Practicum Evaluation Summary - Essay Example

Topic: Practicum Evaluation Summary “When was the last time you did your first time?” The first time I made my step on the platform facing numerousstudents and mentors, was when I recognized my greatest fear and weakness, and at the same time, my greatest strength being a person and an upcoming nurse educator. As I walk the path being a neophyte nursing educator, I was filled with mixed emotions beyond explanation. The pathway traveled to the fulfillment of my practicum being a nurse educator, which includes meetings with my mentor and other professional educators, observing the professional health educators in the class, doing researches for my lesson plan, and preparing the materials for my upcoming practicum is a nervous wrecking yet challenging opportunity for a graduate student majoring in nursing education. At the start of this course, I have been inundated with superfluity of unfamiliar ideas and terms; however, as this course comes to its conclusion, bringing worthwhile project to its fruition gives me a sense of fulfillment as a nursing student educator. Evidence Based Professional Nursing Practice Primary Objective As NUR 590 - A student, my primary goal is to gain insight into the functions of and experience the roles of the nurse educator by creating a lesson plan and implementing a classroom lecture for an ADN and VN class regarding the physical, psychological, spiritual, and financial effects of Methicillin Resistant Staphylococcus Aureus (MRSA) bloodstream infections in adult patients. Evaluation Methodology and Research Processes As I begun to make a step of becoming a nurse educator, my first objective was to conduct a comprehensive literature research on completing the pre - test for ADN and VN students. For two days and six hours, I completed a detailed literature search in designing the pre – test for an ADN and VN class regarding the physical, psychological, spiritual, and financial effects of Methicillin Resistant Staphylococcus Aureus (MRSA) bloodstream infections in adult patients. In doing the literature reviews, I began to grasp that I had not afforded enough time within my timeline for the amount of time necessary to adequately complete a systematic literature review of the subject matter. I became cognizant of just how much time that I would need to dedicate to bring a sensible project to completion. Effective Communication Utilize an Array of Skills and Techniques The meetings I had with my mentor are very informative, and my subsequent meetings with him are very productive. My mentor often expressed his concern and desire for my maintaining objectivity in the lesson plan construction. He expressed a constructive feedback when I presented the list of my goals for designing and implementing, pre - test, lesson plans, objective of my presentation, as well as my post test. He relentlessly reminded me not to lose focus on my individual learning goals. I really did have no idea what a colossal responsibility I had undertaken and I had naively misjudged the amount of work that was required on my part as a future nursing educator, particularly in producing a pre - test from which I could produce a quality lesson plan. I feel carrying a sense of trepidation of how the pre - test results, the lesson plan goal, objectives, content, teaching strategies, and post - test will come together productively in the nursing classroom. I was truly astounded at the assumptions and preconceptions on my part for what I initially believed were to be fairly straightforward assignments for the early phases of my overall learning experience. However, pulling together and making sense of the monstrous amount of information swirling around me and putting that knowledge into a productive NUR 590 – AB, Nursing Practicum, project is now my fundamental goal. Incorporate Principles of Change, Conflict, and Negotiation The revisions I made in my rough drafts, making sure to incorporate my mentor’s suggestions by taking into consideration a student’s comprehension, critical - thinking, decision - making, and problem - solving skills in choosing which test items to eliminate and which reference information to supply, is an unfolding process allowing me to readjust my thought processes and get myself back on track with weighing my options and balancing the attendee’s educational backgrounds and workloads, therefore paving my way to providing a quality lesson plan and learning experience for both the ADN and VN students and myself. The first meeting I have with Texarkana College ADN and VN instructors was very informative. I must admit I was a nervous wreck as I prepared for my initial meeting with them; however, during my first day of meeting with the ADN and VN instructors, I was relaxed than I thought I would. As I presented them my approved learning contract, they were intrigued with my pre - test design. In looking over the syllabi for the lectures that I would be observing, I came across an interesting fact that neither the ADN nor the VN program curriculum’s have infectious disease courses as single entities, rather infectious diseases are addressed per system and per unit. The 10 item pre - test was administered, and from the time I spent discussing the correct answers with the instructors and students, I realized the teachers and students alike were extremely eager to learn about the devastating consequences of this increasingly prevalent diagnosis. I display this qualitative observation continuously through my growing enthusiasm for my NUR 590 – AB, Nursing Practicum, and project. Interestingly, in assimilating and synthesizing data from the peer – reviewed publications during my literature searches and reviews, the student’s three most incorrect responses do correlate to identify areas of weakness in healthcare provider’s MRSA education and training. In addition to achieving my NUR 590 – AB, Nursing Practicum, and project goal, my desire is to make healthcare providers aware of the potentially devastating effects MRSA bacteremia and sepsis can have upon adult patients. Observing seasoned nursing educators and journaling my subsequent thoughts are crucial components of my NUR 590 – AB, Nursing Practicum, and project development and overall experience. While observing the lectures, I was able to see the need of both the educator and the students. I absolutely believe that the degree of cohesiveness among the students was related to the distribution of the objectives and lesson plan. Both the ADN and VN programs appear to be integrated, and I have just begun to realize what responsibilities, privileges, and opportunities a professional nursing educator position offers. This field work and observation training assignment did guide me to assimilate and synthesize significant amounts of information regarding the numerous roles and responsibilities of the professional nursing educator, and, subsequently, discover and question my own faulty assumption and hasty conclusions regarding the integration throughout the entire ADN and VN curriculums of the care of the patient with infectious disease processes of any of the bodily systems. I have further developed valuable critical thinking skills, especially promoting the extension of my capabilities well beyond what a classroom or the pages of a textbook could teach me. I conducted a comprehensive literature search pertaining to the listed effects of an MRSA bloodstream infection upon an adult patient and Jean Watson’s Human Caring theory. Watson (2006) noted that according to Lippincott Williams & Wilkins Journals, this manuscript researches the conventional relationship between caring, economics, and administrative practices. It was noted that this relationship no longer serve patients, practitioners, or the systems. As systems now have to value human resources and life purposes, inner meanings, and processes for workers and patients alike, not just economics alone, a shift heading towards human caring values and ethic of authentic healing relationships is required. Watson added that a professional ethos with renewed attention to practice that is ethics/values-based and theory-guided, alongside evidence and economics is required during this shift. “Emergent professional, caring-theory-guided practice options are presented, which are grounded on this deeper ethical moral and theoretical foundation for transforming the practitioners and the system.” Watson (2003) offers another article providing old and timeless values, namely: the essential ethic of love, informed by contemporary European philosophies, and caring theory, as well as ancient poetry and wisdom traditions. Some of Levinas and Logstrup’s philosophical views are integrated with Watsons Transpersonal Caring Theory. In this manuscript, metaphysics, metaphors, and meanings that are associated with “ethics of face,” the “infinity of the human soul,” and “holding anothers life in our hands” are tied to a deeply ethical foundation for love and caring timeless practice to sustain our shared humanity and nursing itself as a profession. Leadership and Management Demonstrate Professional and Leadership Behaviors I am slowly and methodically beginning to understand just what a responsibility the profession of nursing education carries within the field. Composing the rough draft of my lesson plan goal is not at all frustrating. In reviewing the literature on lesson plan development for adult students, I came to the realization that I wanted to call my objectives instructional objectives or outcomes because I am measuring what the ADN and VN students learn from my lecture. The amount of time I have recorded in my NUR 590 – AB, Nursing Practicum, and class thus far really does not seem adequate for the over two and one – half months I have dedicated to assimilating and synthesizing the knowledge and the skills necessary to grow and foster and ultimately bring a worthwhile project to fruition. This course has forced me to look deeply inside of my own communication, compromise, and listening skills. However, I am much more cognizant of the different ways to handle these problematic circumstances and situations, especially so I can sufficiently express myself and achieve the desired outcomes for myself and ultimately my students. While I am recognizing and realizing that the real value of this trip has been in the actual traveling – my complete lesson plan has become my directional map. Incorporate Knowledge and Skills in Nursing Management Models I introduced my lesson plan and lecture, briefly reinforcing my history that the instructors had previously shared with the students regarding my background both as a patient and as a nurse. The rough draft of my lesson plan includes the following: (1) Identify the parts of the body where staphylococcus aureus is most commonly found, (2) list the common conditions associated with the spread of MRSA bloodstream infections and sepsis upon adult patients, (3) list the common locales associated with the spread of MRSA bloodstream infections and sepsis upon adult patient, (4) describe important differences between Community – Acquired MRSA (CA – MRSA) and Hospital – Acquired MRSA (HA – MRSA), (5) identify three risk factors associated with the transmission of CA – MRSA and HA – MRSA, (6) describe three important CA – MRSA and HA – MRSA prevention strategies for healthcare provider’s and adult patients, (7) describe the most appropriate antibiotic to treat MRSA bloodstream infections and sepsis in adult patients, (8) describe the psychological effects of catastrophic and chronic MRSA illnesses upon adult patients, (9) describe the spiritual effects of catastrophic and chronic MRSA illnesses upon adult patients, and (10) describe the financial effects of catastrophic and chronic MRSA illnesses upon adult patients. I realized the knowledge I was providing to the class was very much necessary and needed, and the ADN and VN instructors reinforced how very important this guest class was to the respective ADN and VN programs. I administered the post – test examination to the ADN and VN students, and I reviewed the post – test answers scrutinizing and profiling the most incorrect questions from the ADN and VN students. I had really looked forward to the guest nursing lecture and teaching experience with the ADN and VN students as an insightful introduction into the overall professional nursing educator role and profession, and I viewed the evaluation of my performance during this time as a vital concern and tool towards my development, growth, preparation, and progression as a novice nursing educator. The following are the references supporting this paper: Study One Sharts-Hopko (2007) stated that according to Lippincott Williams & Wilkin Journals, a nursing graduate course focusing on the alternative healing modalities impact, mostly to those who are contemplative in nature, on their professional and personal lives, had demonstrated that the student found the content proved to be of value up to four years later. This study supports a graduate level nursing course benefits focused on health and illness contemplative practices. It was learned from this study that the respondents reported that as long as after 4 years of taking the course, they were still able to apply everything they learned in their professional and personal lives. Moreover, the study prepares every student for healthcare environment with complementary and alternative strategies being incorporated to traditional health care and an urgent need to retain health care professionals. Study Two Winslow, S. (2007) noted that according to Journal of Nursing Administration, plan development and implementation for advancing and environment sustenance in staff understand, access, and use the concept and strategies of EBP can be done using basic tents of change theory. The organizations suggest best practices such as Advisory Board Nursing Executive. The competence of EBP across the organization has led to explosion of environment ripe with EBP activities at Martha Jefferson nurses. The nurses from several units grow professionally as they recognize the values in asking questions as well as using evidence - based research to find answer to their questions. Study Three Seldomridge (2006) noted that it was agreed by the accrediting and specialty organizations that a master’s education expands the critical thinking skills of a student attained during undergraduate study; however, a literature review revealed a lack of research measuring critical thinking of students enrolled in post baccalaureate education in nursing and other fields. Study Four A study of Margaret and Gigliotti (2007) stated that according to Lippincott Williams & Wilkins Journals that a study was done with a purpose of psychometric testing tool, self evaluation of CNS Competency Development. Using the NACNS competencies, the toll was developed with some concepts to reflect the objectives of a graduate program. In this study, a student sample of 33 provided the consent and at the same time, completed the tool. There are 6 preceptors clinically supervising the students. In conclusion, partial support for criterion - related validity and construct validity was demonstrated in the study, with tool reliability rated as satisfactory. Study Five McCartney and Morin, (2005) stated that faculty members of twenty - first century maternal - child are being encouraged to base their teachings on evidence of sound as it can be challenging. This manuscript discusses how and where educators can access information about teaching that is based on research and not only the current state of research on nurse teaching. The strategies the educators can use were also described, in developing evidence - based teaching approach. To rank educational studies in nursing, evidence hierarchy from the field of education was also introduced. Conclusion As I am about to end this course, I came to realize that the real value of this trip has been in the traveling – the journey – the learning. My instructor went on to draw an analogy between the process of lesson planning and going down the highway, and maintaining the proper direction, and over the past few months, I have made choices in deciding specifically where the ADN and VN students and I were going – what I wanted each of the students and myself to learn in the process. In addition to achieving my NUR 590 – AB, Nursing Practicum, and project goal, my desire is to continue to make healthcare providers aware of the potentially devastating effects MRSA bacteremia and sepsis can have upon adult patients. The healthcare provider’s understanding of the causes and the treatments for patients diagnosed with MRSA infections is evolving. I came to realize that professional nursing must keep abreast of the current diagnostic and treatment therapies and trends for these illnesses in hopes of improving care of patients diagnosed with MRSA infections, bacteremia, and / or sepsis. References: Margaret, L., Gigliotti, E., and McMorrow, M. (2007). Tool Development for Evaluation of Clinical Nurse Specialist Competencies in Graduate Students: A Pilot Study. Lippincott Williams & Wilkin Journals, 21(3), 145 - 151. McCartney, P. and Morin, K. (2005). Where Is the Evidence for Teaching Methods Used in Nursing Education? Lippincott Williams & Wilkins Journals, 30(6), 406 - 412. Sharts-Hopko, N. (2007). Personal and Professional Impact of a Course on Contemplative Practices in Health and Illness. Lippincott Williams & Wilkins Journals, 21(1), 3 - 9. Seldomridge, L. (2006). Measuring Critical Thinking in Graduate Education: What Do We Know? Lippincott Williams & Wilkins Journals, 31(3), 132 - 137. Watson J. (2003). Love and Caring: Ethics of Face and Hand - an Invitation to Return to the Heart and Soul of Nursing and our Deep Humanity. Lippincott Williams & Wilkins Journals, 27(3), 197-202. Watson, J. (2006). Caring Theory as an Ethical Guide to Administrative and Clinical Practices. Lippincott Williams & Wilkin Journals, 8(3), 87-93. Winslow, S. (2007). Hardwiring Evidence-Based Practice in a Community Hospital Setting. Journal of Nursing Administration, 37(2), 64 - 67. Read More