Practicum Experience and Nursing

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.

The population-intervention-comparison-outcome methodology applied in the experiment evaluated the existing evidence supporting mentorship in a clinical setting. 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 organization’s 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 practicum objectives to determine the efficacy of the evidence-based practice in the exercise (Arnesson & Albinsson, 2017). This was determined by evaluating the advanced nurses’ experiences, objectives of the practicum, and the applied evidence. One of the study’s objectives was to create a heightened awareness of the study's implications among advanced nurses. Notably, the structured framework of mentorship necessitated attention to evidence at each stage and created an overall understanding of what each stage of treatment requires in alignment with the clinical requirement, organizational mission, and patient’s perception of healthcare (Schuler et al., 2021). The mentors highlighted that evidence-based practice requires implementing the within the ensure the clinical setting to address the differences in the research setting and those in the real scenario in a clinical setting. Further, the relationship between the mentors, peers, and specialists across the practices created awareness of the role a nurse plays in different phases of treatment and how to manage their relationship with the patient.

I intended to venture into training and familiarizing the new registered and advanced nurses in the clinical setting. The shift from an academic setting to a clinical setting requires a change in the recruit’s perception of roles and responsibilities, systems tasks, culture, and processes. Developing my skills as an educator will require accreditation with the necessary academic qualifications and translation and application in a real work environment (Brooke & Mallion, 2016). Through more participation in interdisciplinary teams and engaging in conferences designed to address the challenges that are apparent in the transition from a school to practice environment, I will acquire critical insight on the challenges that are pertinent during the transition.

Engaging in administrative activities and volunteering in mentorship programs, such as this practicum experience will create more exposure to the mentorship field. Further, collaborating with cross-discipline specialists will be essential to develop holistic skills in the recruitment, training, and retention of nurses. Further, ensuring the nurses acquire the necessary cultural, role and responsibility, and work environment orientation is critical to meet the needs of recruits (Byars-Winston et al., 2018). The use of evidence-practice necessitates one to keep updated with the changes in practice and familiarize themselves with new research. This is necessary to create programs that help recruits familiarize themselves with the organizational mission and clinical practices concerning their training.