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 had the opportunity to formulate a PICOT (Patient, Intervention, Comparison, Outcome, and Time) question to assess the effectiveness of a pressure injury (PI) prevention bundle in elderly patients receiving critical care (Lovegrove et al., 2022). PI development in critically ill elderly patients is influenced by several risk factors, including advanced age, poor perfusion, and limited mobility (Zhang et al., 2021). The practicum experience allowed me to apply theoretical knowledge in a real-world healthcare environment and develop essential clinical skills.

This hands-on experience provided critical insights into the challenges associated with implementing medical interventions from the perspectives of patients and healthcare organizations. I gained a deeper understanding of PI prevention strategies for elderly patients and recognized the importance of timely education and intervention. Delays in implementing PI prevention protocols can lead to severe complications in affected patients. The use of PICOT in assessing PI prevention strategies significantly enhanced my professional competency, adaptability, and ability to collaborate within an interdisciplinary team. Working alongside various healthcare professionals gave me a comprehensive understanding of coordinated care and the unique challenges in managing PI patients.

Furthermore, I had the opportunity to educate patients on self-care practices and strategies to minimize PI-related complications. I introduced evidence-based approaches to PI prevention, including risk assessment, skin inspections, skincare management, nutrition optimization, and mobility enhancement (Heikkinen et al., 2023). Engaging directly with elderly PI patients allowed me to better understand their barriers to adopting evidence-based PI prevention strategies. This experience reinforced my commitment to clear communication with patients while implementing PI interventions. By interacting with patients, I gained valuable insights into the impact of a PI prevention bundle through PICOT implementation in elderly patient care.

Preceptor Role as a Mentor and Supervisor

My preceptor played a vital role as both an educator and site supervisor, guiding my learning and professional development throughout the capstone project. The preceptor provided direction, assistance, and mentorship, helping me navigate challenges and make informed decisions regarding my PICOT question. They facilitated my educational growth by encouraging inquiry, fostering research, and enhancing my analytical skills through discussions and critical questioning (Pearson & Hensley, 2019). Additionally, my preceptor provided hands-on training in the application of PICOT, demonstrating different methods and approaches for its implementation. Their continuous feedback and mentorship enabled me to refine my clinical competencies.

As a site supervisor, the preceptor monitored the implementation of my PICOT intervention, ensured the availability of necessary resources, and engaged key stakeholders—including physicians, nurses, health educators, and administrators—to support the project’s success. They also established guidelines for interacting with patients and collaborating with healthcare professionals to implement the intervention. A strong emphasis was placed on ethical healthcare standards, patient safety, and privacy protection (Surjadi et al., 2019).

The preceptor further promoted interdisciplinary collaboration by providing opportunities to work with healthcare professionals involved in the care of elderly PI patients. This experience helped me appreciate the complexities of patient care and enhance my interpersonal communication skills (Teheux et al., 2021). The preceptor’s encouragement and willingness to delegate responsibilities allowed me to gain confidence in my clinical decision-making abilities. Their mentorship significantly influenced my learning and professional growth during the capstone project.

Goals and Objectives of Practicum Experience

The practicum experience plays a crucial role in shaping the careers of new nurses, as it directly impacts their future professional practice (Mellor et al., 2022). Research suggests that negative practicum experiences can discourage novice nurses and lead to attrition from the nursing profession (Matlhaba & Khunou, 2022). The transition from academic learning to clinical practice presents challenges for newly trained nurses, affecting their ability to deliver effective patient care. Consequently, the primary objective of practicum experiences is to create a supportive and enriching learning environment. Strategies such as mentorship, peer support, and simulation-based training can enhance clinical nursing education and improve practicum experiences (Ragsdale & Schuessler, 2021).

The key focus of my practicum was to reduce the incidence of PI and associated disabilities in elderly critical care patients through the implementation of a PI prevention bundle. This experience reinforced the importance of self-management education and the effectiveness of a PI care bundle in enhancing patient safety compared to conventional care approaches (Deakin et al., 2020).

Through active participation in this practicum, I not only implemented a PI prevention intervention but also developed practical skills necessary for executing these interventions. Research indicates that nursing students often experience anxiety during the initial stages of clinical training, which can hinder their performance (Cant et al., 2021). Therefore, a key goal of my practicum was to prepare me for real-world clinical responsibilities while reducing anxiety related to patient interactions. The incorporation of self-reflective practice helped improve my clinical decision-making and enhanced my ability to implement evidence-based interventions effectively (Contreras et al., 2022).

Completion of Hours

During my practicum, I completed 20 hours of clinical experience focused on implementing a PICOT-driven PI prevention bundle. This hands-on involvement allowed me to gain a deeper understanding of PI patient care, enhance my clinical competencies, and develop confidence in applying evidence-based interventions. Moving forward, I am confident in my ability to integrate this knowledge into my future nursing practice.

NURS FPX 6025 Assessment 2 Practicum and Experience Reflection

Heading	Key Insights	References
Practicum and Experience Reflection	Developed PICOT to evaluate a PI prevention bundle for elderly critical care patients; identified risk factors such as age, poor perfusion, and mobility issues; gained hands-on experience in patient education and interdisciplinary collaboration.	Lovegrove et al., 2022; Zhang et al., 2021; Heikkinen et al., 2023.
Preceptor Role as a Mentor and Supervisor	Preceptor guided learning, provided hands-on training, and facilitated interdisciplinary collaboration; emphasized ethical healthcare standards and privacy; enhanced analytical skills through discussions.	Pearson & Hensley, 2019; Surjadi et al., 2019; Teheux et al., 2021.
Goals and Objectives of Practicum Experience	Focused on reducing PI incidence through prevention bundle implementation; aimed to enhance patient safety and self-management; addressed anxiety in clinical settings through self-reflective practice.	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