 4(3). https://doi.org/10.1556/2066.2021.00041 Linton, M., & Koonmen, J. (2020). Self-care as an ethical obligation for nurses. Nursing Ethics, 27(8), 1694–1702. https://doi.org/10.1177/0969733020940371 NURS FPX 6025 Assessment 5 Practicum and Social Justice Shirazi, M., Ponzer, S., Zarghi, N., Keshmiri, F., Karbasi Motlagh, M., Khorasani Zavareh, D., & Khankeh, H. R. (2020). Inter-cultural and cross-cultural communication through physicians’ lens: Perceptions and experiences. International Journal of Medical Education, 11(11), 158–168. https://doi.org/10.5116/ijme.5f19.5749 Upadhyay, S., & Hu, H. (2022). A qualitative analysis of the impact of Electronic Health Records (EHR) on healthcare quality and safety: Clinicians’ lived experiences. Health Services Insights, 15(1), 1–7. https://doi.org/10.1177/11786329211070722 Young, S., & Guo, K. L. (2020). Cultural diversity training: The necessity of cultural competence for health care
NURS FPX 6025 Assessment 4 Practicum and Technological Changes
Student Name Capella University NURS-FPX 6025 MSN Practicum Prof. Name Date Practicum and Technological Changes Technological innovation continues to transform healthcare delivery, providing novel ways to enhance patient education and chronic disease management. During this capstone practicum, several emerging digital tools—including telehealth platforms, video conferencing systems, wearable devices, and mobile health applications—were integrated into a PICO(T)-based intervention targeting diabetes education (Doupis et al., 2020). These tools supported each component of the PICO(T) framework, namely population, intervention, comparison, outcomes, and timeframe, allowing for more targeted and measurable interventions. Among these technologies, mobile applications were particularly effective in promoting patient engagement. They provided an interactive hub for educational resources covering blood glucose monitoring, nutrition guidance, and physical activity planning (Ávila et al., 2021). Paired with remote monitoring devices, these applications allowed both patients and providers to track health data continuously, enabling real-time adjustments to treatment plans. Telehealth and video conferencing further expanded access to care, allowing follow-ups and consultations regardless of patient location or mobility limitations (Kim et al., 2024). How do these technologies align with the PICO(T) model? PICO(T) Element Technological Application Outcome Contribution Population Adults with Type 2 Diabetes Mellitus (T2DM) Improved access to educational materials Intervention Diabetes management mobile app with monitoring features Enhanced self-management and glycemic control Comparison Traditional in-person education Provides real-time feedback and flexible learning Outcome Patient engagement, adherence, and health outcomes Demonstrated improvement in satisfaction and A1c levels Time 3–6 months intervention period Achievable short- and long-term measurable outcomes The integration of technology in this practicum reflects the American Nurses Association’s commitment to advancing nursing practice through patient-centered, innovative approaches (ANA, 2023). Leveraging such tools equips nurses to lead improvements in care quality and foster systemic change. Effects of Technology on the PICO(T) Intervention The adoption of digital tools significantly influenced the effectiveness of the PICO(T) intervention for T2DM management. Evidence from literature and practical application indicates that mobile health applications can substantially enhance patient awareness and autonomy. Interactive educational modules increased knowledge in essential areas such as nutrition, medication adherence, and lifestyle modifications, empowering patients to take a proactive role in their care (Abrahami et al., 2023). Simultaneously, continuous glucose monitoring (CGM) devices provided detailed insight into glucose trends, which patients could visualize within the mobile app. This data supported personalized counseling during virtual consultations, enhancing adherence to treatment plans. Healthcare providers also utilized app dashboards to deliver individualized education and interventions promptly (Kim et al., 2024). What were the outcomes of integrating technology into patient education? Technology Used Impact on Education and Management Mobile Health App Delivered structured educational content; enabled real-time interaction Continuous Glucose Monitors Provided continuous glucose tracking; facilitated timely adjustments Telehealth & Video Conferencing Supported remote consultations; ensured continuity of care Data Analytics & Dashboards Enabled trend analysis and individualized risk assessment Beyond individual patient outcomes, these technologies advance population health goals and support value-based care models. Aggregated data from app interactions can guide public health strategies, identify care gaps, and inform preventive initiatives. Financially, early intervention and fewer complications contribute to cost savings for healthcare systems (Choi et al., 2020; Thomas et al., 2021). Accomplishments and Challenges The practicum offered substantial opportunities and presented notable challenges in deploying technology for diabetes education. A primary achievement was the effective integration of the diabetes management app into routine patient education. This implementation enhanced patient engagement and improved self-efficacy, highlighting the potential of digital tools to drive behavioral change and improve chronic disease outcomes (Klonoff et al., 2021). However, challenges emerged during implementation. Some healthcare staff were hesitant to adopt digital education methods, citing concerns about increased workload and limited technical skills. Patients, particularly those with lower technological literacy or restricted device access, also faced barriers in utilizing the tools effectively (Marzban et al., 2022). To address these obstacles, staff received comprehensive training, and interdisciplinary support mechanisms were established. This collaborative approach emphasized teamwork, clear communication, and the importance of structured guidance in overcoming systemic barriers to technology adoption. What were the major accomplishments and challenges? Category Description Accomplishment Increased patient engagement via app-based education Accomplishment Gained practical experience implementing digital interventions Challenge Staff resistance due to workload concerns and technology unfamiliarity Challenge Patient barriers including limited digital literacy and device inaccessibility Conclusion This practicum highlights how strategically applying healthcare technology can improve outcomes in diabetes management. Mobile applications, CGMs, and telehealth platforms empowered both patients and providers through data-informed decision-making, personalized care plans, and continuous support. Equally important, human factors such as training, communication, and stakeholder engagement were essential for successful adoption. Addressing challenges such as staff resistance and digital inequities will remain critical as nursing practice continues to evolve in an increasingly technology-driven healthcare environment. References Abrahami, D., Hernández-Díaz, S., Munshi, M. N., & Patorno, E. (2023). Continuous glucose monitoring in adults with diabetes in clinical practice: Increased access and education needed. Journal of General Internal Medicine, 38(8), 2011–2014. https://doi.org/10.1007/s11606-023-08193-5 American Nurses Association. (2023). Advancing excellence in nursing practice. ANA. https://www.nursingworld.org Ávila, D. A., Esquivel-Lu, A. I., Salazar-Lozano, C. R., Jones, K., & Doubova, S. V. (2021). The effects of professional continuous glucose monitoring as an adjuvant educational tool for improving glycemic control in patients with type 2 diabetes. BMC Endocrine Disorders, 21(1). https://doi.org/10.1186/s12902-021-00742-5 Choi, W., Wang, S., Lee, Y., Oh, H., & Zheng, Z. (2020). A systematic review of mobile health technologies to support self-management of concurrent diabetes and hypertension. Journal of the American Medical Informatics Association, 27(6), 939–945. https://doi.org/10.1093/jamia/ocaa029 Doupis, J., Festas, G., Tsilivigos, C., Efthymiou, V., & Kokkinos, A. (2020). Smartphone-based technology in diabetes management. Diabetes Therapy, 11(3), 607–619. https://doi.org/10.1007/s13300-020-00768-3 Kim, J. Y., Jin, S. M., Sim, K. H., Kim, B. Y., Cho, J. H., Moon, J. S., Lim, S., Kang, E. S., Park, C. Y., Kim, S. G., & Kim, J. H. (2024). Continuous glucose monitoring with structured education in adults with type 2 diabetes managed by multiple daily insulin injections: A multicentre randomized controlled trial. Diabetologia. https://doi.org/10.1007/s00125-024-06152-1 NURS FPX 6025 Assessment 4 Practicum and Technological Changes Klonoff, A. N., Lee, W.-A., Xu, N. Y., Nguyen, K. T., DuBord, A., & Kerr, D. (2021). Six digital health
NURS FPX 6025 Assessment 3 Practicum and Scholarly Article
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
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 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
NURS FPX 6025 Assessment 1 MSN Practicum Conference Call Template
Student Name Capella University NURS-FPX 6025 MSN Practicum Prof. Name Date MSN Practicum Conference Call Template Date: January 27, 2024Attending: [Names not provided] Meeting ObjectivesThe conference call aimed to integrate best practices in clinical documentation, launch a research initiative focused on a pressure injury prevention bundle and its impact on injury and disability rates, obtain approval for dedicated clinical hours, and perform a comprehensive review of current literature to guide evidence-based practice. Documentation The discussion emphasized the critical importance of meticulous medical documentation for elderly patients in critical care settings. Accurate record-keeping not only facilitates monitoring of patient progress but also ensures alignment with professional practice standards. During the meeting, participants agreed that documenting 20 practicum hours and 100 clinical practice hours—subject to preceptor approval—was necessary. Organizing clinical activities and evaluation sessions systematically was highlighted as key to optimizing workflow efficiency during the practicum. An action plan was developed to solicit ongoing feedback from supervisors to enhance clinical activities and implement a structured data collection system. This system will specifically track metrics related to pressure injuries among geriatric patients. Additionally, standard procedures for data entry and secure storage were proposed to maintain consistency, accuracy, and confidentiality of patient information. Table 1: Documentation Summary and Action Plan Focus Area Details Documentation Goal Ensure accurate medical records for elderly patients in critical care Practicum Hours 20 practicum hours; 100 clinical hours with preceptor approval Clinical Organization Schedule and coordinate clinical sessions and evaluations Action Item Collect supervisor feedback, implement structured data collection, and standardize documentation PICOT The formulated PICOT question guiding the research project is: In elderly patients in critical care requiring full assistance (Population), does implementing a pressure injury prevention bundle (Intervention), compared to standard care practices (Comparison), result in a significant reduction in pressure injuries (Outcome) over three months (Time)? This question focuses on assessing the effectiveness of a bundled care intervention in preventing pressure injuries in high-risk geriatric patients. To operationalize this study, the team outlined steps including the creation of a formal intervention protocol and recruitment of participants. The intervention will be implemented following ethical guidelines and patient safety standards. Concurrently, a thorough literature review will be conducted to support the intervention design and identify any gaps in existing evidence. Data collection will also commence with strict attention to ethical handling and secure storage of patient information. Table 2: PICOT and Implementation Plan PICOT Element Description Population Elderly patients in critical care requiring complete assistance Intervention Pressure injury prevention bundle Comparison Standard care practices Outcome Reduction in pressure injuries Time Three-month period Action Item Develop protocol, recruit participants, implement intervention, analyze findings Clinical Hours and Review Discussion regarding clinical hours highlighted the necessity of aligning practicum hours with learning objectives and clinical assessments. Participants emphasized engaging patients and care providers in evidence-based interventions, including surveys to evaluate current pressure injury prevention practices and outcomes. Patient education on self-care strategies was also identified as a vital component to enhance participation and promote injury prevention. The literature review will encompass research published from 2019 to 2023, focusing on self-management strategies, coordinated care interventions, and pressure injury prevention protocols within elderly critical care populations. Key outcomes of interest include the incidence of pressure injuries, symptom management, quality of life, and hospital admission rates. These findings will inform the development of an effective capstone intervention. Documentation of clinical hours and project milestones will continue to ensure academic accountability and facilitate evaluation of practicum objectives. Table 3: Clinical Hours and Literature Review Summary Component Details Clinical Hours Allocate hours across assessments and clinical tasks Patient Involvement Evaluate self-care abilities, provide education on pressure injury prevention Provider Feedback Conduct surveys to gather insights on current practices and outcomes Literature Review Scope Analyze studies from 2019–2023 addressing pressure injury prevention in critical care elderly Key Outcomes Pressure injury incidence, quality of life, symptom control, hospitalization rates Action Items Document hours, complete literature review, identify evidence gaps, finalize intervention plan References Agency for Healthcare Research and Quality. (2019). Preventing pressure ulcers in hospitals: A toolkit for improving quality of care. https://www.ahrq.gov National Pressure Injury Advisory Panel (NPIAP). (2023). Prevention and treatment of pressure ulcers/injuries: Clinical practice guideline. https://npiap.com NURS FPX 6025 Assessment 1 MSN Practicum Conference Call Template Parsons, M., & Skinner, M. (2021). Pressure injury prevention in older adults: A clinical review. Journal of Gerontological Nursing, 47(6), 12-19. https://doi.org/10.3928/00989134-20210512-01 Smith, D., & Lichtenstein, A. (2020). Integrating pressure injury bundles in critical care: Outcomes and barriers. Critical Care Nursing Quarterly, 43(4), 356–365. https://doi.org/10.1097/CNQ.0000000000000331