Nursing: Practicum Evaluation, Research Paper Example

Abstract

This practicum was conducted at the Charleston Area Medical Center (CAMC) General Division located at 501 Morris Street Charleston WV 25301. It encompassed activities beginning 21^st January, 2013 through to June 17^th, 2013, respectively. A total of 63 hours were spent engaged in various projects at the center. The following pages of this document contain an evaluation of these experiences as they relate to my personal learning objectives; the goals of the practicum.

Introduction

According to Suzy Lockwood-Rayermann (2003) a practicum is a graduate level course program. Most often there are specialists’ areas focusing the intervention. Most importantly, activities are created allowing students the opportunity to be monitored during practical application of classroom content, especially, as related to actual theoretical adaptions in clinical settings (Lockwood-Rayermann, 2003). Practicums are also considered student teaching learning strategies and most educational institutions are utilizing this technique as a foundation model in higher education practices. Precisely, practicums are most commonly used in education, nursing and social work disciplines. Some institutions may even adapt practicums as a part-time student teaching learning placement (Lockwood-Rayermann, 2003). My practicum lasted approximately six months and it was a part time placement. The practicum goals for this project were as follows:

1. To gain experience in the nurse administrator role.
2. To improve the outcomes of OB patients and their unborn fetuses when involved in a traumatic event through better preparedness by developing an OB Trauma Protocol consisting of an Algorithm. This Algorithm should enable the charge nurse to follow appropriate procedures and support staff from other hospitals be notified regarding equipment and resources that will be used during a traumatic event.

Personal learning Objectives

My personal learning objectives coincided with the goals of my practicum. They entailed:

• Assessing learning needs of staff for OB Trauma patients’ management
• Development of a Communication Algorithm/Flow Chart so charge nurse knows what support personnel to contact
• Development of resources needed to ensure efficient care of the mother and fetus to increase positive outcomes.
• Implement the OB Trauma Protocol.
• Evaluating the OB Trauma Protocol

Student learning experience

Students must be prepared and ready for practicum learning experiences (Casey et.al, 2011).As such, the first month and a half of my placement was spent researching articles for completing an Annotated Bibliography pertaining to OB patients involved in a trauma requiring surgery. During the remaining months of February I met with Wes Massy form approximately eight hours to discuss the Annotated Bibliography and research learning needs assessment for OR staff. From March 4^th to 19^th, 2013 I attended the monthly Trauma Improvement meeting where I was introduced as a Practicum student and the purpose of my project was outlined. Thereafter, I met with Wes Massy, my mentor who discussed with me current Algorithms being used and I completed drafting the new one.

March 21st, 2013, I spent time with Denise Burgess Director of Women’s Services at Women and Children to discuss supplies needed for an emergency C-Section case cart. I was introduced to Travis Snyder; manager of Central Sterile Unit with whom March 25^th 2013 was spent discussing supplies needed for the cart. Further I selected to interview a sub manager of the unit Nelson Cunningham on April, 8th 2013. He was presented with a list of supply items missing from the cart which ought to be added. Approval was given for supplies to be ordered and added. April 12^th, 2013 I had an interview with Nancy Marcus NICU one of the managers at Women and Children. We discussed the progress made on the project so far and inspected the infant warmer for the type of supplies it contained.

On April 23^rd and 25^th respectively a meeting with Nelson Cunningham and Wes Massey was held to finalize the C-Section case cart and Infant warmer supplies requirements. A list was tendered and approval obtained from the Materials Management Directors for bringing the cart up to date with the relevant materials. My achievements so far on the project were validated by Wes. May month seemed to have had the most intense activities. Beginning May 1^st, 2013 a meeting was held with all Dept. Heads and staff involved in the project to submit information obtained up to that point.

On May 6^th, 2013 for the second time I attended the monthly Trauma Improvement meeting. At this forum the learning needs assessment and Algorithm were presented. It didn’t take much convincing for the committee to understand the need of a protocol when OB patients are involved in a trauma. Thereafter, through May 13^th to 19^th, 2013 I worked on creating and competing lessons plan for an annual in-service training. May 22^nd, 2013 I designed a posttest evaluation for after the staff training. On May 24^th, 2013 there was a meeting with Wes Massey myself to review PowerPoint presentation and Post Test questionnaire. The power point was accepted, but apprehension regarding the post test was expressed due to the nature of questions being asked.

May 30^th, 2013 I attended the weekly In-Service meeting for Surgical Services when the protocol was presented and a new Algorithm for emergency C-Section case cart supplies and equipment was distributed Infant warmer. When the meeting was about to end the posttest was administered by me. June was my last month of placement. On the 3^rd of June, 2013 I attended the Trauma Improvement meeting with Wes Massey and presented the power. Participants expressed concerns regarding the difficulty the post test. Finally, June 17^th, 2013 was my last activity which was Mock Trauma Drillwith a pregnant woman.

Student learning outcomes

The student learning outcomes for this practicum are as follows:-

• Students will be able to apply Evidence-Based Practice decision-making to enhance safe client care in a variety of settings.
• Students will be able to demonstrate leadership and advocacy skills to affect change.
• Students will be able to apply ethical principles and express values of human diversity in a health care environment.
• Students will be able to apply theories related to professional and leadership roles that support the advancement of nursing practice.

Analysis of learning outcomes based on Objectives Summary of practicum in relation to achievement of personal learning objectives from my Practicum Learning Agreement

According to Sharon Richardson (2006) the use of learning contracts in nursing practicum ensures accountability of both nurses and mentors (Richardson, 2006).As such, a summary of this practicum in relation to achievement of personal learning objectives from my Practicum Learning Agreements can be embraced with reference to the evidence of accomplishments column in the Practicum Learning Agreement itself. With reference to the specific objectives an annotated bibliography of literature was submitted to the instructor along with a completed needs assessment.

A draft of the Communication Algorithm was also designed and submitted. Completion of Documentation of the review for final product of C-Section cart and Infant Warmer with Wes Massey was achieved. An assessment report of the trauma was submitted to instructor after a copy of the Annual In-Service training through Power Point Presentation was completed according to goals and objectives of the project. Finally, a copy of posttests along with recommendation were submitted

 Evaluation of the effectiveness of the practicum project

The effectiveness of this practicum project can only be measured in evaluating the extent to which learning objectives were achieved. Specifically, I was given opportunities to apply Evidence-Based Practice decision-making to enhance safe client care in a variety of settings at the Charleston Area Medical Center (CAMC) General Division located at 501 Morris Street Charleston WV 25301. Subsequently, I was able to demonstrate leadership and advocacy skills to affect change by designing a new Algorithm for emergency C-Section case cart supplies and equipment for Infant warmer. Ethical principles were applied and expression of human diversity in a health care environment was practiced in communication with the various department heads and OR staff. While undertaking my tasks I was encouraged to apply theories related to professional and leadership roles that support the advancement of nursing practice through designing the PowerPoint staff training; OB Trauma Protocol consisting of an Algorithm as well as designing and administering the posttest (Culleiton & Shellenbarger, 2007).

Evaluation of how my practicum experience will assist me in functioning as an MSN prepared nurse.

This practicum was a very useful experience for me. I was exposed to skills compatible with the functioning at a Masters of Science Level Nurse since nurses at that level transition into a teaching capacity from merely practical nursing(Pen et.al, 2008). The in service training aspect of this practicum along with the posttest responses boosted my confidence of being prepared to participate at this higher teaching level in my career.

Conclusion

The foregoing paragraphs explained my experiences at a practicum designed as a teaching learning strategy for my developed into an advanced nurse evolving into the Masters of Science category. My Practicum goals were achieved according to the contract of agreement and all of my personal learning objectives and outcomes were achieved at the end of the placement

References

Casey. K. Fink, R., Jaynes, C., & Wilson, V. (2011).Readiness for Practice: The Senior practicum experience. Journal of Nursing Education, 50 (11); 646-652

Culleiton, A., & Shellenbarger, T. (2007). Transition of a bedside clinician to a nurse educator. MEDSURG Nursing, 16(4), 253-257.

Lockwood-Rayermann, S. (2003). Preceptor leadership style and the nursing practicum. Journal of Professional Nursing. 19(1; 32-37

Pen, B. Wilson, L., & Rosetter, R. (2008). Transitioning From Nursing Practice to a Teaching Role. OJIN: The Online Journal of Issues in Nursing. 13(3) Manuscript 3.

Richardson, S. (2006). Implementing contract learning in a senior nursing practicum. Journal of Advanced Learning. 12(2); 201-206