Practicum Evaluation Summary, Case Study Example

During this Capstone Course I had the opportunity to be involved in a practicum project to strengthen my practice experience. My practicum experience will be an asset to functioning as a MSN prepared nurse. Specific components of this project included the creation of a learning contract and learning journal. Two peer reviewed literature articles were reviewed. A needs assessment, teaching concepts and lesson plans were also created and used during this practicum.

Practicum Learning Agreement

A vital component of this project includes the creation of a practicum learning contract. This contract is an agreement between the host facility and the MSN student. Specific goals are formulated and included in the learning contract for measurable outcomes. My contract specifically included the goal to gain a greater insight and experience in the role of a nurse educator.  It also included the goal of successfully designing, presenting and evaluating an educational program which integrates nursing knowledge which is needed to deliver nursing education in an academic setting to nursing students.

One of the most important components of gaining an education in teaching is the practical component, the practicum; this plays a major part in forming the future teacher (Smith, 2010). The learning agreement is the guide for determining what the measureable results will be. In my practicum agreement I had two specific goals. The agreement is a certificate of originality; certifying the genuine and true nature of the contract. It will contain not only the goals but also the learning objectives, strategies, evidence of accomplishment and the outcomes.

During this practicum one objective includes the review and analysis of the educational needs of students; specifically relating to their ability to interpret lab values. The students were each given a pre-test prior to subject learning and instructions. The students were given lectures and practical experience in lab value interpretation. Following detailed instructions and guidance the students were given a post test. The results showed that as a whole the students excelled in the post test. The pre test was difficult; however, after lectures and guidance the students’ demonstrated mastery of the concepts.  I feel that these results demonstrated the successful achievement of this objective. There was an increased cognitive teaching learning experience and awareness of educational resources (Lloyd & Bristol, 2006).

Effective communication is important to the educational needs of the students. Presenting the various skills, techniques and new technology is important in nursing education.  Learning strategies to including literature search for articles on learning needs assessment with a draft of the needs assessment is vital to the educational needs. This draft was reviewed with faculty mentors for appropriateness. A copy of the needs assessment and annotated bibliography of the literature reviewed was submitted to the faculty team members demonstrating the achievement of this objective.

An important objective also included in this practicum is the investigation of faculty governance and regulatory issues and make necessary curriculum changes.  A complete review of the governance and regulatory issues was performed on Texas Tech University and the regulations as stipulated by the Texas Board of Nursing. The Department of Education and the Texas Department of Nursing are also entities which were reviewed for specific regulatory control.  I was invited to attend a board meeting during which the agenda items included curriculum review. This organization has a specific team appointed to plan and develop the curriculum and teaching plan. The individual instructor does not create a separate plan. After the team develops the curriculum it is then passed to the Dean who reviews and critiques.  Only with the approval of the Dean is the curriculum put into action.

The analysis of economic, legal and issues affecting nursing healthcare was instrumental in learning and understanding the healthcare policy processes. The framework for curriculum development is only part of the process; major concepts and how they are introduced is also important. Developing a chart which compares the current regulations and curriculum is helpful in reviewing the specifics for determination of changes needed. The final step in this objective was to submit the document for the approval process.

The development of a lesson plan for classroom instruction is another objective of the learning agreement.  Along with effective communication it is important to review course content, sequence of the class learning activities and to have effective management of the class itself. The development of a lesson plan includes the objectives, content, and teaching strategies. Effective lecture aids such as PowerPoint presentations, practice worksheets, case studies with quizzes to measure learning capabilities and knowledge retention. Working in this facility and learning how to develop this lesson plan provide access to real-world situations. This fosters competence in mastery of skill and the ability to perform (Secomb, 2008).

The final objective in my learning agreement was to implement classroom lectures for lab values. This exercise is to learn evidence based professional nursing practice. The demonstration of professional values is deeply rooted in practice roles and the responsibility for continuing professional growth. During the implementation of the project an expert faculty mentor observed the classroom and provided feedback on the instruction and presentation style and quality. Learning is maximized when the MSN learner is effectively partnered with a mentor with similar styles and experiences which they may share (Eaton, Creedy, Stapleton, & Lloyd, 2010).

The four objectives created for this practicum project were relevant and necessary for the successful completion of the practicum and to demonstrate the effective teaching efforts for this classroom.  The goals and objectives were developed under the guide of evidenced based professional nursing practice. The accomplishment of these objectives are further demonstrated through the annotated bibliography, needs assessment, evaluation tool, review of regulations, observations of learning, teaching strategy resources, instructional tools and all evaluation materials.

Practicum Project Effectiveness

The learning objectives during this practicum were practical and detailed for measureable outcomes. By developing learning strategies for implementation and guidance, it aided in the successful accomplishment of all four objectives. To demonstrate and document evidence of accomplishments, the students were presented with an evaluation tool to grade the work I performed during this practicum project.

The evaluation itself included six criteria of assessment. These six criteria were specific and detail the relevant concepts which demonstration accomplishment. These six criteria ask if the instructor was; 1) knowledgeable in the course subject areas, 2) able to convey information effectively, 3) patient in explanations, 4) used the case studies to make the information more ‘real world’, 5) clarified the issue of using lab values, and 6) suggestions for instructor improvement.

The assessment results demonstrated the successful evidence of accomplishment.

The results were favorable with scores. Question #6 was a comments box and this was also favorable for the class and for the instruction. The post test for lab values also demonstrates the effective instruction in this classroom environment. The post test shows the results of the knowledge the class received after undergoing the course and actively participating in the learning process.

Practicum experience demonstrates mentorship/collaboration relationships developed between the professional and the student educator facilitates early development of professional skills and abilities; contributing to developing the professional career (Lloyd & Bristol, 2006). Although it may be time consuming to develop these relationships, it is important to the experience and can lead to long-term professional relationships.

The socialization from a MSN education student into the real-world classroom is a dynamic process and is important in transitioning students into the profession (Howkins & Evens, 1999). This conversion will take time and effort; however, the practicum experience prepares students for this career advancement. The assessment conducted during the practicum is knowledge gained by the student to help best practices in the real world classroom.

The assessment of the student’s teaching practice during the practicum is an assessment of work-based learning which is different from assessing learning in an academic context (Smith, 2010).  Being in a classroom and functioning as a student builds the foundation for knowledge which is then transferred into practice.  However, once the student enters the practicum they are held accountable for mentoring and teaching the classroom students. The practicum is a large portion of the beginnings of the career traits and habits for the student. Taking the theories and models learned in the classroom into the practicum enables the student to understand the difference between concepts and practical experience.

MSN Prepared Nurse

As a MSN prepared nurse I feel the practicum experience is the best knowledge which I could have received before entering the workplace as a nursing educator. This has been my career goal and I feel confident that this is the role I will someday achieve. The practicum has prepared me on a basic level for how the role of a nursing educator functions in the real world. This experience has helped to develop my instructional proficiency.  I also have developed an awareness of the need to focus on current research and keep abreast of clinical and educational changes as well as basic bench research developments.  Keeping updated on current trends and events in the healthcare industry will add merit and credibility to my development as a nursing educator.

Most importantly I have realized the importance of relating the structure of the instructional process to the classroom participants. Keeping my career path focused on my goals and objectives along with developing faculty relationships is vital to achieving my career goals.  This practicum gave me the foundation for career focus and professional relationships. This is elementary in creating resources for advancement in the nursing profession in education and enhancing learning opportunities for growth as a professional and a person.

As a result of my practicum project I feel equipped to enter the professional workplace as a MSN prepared nurse with the skill set to mentor and teach nursing students.  I feel empowered and confident in my abilities and my commitment to continuing education. I hope to continue on my career path as I have set forth and look forward to mentoring and guiding nursing students to realize their own goals and accomplishments.

References

Eaton, E., Creedy, D. Stapleton, P., Lloyd, B. (2010).  Creating supportive clinical learning environments; an intervention study.  Journal of Clinical Nursing. January, 2010, Vol. 19, Iss 1-2, pp 177-182.  Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2702.2009.02841.x/full

Howkins, E.J., & Ewens, A. (1999). How students experience professional socialization. International Journal of Nursing Studies,  Vol. 36, p. 41-49.  Retrieved from http://www.journalofnursingeducation.com/showFree.asp?thing=34862

Lloyd, S., Bristol, S. (2006).  Modeling mentorship and collaboration for BSN and MSN students in a community clinical practicum. Journal of Nursing Education. April, 2006, Vol. 45, No. 4.  Retrieved from http://www.journalofnursingeducation.com/showFree.asp?thing=34862

Secomb, J. (2008). A systematic review of peer teaching and learning in clinical education. Journal of Clinical Nursing. March, 2008  Vol 17, Iss 6, pp 703-716.  Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2702.2007.01954.x/full

Smith, K. (2010). Assessing the practicum in teacher education – do we want candidates and mentors to agree?  Journal of Studies in Educational Evaluation. Elsevier, Ltd. Retrieved from http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V9B-513XWSV-1&_user=86629&_coverDate=09%2F27%2F2010&_rdoc=1&_fmt=high&_orig=search&_origin=search&_sort=d&_docanchor=&view=c&_searchStrId=1494966217&_rerunOrigin=google&_acct=C000006878&_version=1&_urlVersion=0&_userid=86629&md5=962cbe4bd63632c126aa08c7ab276c3a&searchtype=a