Student Name
Capella University
NURS-FPX 6025 MSN Practicum
Prof. Name
Date
Practicum and Experience Reflection
During the capstone practicum, a structured PICOT question was developed to assess the effectiveness of a pressure injury (PI) prevention bundle tailored for elderly patients in critical care units. This initiative enabled a deeper exploration of the complex and multifactorial nature of PI development among older adults, particularly factors such as decreased tissue perfusion, limited mobility, and age-related skin fragility (Zhang et al., 2021). Integrating theoretical learning with clinical exposure strengthened practical nursing competencies and reinforced the importance of implementing evidence-based, patient-centered interventions.
The application phase of the PICOT intervention highlighted real-world barriers encountered in clinical settings, especially delays in implementing preventive strategies. Such delays were observed to increase the likelihood of complications in critically ill elderly patients. Through this experience, the importance of proactive prevention became evident. Key strategies included consistent skin assessments, enhancement of patient mobility, adequate nutritional support, and individualized skincare planning (Heikkinen et al., 2023). Additionally, this phase emphasized the necessity of clear communication, patient education, and tailoring care approaches to meet the specific needs of elderly individuals at risk of pressure injuries.
What clinical insights were gained from the practicum experience?
The practicum provided valuable insights into how evidence-based interventions can be effectively translated into clinical practice. It highlighted the significance of early intervention, interdisciplinary coordination, and personalized care in preventing pressure injuries among elderly patients.
Preceptor Role as a Mentor and Supervisor
The preceptor played a dual role as both a mentor and a supervisor, significantly contributing to professional growth throughout the practicum. Through ongoing mentorship, guidance was provided in refining the PICOT project, analyzing patient scenarios critically, and enhancing decision-making skills through reflective discussions (Pearson & Hensley, 2019). Continuous, constructive feedback supported the development of clinical reasoning and strengthened the ability to interpret and apply research findings in practice.
From a supervisory standpoint, the preceptor facilitated access to essential clinical resources and encouraged collaboration with interdisciplinary healthcare professionals, including physicians, nurses, and educators. This collaborative approach promoted a holistic method to pressure injury prevention. Furthermore, strong emphasis was placed on maintaining ethical standards and protecting patient confidentiality, ensuring adherence to professional and legal guidelines (Surjadi et al., 2019). Exposure to teamwork across disciplines also improved communication skills and increased confidence in leading patient-centered care initiatives (Teheux et al., 2021).
How did the preceptor influence professional development?
The preceptor enhanced professional competence by fostering critical thinking, supporting evidence-based practice, and promoting interdisciplinary collaboration, all while reinforcing ethical and patient-centered care principles.
Goals and Objectives of Practicum Experience
The central objective of the practicum was to enhance patient outcomes by reducing the incidence of pressure injuries in elderly individuals within critical care environments through the implementation of a structured prevention bundle. This goal aligned with broader healthcare priorities focused on patient safety and quality of life improvement. Evidence indicates that immersive clinical experiences significantly contribute to the preparedness and adaptability of nursing students entering professional practice (Mellor et al., 2022).
Another important goal was to facilitate the transition from theoretical knowledge to clinical application, particularly in high-acuity settings. Many nursing students initially experience stress and uncertainty during clinical placements, which can affect performance (Cant et al., 2021). Active participation in patient care, reflective practice, and continuous self-evaluation helped build confidence and competence. These strategies enabled effective anxiety management, improved clinical decision-making, and enhanced the ability to deliver quality care to elderly patients at risk of pressure injuries (Contreras et al., 2022).
What were the main objectives achieved during the practicum?
The practicum successfully focused on reducing pressure injury rates, strengthening clinical confidence, enhancing decision-making skills, and promoting the application of evidence-based interventions in real-world healthcare settings.
NURS FPX 6025 Assessment 2 Practicum and Experience Reflection
Summary Table
| Heading | Key Insights | References |
|---|---|---|
| Practicum and Experience Reflection | Development and application of a PICOT-based pressure injury prevention bundle; emphasis on individualized patient care, education, and risk-based interventions. | Lovegrove et al., 2022; Zhang et al., 2021; Heikkinen et al., 2023 |
| Preceptor Role as a Mentor and Supervisor | Strengthened clinical reasoning through mentorship; promoted interdisciplinary collaboration and adherence to ethical and privacy standards. | Pearson & Hensley, 2019; Surjadi et al., 2019; Teheux et al., 2021 |
| Goals and Objectives of Practicum Experience | Focused on reducing pressure injuries, enhancing clinical competence, managing stress, and improving decision-making through reflective practice. | Mellor et al., 2022; Matlhaba & Khunou, 2022; Deakin et al., 2020; Cant et al., 2021; Contreras et al., 2022 |
References
Cant, R., Ryan, C., Hughes, L., Luders, E., & Cooper, S. (2021). What helps, what hinders? Undergraduate nursing students’ perceptions of clinical placements based on a thematic synthesis of literature. SAGE Open Nursing, 7, 23779608211035845. https://doi.org/10.1177/23779608211035845
Contreras, J. A., Edwards‐Maddox, S., Hall, A., & Lee, M. A. (2020). Effects of reflective practice on baccalaureate nursing students’ stress, anxiety, and competency: An integrative review. Worldviews on Evidence‐Based Nursing, 17(3), 239–245. https://doi.org/10.1111/wvn.12438
Deakin, J., Gillespie, B. M., Chaboyer, W., Nieuwenhoven, P., & Latimer, S. (2020). An education intervention care bundle to improve hospitalized patients’ pressure injury prevention knowledge: A before and after study. Wound Practice & Research, 28(4), 154–162. https://doi.org/10.3316/informit.621223280374840
Heikkinen, R., Juuti, A., Leino‐Kilpi, H., & Haavisto, E. (2023). Evidence‐based interventions for pressure injury prevention in intensive care: A systematic review. Journal of Clinical Nursing, 32(3–4), 614–628. https://doi.org/10.1111/jocn.16238
NURS FPX 6025 Assessment 2 Practicum and Experience Reflection
Lovegrove, J., Fulbrook, P., Miles, S., & Latimer, S. (2022). Using pressure injury prevention bundles to reduce hospital-acquired pressure injuries in intensive care units: A systematic review. Australian Critical Care, 35(2), 164–172. https://doi.org/10.1016/j.aucc.2021.06.006
Matlhaba, K., & Khunou, S. H. (2022). Factors influencing nursing students’ decisions to leave the nursing profession in South Africa: A scoping review. International Journal of Africa Nursing Sciences, 16, 100425. https://doi.org/10.1016/j.ijans.2022.100425
Mellor, P., Gregoric, C., & Gillham, D. (2022). Strategies to support nursing students’ success during clinical placements: A scoping review. Journal of Clinical Nursing, 31(19–20), 2665–2679. https://doi.org/10.1111/jocn.16198
Pearson, A., & Hensley, J. (2019). The value of mentorship in nursing education: A review of current literature. Nurse Education Today, 79, 45–49. https://doi.org/10.1016/j.nedt.2019.05.008
NURS FPX 6025 Assessment 2 Practicum and Experience Reflection
Surjadi, M., Rahmah, H., Wahyuni, S., & Setiawan, A. (2019). Ethical decision-making and patient privacy: A qualitative study among Indonesian nurses. Nursing Ethics, 26(5), 1343–1352. https://doi.org/10.1177/0969733017751265
Teheux, L., Biquet, J., & Wante, L. (2021). Promoting interprofessional collaboration in nursing education through clinical practice. Nurse Education in Practice, 56, 103193. https://doi.org/10.1016/j.nepr.2021.103193
Zhang, Z., Pereira, S. G., & Purcell, R. (2021). Predicting pressure injury development in elderly ICU patients: A risk factor analysis. Journal of Tissue Viability, 30(1), 47–53. https://doi.org/10.1016/j.jtv.2020.09.002