NURS FPX 6025 Assessment 2 Practicum and Experience Reflection

Practicum and Experience Reflection

As part of my culmination design, I was able to come up with a PICOT (Case, Intervention, Comparison, Outgrowth, and Time) question to find out how well a pressure injury (PI) forestallment pack works for seniors who are going into critical care (Lovegrove et al., 2022). Several risk factors, such as being older, having poor blood flow, and having limited mobility, can make pressure injuries more likely to happen in critically ill older patients (Zhang et al., 2021). I was able to use what I learned in school in a real-world healthcare setting and improve my clinical skills during my internship.

This hands-on experience gave me a lot of insight into the problems that come up when trying to enforce medical interventions from the points of view of both cases and healthcare associations. I learned more about PI forestallment strategies for senior cases and how important it is to educate and intervene quickly. Delays in enforcing PI forestallment protocols can cause serious problems in the cases that are affected. Using PICOT to evaluate PI forestallment strategies greatly improved my professional skills, discipline, and ability to work with people from different fields. Collaborating with diverse healthcare professionals provided me with a thorough comprehension of coordinated care and the specific challenges associated with managing PI cases.

I also had the chance to teach cases about tone-care practices and ways to reduce complications related to PI. I presented substantiation-based strategies for PI prevention, encompassing threat assessment, dermatological evaluations, skincare protocols, nutritional enhancement, and mobility enhancement (Heikkinen et al., 2023). Working directly with senior PI cases helped me understand their walls to supporting substantiation-grounded PI forestallment strategies. This experience reaffirmed my dedication to transparent communication with cases during the implementation of PI interventions. By working with cases, I got a lot of ideas from a PI forest package through a Picot crime in a senior case.

Preceptor Role as a Mentor and Supervisor

My teacher was very important to me as both a preacher and the points administrator. They helped me improve my reading skills and my professional development in final design. The teacher gave me direction, support, and advice, and helped me deal with the problems I was having. They also gave me an informed opinion on my PICOT question. He hindered my educational advancement by fostering inquiries, encouraging exploration, and enhancing my logical reasoning through engagement and substantial questioning (Piercene & Hannsley, 2019). My teacher also gave me hands-on training on how to use PICOT, showing me different ways to do it. Their constant feedback and guidance helped me improve my clinical skills.

As the point administrator, the teacher oversaw the execution of my PICOT intervention, made sure that all the necessary resources were available, and involved key stakeholders, such as doctors, nurses, health professionals, and directors, to make sure the design worked. They also set rules for how to talk to people and work with healthcare professionals to put the intervention into action. There was a lot of focus on ethical healthcare standards, patient safety, and protection from sequestration (Surjadi et al., 2019).

The teacher kept working with people from different fields by introducing the idea of working with health professionals who are involved in senior PI cases. This experience helped me value patient care and improve my ability to communicate with others (Tehx et al., 2021). The educator’s encouragement and willingness to delegate responsibilities helped me feel more sure of my ability to make clinical decisions. Their guidance was a big help to my literacy and career growth during the design of the culmination.

Goals and Objectives of Practicum Experience

The internship experience is essential in determining the future careers of new nurses, as it directly influences their forthcoming professional practice (Mellor et al., 2022). Research indicates that adverse internship experiences can dissuade novice nurses and result in attrition from the nursing profession (Matlhaba & Khunou, 2022). The shift from academic literacy to clinical practice poses difficulties for newly trained nurses, impacting their ability to provide effective case management. So, the main goal of internship guests is to create a useful and interesting literacy environment. Mentorship, peer support, and simulation-based training can improve clinical nursing education and reduce stress during internships (Ragsdale & Schuessler, 2021).

The main goal of my internship was to lower the number of PI and related disabilities in senior critical care cases by using a PI forestallment pack. This experience confirmed the importance of tone-operation education and the efficacy of a PI care pack in improving patient safety relative to traditional care methods (Deakin et al., 2020).

By actively participating in this internship, I not only implemented a PI forestallment intervention but also acquired the practical skills essential for executing these interventions. Research shows that nursing students often feel anxious during the first few weeks of clinical training, which can make it harder for them to do their jobs well (Cant et al., 2021). So, one of the most important things about my internship was that it got me ready for real-world clinical responsibilities and made me less anxious about dealing with patients. The objectification of tone-reflective practice improved my clinical decision-making and increased my ability to implement evidence-based interventions effectively (Contreras et al., 2022).

Completion of Hours

During my internship, I spent 20 hours in a clinical setting working on a PICOT-driven PI forestallment pack. Being involved in this way helped me learn more about PI case care, improve my clinical skills, and feel more confident using evidence-based interventions. From now on, I’m sure I can use what I’ve learned in my future nursing work.

NURS FPX 6025 Assessment 2 Practicum and Experience Reflection

Deakin, J., Gillespie, B. M., Chaboyer, W., Nieuwenhoven, P., & Latimer, S. (2020). An educational intervention care package designed to enhance the knowledge of rehabilitated individuals regarding the prevention of pressure injuries in a longitudinal study. Crack Practice & Research Journal of the Australian Wound Management Association, 28(4), 154-162.