NURS FPX 6025 Assessment 2 Practicum and Experience Reflection

Name

Capella university

NURS-FPX 6025 MSN Practicum

Prof. Name

Date

Practicum and Experience Reflection

Throughout my capstone project, I crafted a PICOT question focused on evaluating a pressure injury (PI) prevention bundle designed for elderly patients in critical care settings. This process provided an opportunity to explore the multifactorial causes of PI development in older adults, including physiological vulnerabilities such as reduced tissue perfusion and impaired mobility (Zhang et al., 2021). By applying classroom knowledge in a clinical environment, I was able to enhance my practical nursing skills and appreciate the importance of translating evidence into patient-centered care strategies.

The real-world implementation phase of the PICOT intervention revealed challenges that healthcare teams face when executing preventive measures. I gained firsthand insight into how delays in intervention can elevate the risks of complications for critically ill elderly patients. Moreover, I expanded my knowledge of timely prevention strategies and the value of patient education. In particular, I emphasized interventions like regular skin assessments, mobility improvements, nutrition support, and personalized skincare management (Heikkinen et al., 2023). These experiences deepened my understanding of the significance of effective communication and individualized care when engaging with elderly populations at risk of developing PIs.

Preceptor Role as a Mentor and Supervisor

My preceptor served as both an educational mentor and a clinical supervisor, playing an instrumental role in guiding my professional development during the practicum. Through structured mentorship, I was supported in refining my PICOT initiative, critically analyzing clinical scenarios, and improving problem-solving abilities through reflective dialogue (Pearson & Hensley, 2019). The preceptor provided continuous feedback on my application of evidence-based methods, thereby helping me enhance my clinical reasoning and data interpretation skills.

In the supervisory capacity, the preceptor coordinated resources needed for the intervention and facilitated engagement with interdisciplinary team members. This collaboration included physicians, nurses, and educators, fostering a team-based approach to elderly PI care. The emphasis placed on ethical practice and patient confidentiality ensured that all interventions were aligned with current healthcare regulations (Surjadi et al., 2019). Moreover, the preceptor’s efforts to expose me to interdisciplinary teamwork not only broadened my clinical scope but also strengthened my communication abilities and confidence in leading patient-centered care initiatives (Teheux et al., 2021).

Goals and Objectives of Practicum Experience

The primary aim of my practicum was to improve patient outcomes by reducing the occurrence of pressure injuries in elderly patients within critical care through the deployment of a structured prevention bundle. This objective aligned with the broader goal of promoting safety and quality of life for a vulnerable population group. Research suggests that hands-on clinical training plays a significant role in shaping the readiness and resilience of new nurses (Mellor et al., 2022). My practicum experience highlighted the need for supportive learning environments that foster both technical and emotional competence in novice clinicians.

Another key focus was to ease the transition from theoretical learning to hands-on application, especially in high-pressure environments. Many nursing students report feeling unprepared during early clinical encounters, leading to stress and reduced efficacy (Cant et al., 2021). By engaging in active interventions, self-assessment exercises, and reflective journaling, I improved my ability to handle patient interactions confidently. This experience enabled me to translate evidence into action, effectively manage anxiety, and contribute meaningfully to improving care outcomes for elderly PI patients (Contreras et al., 2022).

NURS FPX 6025 Assessment 2 Practicum and Experience Reflection – Summary Table

Heading	Key Insights	References
Practicum and Experience Reflection	Applied PICOT to develop a PI prevention strategy for elderly ICU patients; implemented patient education and prevention measures based on individual risk factors.	Lovegrove et al., 2022; Zhang et al., 2021; Heikkinen et al., 2023
Preceptor Role as a Mentor and Supervisor	Received guidance in clinical reasoning and project execution; engaged in interdisciplinary collaboration while upholding ethical standards 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, developing confidence through hands-on care, and using self-reflection to manage clinical anxiety and improve 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

NURS FPX 6025 Assessment 2 Practicum and Experience Reflection

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 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

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

NURS FPX 6025 Assessment 2 Practicum and Experience Reflection

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