NURS FPX 6025 Assessment 3 Practicum and Scholarly Article

Name

Capella university

NURS-FPX 6025 MSN Practicum

Prof. Name

Date

Practicum and Experience Reflection

During my capstone practicum, I engaged in developing a PICOT (Patient, Intervention, Comparison, Outcome, Time) question focused on assessing the effectiveness of a Pressure Injury (PI) prevention bundle in elderly patients receiving critical care. This experience allowed me to bridge theoretical knowledge with practical application in a clinical environment (Lovegrove et al., 2022). Elderly patients in intensive care units are especially vulnerable to PI due to factors such as reduced perfusion, age-related physiological decline, and restricted mobility (Zhang et al., 2021).

The practicum highlighted the complexity of implementing evidence-based interventions and underscored the critical role of patient-centered care. Through direct involvement, I developed a better understanding of preventive strategies tailored to elderly patients. I recognized the detrimental effects that delays in implementing PI prevention protocols can have, motivating me to advocate timely intervention planning. The experience strengthened my clinical reasoning and communication skills, particularly during interdisciplinary collaborations where I gained insights into the coordination challenges associated with PI management.

Educating elderly patients on self-care strategies became a key aspect of my role. I introduced evidence-informed practices including routine skin checks, nutritional support, pressure redistribution, and mobility promotion (Heikkinen et al., 2023). Engaging directly with patients helped me identify specific barriers they faced in adhering to PI prevention measures. This understanding reinforced the need for empathetic, clear communication and highlighted the real-world impact of the PICOT-guided intervention.

Preceptor Role as a Mentor and Supervisor

Throughout the practicum, my preceptor served as a dual-role professional—both mentor and supervisor. As an educator, the preceptor guided me through the stages of developing and refining my PICOT question. We explored clinical reasoning together through inquiry-based discussions and reflective dialogue that sharpened my analytical skills (Pearson & Hensley, 2019). I was encouraged to ask questions, review evidence, and consider different clinical pathways, which deepened my learning and supported independent decision-making.

In the supervisory role, the preceptor ensured the PICOT intervention was aligned with clinical protocols and ethical standards. Their support extended to logistical coordination—mobilizing resources and facilitating stakeholder involvement from nursing staff, physicians, and administrators. This structured involvement provided a practical framework for implementing the intervention while maintaining compliance with patient privacy and ethical care (Surjadi et al., 2019).

Moreover, the preceptor emphasized the importance of interprofessional collaboration. I was encouraged to interact with allied health professionals to understand multidisciplinary perspectives in managing elderly PI patients. These interactions helped me cultivate essential interpersonal competencies and an appreciation for teamwork in complex care delivery (Teheux et al., 2021). The ongoing feedback and mentorship from my preceptor contributed significantly to my growth as a future nursing leader.

Table 1: Preceptor Roles and Contributions

Role	Key Responsibilities
Educator	Guided PICOT development, facilitated critical thinking, encouraged evidence review.
Supervisor	Oversaw clinical application, managed resources, upheld ethical care standards.
Collaboration Leader	Promoted interprofessional teamwork for intervention planning and execution.

Goals and Objectives of Practicum Experience

A well-structured practicum plays a pivotal role in shaping the competencies and confidence of novice nurses (Mellor et al., 2022). Unfavorable clinical experiences have been linked to increased attrition among early-career nurses (Matlhaba & Khunou, 2022). Therefore, the primary aim of my practicum was to create a supportive, experiential learning environment that facilitates the transition from student to professional. Real-world exposure, peer engagement, and instructor feedback proved essential in reinforcing my clinical judgment and care delivery skills.

One of the key objectives of my practicum was to reduce the incidence and severity of pressure injuries among elderly patients in critical care settings. By applying the PI prevention bundle intervention, I was able to observe firsthand the improved patient safety outcomes compared to conventional care models (Deakin et al., 2020). I also gained practical knowledge regarding how education, mobility management, and nutritional assessments can collectively enhance recovery.

The practicum also offered opportunities to build resilience and confidence. Initially, I experienced anxiety in handling complex patient interactions, which is a common challenge for student nurses (Cant et al., 2021). With time, the structured learning environment and hands-on participation helped alleviate these concerns. I also integrated reflective practice into my routine to continuously evaluate my effectiveness and refine my clinical approach (Contreras et al., 2022). These self-evaluation practices enhanced my ability to think critically and advocate for evidence-based care.

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 interaction	Developed through mentorship and structured exposure
Promote reflective and evidence-based practice	Used journaling and literature review to evaluate and adapt strategies

Completion of Hours

I successfully completed 20 hours of practicum by executing the PICOT-based PI prevention bundle for elderly patients. During these hours, I collaborated with healthcare professionals, engaged patients in educational sessions, and practiced implementing clinical protocols. This experiential learning has equipped me with the skills necessary for ongoing patient care improvements. I now feel competent and prepared to integrate the insights gained into my professional practice to enhance outcomes 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

NURS FPX 6025 Assessment 3 Practicum and Scholarly Article

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

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

NURS FPX 6025 Assessment 3 Practicum and Scholarly Article

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