NURS FPX 6025 Assessment 2 Practicum and Experience Reflection

NURS FPX 6025 Assessment 2 Practicum and Experience Reflection

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Student Name

Capella University

NURS-FPX 6025 MSN Practicum

Prof. Name

Date:

Practicum and Experience Reflection

The need for a practicum is a crucial step in the life of college students from many disciplines, such as nursing and information technology. It’s time that the academic knowledge acquired can be put to use in the real world. NURS FPX 6025 Assessment 2 Practicum and Experience Reflection connects education and the application of skills in the real world, providing students with deep knowledge of and a thorough understanding of their area (Cain and many more. The year 2019 is the year to get a practicum.

In my nursing education, I had the pleasure of studying the health issues of autistic and overweight teenagers. There were many issues they faced, and required care in a systematic, unique way. The Practicum I took part in is designed to research the role of technology to improve the performance of health for teens in methods for increasing coordination, communication, and decision-making using statistical data (NURS Assessment 2: exercise FPX 6025 in addition to reflections of an image ).

In this capacity, I was a participant in interdisciplinary group discussions, which allowed me to express my appreciation for informatics in discussions about the development of health care and interventions. Collaboration with medical experts, as well as researchers, academics, and administrative office staff, gave me an appreciation of the complex balance that must be maintained between healthcare practice and technological advances and the specific needs of overweight teens (Saqr and., 2020). Furthermore, it gave me the opportunity to advocate for using information technology that improves the efficiency of transport to healthcare and patient outcomes.

Preceptor’s Role as Mentor and Supervisor

Preceptors are essential in that they serve as mentors, supervise the area of practice, and offer a positive time. While a nursing student, I had a preceptor who was a great help in aiding me in my studies and offering advice. As a close collaborator in my process of learning, my instructor was able to share his valuable information, provide feedback, come up with ideas, and offer guidance on various aspects of my research. The design, approach to information, and discussions on analysis can be facilitated by my knowledgeable instructor, who helped create my capstone assignment, which was built on top-quality methods.

NURS FPX 6025 Assessment 2 Practicum and Experience Reflection

As an instructor, I was provided with ongoing support. The instruments I utilized were supplied by my teacher, who did an incredible job of examining my work in a constructive manner and reviewing their recommendations to enhance the quality of the work that I completed. Alongside the skills required in technology and information, the instructor emphasized the improvement of teamwork as well as communication skills within multidisciplinary groups. This allowed me to grow professionally during my practical practice (Myers as well as Chou, 2021). As a supervisor in my areas of expertise, my mentor offered me access to helpful resources and areas for clinical Practicum. Also, she held regular discussions with the most important participants, monitored my development, and resolved any issues that came up (Wallin and coworkers, 2020). ).

The twofold function of a preceptorship is that it serves as a teacher as well as an administrator. The two things my instructor could accomplish effectively helped me grow as a professional throughout the time I was completing my Practicum. Their guidance helped me gain more understanding of how nurses operate and the effect they have on the care provided. This resource assisted me in integrating theory and practice and also enhanced my skills in studying statistics and working in a team.

Goals and Objectives of Practicum Experience

Setting clearly defined objectives and expectations is essential for guiding the development and development of students in college towards their ultimate goal of obtaining a live-action learning experience (Dunn and coworkers. 2021). When I was working with overweight and autistic teens, the hopes and dreams of my students played a major factor in shaping the goals and scope of my work.

The principal goal was to increase my understanding of the particular healthcare requirements of kids with autism who are overweight by studying the causes behind issues in weight loss and devising appropriate methods (Saqr and co. by 2020). In addition, it was intended to improve my understanding of the subject with the aid of medical informatics equipment as well as systems designed specifically to work using fitness data that can enhance the efficiency of medical care and improve the results of people suffering. Furthermore, efficient communication as well as collaboration with multidisciplinary institutions in order to provide both men and women with medical care specifically tailored to their needs are vital goals that were achieved through regular attendance at gatherings of the organization, providing feedback and encouraging the utilization of solutions based on information technology (Ortiz-Barrios as well as Alfaro-Saiz to 2020 ).

NURS FPX 6025 Assessment 2 Practicum and Experience Reflection

When I reflected on my own experiences working with teenagers who are overweight, I was amazed by their level of enthusiasm and determination, which provided me with a clearer purpose and direction for my work. They helped me understand the specific health requirements of the particular population and also the application of tools utilizing information technology to provide more effective care, as well as the interagency and discipline between agencies. The desires and hopes the group expressed helped my task be unique and specialized and enabled me to contribute to improving the physical performance of children suffering from severe autism spectrum disorders who weigh a lot by utilizing information technology-based methods.

Conclusion

My ability to complete all the training hours required is an incredible feat. Throughout my career, I have participated in numerous sports events in my role as a nursing assistant to overweight teens with autism. Participating in teams of experts creating online fitness logs, taking data-related tests and series, and assisting with the development of personal treatment plans are just a few of the duties I had the opportunity to accomplish. The time I put in is not just an amazing and worthwhile experience, but it’s also a real-world one and an essential move towards my goal in the real world.

References

Cain, M., Le Cain, M., Le. D., & Stephen Richard Billett. (2019). Sharing stories and building resilience. Students’ choices and post-practicum process. Exercise-based and professional learning 27-53. https://doi.org/10.1007/978-3-030-05560-8_2

Dunn, S. V., Ehrich, L., Mylonas, A., & Hansford, B. C. (2021). Students’ views on the instructors’ discipline An investigation of a comparative nature. Journal of Nursing Education, 39(9) 3, 393-4100. NURS FPX 6025 Assessment 2 Practicum and Experience Reflection. https://doi.org/10.3928/0148-4834-20001201-05

Myers, k., & Chou, C. L. (2021). Feedback that is bidirectional and shared by medical preceptors and students promotes better communication abilities for fitness teams. Journal of Midwifery and Women’s Health sixty-one (S1) 22-27. https://doi.org/10.1111/jmwh.12505

Ortiz-Barrios, M. A., & Alfaro-Saiz, J.-J. (2020). Strategies to support methodological development in order to help in the development of emergency services. A scientific approach. International Journal of Environmental Studies and Public Health, 17(eight). https://doi.org/10.3390/ijerph17082664

Saqr, Y., Braun, E., Porter, Barnette, D., & Hanks, C. (2020). The medical needs of adults and children with autism spectrum disorders in an extremely high-quality healthcare environment. Autism, 22(1), 51-sixty-one. https://doi.org/10.1177/1362361317709970

Wallin, ok., Horberg, U., Harstade, C. W., Elmqvist, C., & Bremer, A. (2020). Narratives from preceptors regarding students supervising their student in the medical emergency service The qualitative evaluation of interviews. Nurse training at this time, 84. https://doi.org/10.1016/j.nedt.2019.104223

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