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Practicum Experience
The reliance on evidence-based practice in the advanced nursing practice is critical towards improving awareness in the advanced practice setting and improving the administration of care holistically. The reliance on a practicum experience creates a mentorship platform from mentors with more experience and colleagues to expand awareness and understand the implications comprehensively (Schuler et al., 2021). Such mentorship programs directly impact the careers of nurses in advanced practice from recruitment, retention, and job satisfaction. The practicum experience established the base for developing a mentorship program, organizational collaboration, and community project team to assist in developing the mentoring program.
The practicum experience had to be created in a formal framework to ensure the objectives, expectations, guiding principles, and activities of the mentoring encounter are achieved exhaustively. The structure of the practicum experience had a mechanism for planning, initiating, cultivating, monitoring, concluding, and documenting the findings, the relationship to meet the individual manatee and organizational needs, assess the effectiveness and the accrued level of satisfaction (Byars-Winston et al., 2018). The ability to solve issues that arise in the course of the experiment is also essential to developing skills critical at the advanced nursing level. Therefore, the structural framework of the program communicates the objectives to all the stakeholders ensuring alignment of all the engaged parties towards the realization of this objective.
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Before this practical experience, the mentorship was informal and unstructured. The involvement in the structured mentorship is organized sequentially and progressively, where each stage is expected to inculcate specific skills among the mentee advanced nurses (Brooke & Mallion, 2016). For example, the planning, initiating, cultivating, monitoring, concluding, and documenting the findings stages in the practicum guide the experience and establish goals that are well structured in the learning process. Notably, at each stage of the practicum, records of events ensure the participants are keen on the details of what is expected of them at each stage. Consequently, the participants developed a heightened awareness of their work environment and made changes in the implications made in the study.
The strategic alignment of the practicum experience for quality improvement must be aligned to an organizations mission. There need to be interdisciplinary teams aware of the latest trends and research related to whatever quality improvement a practicum experience is founded upon. In many organizations, a lack of a structured program that limits the nature of training new nurses to receive makes the transition, socialization, support, and fielding other needs of new staff difficult (Arnesson & Albinsson, 2017). However, the practicum experiences established a monitoring environment that communicates what is expected of the peers, mentors, and recruits and establishes a structure that they should follow for accomplishment.
The findings of the practicum experience were not deliberated upon in isolation of the real application in a healthcare environment. Rather, it involved examining the evidence-based research findings of the latest research and trends as well as the application of those after being evaluated using the PICO framework in the intervention. The study findings are then analyzed against the…
References
Arnesson, K., & Albinsson, G. (2017). Mentorship – a pedagogical method for integration of theory and practice in higher education. Nordic Journal Of Studies In Educational Policy, 3(3), 202-217. https://doi.org/10.1080/20020317.2017.1379346
Brooke, J., & Mallion, J. (2016). Implementation of evidence-based practice by nurses working in community settings and their strategies to mentor student nurses to develop evidence-based practice: A qualitative study. International Journal Of Nursing Practice, 22(4), 339-347. https://doi.org/10.1111/ijn.12470
Byars-Winston, A., Womack, V., Butz, A., McGee, R., Quinn, S., & Utzerath, E. et al. (2018). Pilot study of an intervention to increase cultural awareness in research mentoring: Implications for diversifying the scientific workforce. Journal Of Clinical And Translational Science, 2(2), 86-94. https://doi.org/10.1017/cts.2018.25
Schuler, E., Mott, S., Forbes, P., Schmid, A., Atkinson, C., & DeGrazia, M. (2021). Evaluation of an evidence-based practice mentorship program in a pediatric quaternary care setting. Journal Of Research In Nursing, 26(1-2), 149-165. https://doi.org/10.1177/1744987121991417
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