Nursing Clinical Practicum Program Essay Example

  • Category:
    Nursing
  • Document type:
    Essay
  • Level:
    Masters
  • Page:
    2
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    1422

8CLINICAL PRACTICUM PROGRAM FOR NURSING GRADUATES

Nursing Clinical Practicum Program

Nursing Clinical Practicum Program

Introduction

The role of registered nursing in the current health care facilities remains complex and demanding. According to (Billett, 2011), nursing students have a duty in undertaking university studies in both hypothetical and real life practical practices to fully acquire the necessary skills required in the health care profession. Although student often goes through a planned university curriculum which supports their development in fulfilling the expectation of the workplace, there is a consistent student voice expressing their feelings of being underprepared for their impending change in status. This leads to an introduction of a nursing mentor scheme, which suggests ways to promote nursing finalist assimilation into the complex arena of health care.

The nursing mentorship programs allows for final year students to be allocated time equivalent to a full academic year to a qualified nurse, who then volunteers his or her to be involved in nursing guide program. The program is on a voluntary act seeking additional guidance from qualified practicing nurses (Billett, 2011).

Setting the Scene

Historically, the nurse education curriculum was based upon the concepts of formal practice. The trainee nurses ware placed under strict control of their master practitioners while they engage in the labor of low skills and professional association density requiring minimal specialty (Billett, 2011). Recent changes in the social climate coupled with rapid advancement in the health check technology and practices have completely altered the scenery of nursing today. Currently nursing practitioners put into practice acts that reflect sophisticated dedicated nursing knowledge and skill in a shared patient care environment, hence increased burdens of accountability on nursing staff. A substantial change in practice has been occurred with changes to education system to university-based programs, which see nursing students entering different face ushering in complex practice environments as students rather than workers. Consequently, students’ clinical knowledge is reduced and more emphasis during this time has an educational focus rather than being task oriented (Meleis, 2010).

Students’ limited periods of time within clinical practice settings works in reducing their ability to develop proficiency as clinicians (Billett, 2011). On the contrary, upon graduation the student are expected to assume the role of qualified nurse practices, with full responsibility for the care of group of clients. For many institutions provide registered nursing beginners where they work alongside an experienced nurse. Further more this option is at discretion of the facility and not afforded by all graduates.

The existence of nursing curriculum emphasizes the need for general education and practice-based on nature of nursing, the varied work of nurse-client relation that which may take place in various settings (Billett, 2011). That is pro-active and approachable roles of nursing professional skills and traits required in advancing community health care. Exercising the scope of practice refers to a number of continuums in these roles, functions, responsibilities activities and decision making activity which individuals within the profession are educated trained on the practical contribution in the society to attain proficiency skills required and ultimately authorized to perform. Nursing professional scope of practice is set by legislation and normally articulates expected practice at a beginning level. From this start point, each nurse’s scope of practice develops over time and is influenced by factors such as the real life context of practice and organizational regulations, the needs of the clients and practitioner’s learning and understanding (Meleis, 2010).

The Learning Objectives for the Nursing Practitioners

A nursing student graduate is involved in practicum learning process with designed learning goals that may include

  1. Blend theory and research to develop a theoretical framework for advanced nursing practices. This involves improving professional quality delivery as the program seeks to improve student performance while executing his or her duties in the society.

  2. Work in partnership and consult with qualified professions. On this objective, the mentorship program works in promoting partnership concept encouraged between the qualified nurses and the trainees, which is based on caring, sharing, support relationship as claimed by (Meleis, 2010) in enhancing the nursing practices. In addition the programs serve a positive purpose in transition of the nurse trainees from nursing graduates to clinical practice settings.

  3. Integrate theory and research findings into advanced clinical practice

  4. Display ability required in advanced the practiced roles while delivering comprehensive knowledge and skills to individuals and families in a verity of community settings.

  5. Analyze nursing routine on health procedure, social and ethical matters as they influence health care

  6. Express obligation for a continued certified growth through self-directed learning and mentorship assistance programs, in achieving desired competence on skills and knowledge for graduate students (Meleis, 2010).

The nursing profession presents different models that generate nurses’ that have varied contributions at all phase of the profession practice. Outlining the competency standards required of nursing practitioners, working in different roles, in different settings and at different points along there continuum. The training plan assist students’ practitioners, take a broad general education with consolidation of language and skills. The program further assists the student to put on practice, the perspective of nursing and learn the language and experience of nursing and health care (Meleis, 2010). The clinical focus is based on the healthy body while exploring a range of circumstances where nursing and clients meet. In this way students are introduced to the complexity that is nursing with the focus on the partnership of the nurse-client relationship rather than techniques. The student trainee will then advance to the next stage which involve, developing and building on technical skills practically, along with attributes of nursing. In this stage clinical focus is on the acute and high acuity nursing is put in practice. This stage grants the student an opportunity to practice on the critical aspects of nursing as they achieve nursing responses as to attain the required professional competence.

The Social Learning Theory

Understanding of the learning processes during the mentorship program can be explained through social learning theories. For instance, krumboiltz’s social learning theory in career decision making was formulated in addressing why people enter particular learning programs and occupations, it provides details on why these people change and why they may express various preference in different occupational practices at a selected point in their lives (Meleis, 2010). This generates an influence that positively affects their career decision-making, path for any person. The genetic endowment along with individual abilities, environmental conditions, learning experiences and ways of handling challenges in this field of health care responsibly.

In a social learning theory, it is believed that personal beliefs and work situation helps in shaping one’s approach to learning new skills, ultimately affecting one’s professional objectives and hence performance (Billett, 2011). In achieving the desired experience in this practicum programs, it is therefore important to introduce reality checks and motivational measures to student trainees. This helps in expanding their capacity and gain interest in their workplace. In addition, decision making should not be based on the existing concepts but rather concentrate on preparation of this particular students for changing work tasks in an environment where, one does not assume occupation stability in a way to empower in their career decisions (Billett, 2011). The mentorship program is fundamentally based upon career Decision Making Theory. This learning concept initiates and incorporates a learning context providing opportunity students equipping them the desired knowledge through undertaking the clinical skills and diverse range of patient situations necessitated by the support guidance of the mentor. The mentor has a role of formulating reality checks and stimulus in helping the student explore new areas.

Conclusion

Nursing student practicum program requires that student are paired with a RN practitioner, who volunteers their time and resources in promoting students professional advancement, in a transition process elevates the skills and knowledge of the student in achieving the role of registered nurse (Meleis, 2010). Mentoring is suggested strategy in enhancing of the learning and social learning theory in career decision making. The collaborative role between the student trainees and the mentees is funder mental and pivotal to the success of this mentorship and whole learning program. For many nursing professionals involved in this program, they realize an overwhelming feeling of this positive nature of such program. The program for years has boosted the profession qualities in achieving the transition results desired for graduate students in the nursing field.

Reference

Billett, S. (2011). Developing Learning Professionals: Integrating Experiences in University and Practice Settings. New York: Springer Publishers.

Meleis, A. I. ( 2010). Transitions Theory: Middle-Range and Situation-Specific Theories in Nursing Research and Practice. New York: Springer Publishing Company.