NURS 6600: Capstone Synthesis Practicum Journal Entries

NURS 6600: Capstone Synthesis Practicum Journal Entries

Student Name:
E-mail Address:
Practicum Placement Agency’s Name:
Preceptor’s Name:
Preceptor’s Telephone:
Preceptor’s E-mail Address:

NURS 6600: Capstone Synthesis Practicum Journal Entries Practicum Professional Development Objectives

1. By the end of nursing 6600 I will effectively be able to communicate my role as clinical coordinator to students and university staff as defined by evidence-based practice
2. By the end of nursing 6600 I will have undergone the experience necessary to expand on my conflict resolution skills from a team member to the level of upper management in order to be a more effective leader.
3. By the end nursing 6600 I will have acquired the skills necessary to analyze and effectively evaluate systematically clinical sites and their efficacy in the college.

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NURS 6600: Capstone Synthesis Practicum Journal Entries Project Objectives

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NURS 6600: Capstone Synthesis Practicum Journal Entries Experience 

You must submit a journal entry in each assigned week, even if you are not on-site that week. If you are not on-site for a week in which a journal entry is due, reflect on experiences from any of the previous weeks of this course. Journal entries are due in Weeks 3, 7, and 11. Place the references for each week’s entry immediately after that week’s content. Remember to use APA style when writing your journal entries and listing references.

Begin each journal entry on a new page. The template has a “new page” command inserted before each weekly label. Be sure to delete any blank pages that appear between the weekly entries. Note: This document will serve as a cumulative journal. For each submission, you will add to the document so it contains all of your journal entries.

NURS 6600: Capstone Synthesis Practicum Journal Entries

• Describe a problem, issue, or situation that you have observed during your Practicum Experience not related to your project (no more than a half page) (10 points)
• Using no fewer than three peer-reviewed sources, analyze what you have observed within the context of your specialty using appropriate concepts, principles, and theories, giving special attention to observed events that vary from scholarly literature. (30 points)
• Explain how the problem, situation, or issue was handled in a manner that is consistent and a manner that is inconsistent with the theory, concepts, and principles detailed in the evidence. (30 points)
• Given the various evidence-based approaches that can be used in handling the problem, situation, or issue, formulate a plan for approaching the matter differently. (30 points)
• Include references immediately following the content.
• Use APA style for your journal entry and references.

Note that Faculty may deduct up to 20 points for writing style issues/errors and/or citation- or reference-related APA errors.

Please look below under the week three page break for the format for these journal entries.

NURS 6600: Capstone Synthesis Practicum Journal Entries

Week 3 Journal (references should immediately follow the content)

The issue that I identified at the Rasmussen clinical site was that the ratio of nurse to patients in the clinical setting appeared to compromise on the ability of the clinic to discharge quality medical care to patients. Available nurses were laden with huge workload making them barely have interpersonal connection with the patients that they engaged and this contributed to the failure of the clinic to uphold standards prescribed by Accreditation Association for Ambulatory Healthcare. The need to instill quality in the medical services provided to patients is apparent by medical standards in the institution which are closely linked to the goals set out by the clinic. However, the inability of the available workforce to engage the workload efficiently results to poor medical services as the needs of clients are not addressed promptly (Katsikitis, McAllister, Sharman, Raith, Byrne & Priaulx, 2013).

Standards set by American Nurses Association binds provision of quality medical services to staffing as the ability to discharge medical care is compromised by unhealthy workloads. Nurse to bed ratio is a relationship that should be kept in equilibrium for provision of quality medical services to patients (Rogowski, Staiger, Patrick, Horbar, Kenny & Lake, 2013).

Approach of making patients as the focus of medical care as advanced by the Accreditation Association for Ambulatory Health care was aimed at looking at the needs of patients better. This however is impacted on the availability of medical personnel and therefore realization of quality medical care is akin to suitable nurse to bed ratio (Palese, Cuel, Zanella, Zambiasi, Guarnier, Allegrini & Saiani, 2013).

The problem can be solved differently through the reliance of extensive use of modern technology so as to beef up the already limited staff for them to function better. Revision of the retrenchment schemes of nurses can be done to alter the process so as to address this deficit for realization of quality medical care (Katsikitis, McAllister, Sharman, Raith, Byrne & Priaulx, 2013).

References

Katsikitis, M., McAllister, M., Sharman, R., Raith, L., Faithfull-Byrne, A., & Priaulx, R. (2013). Continuing professional development in nursing in Australia: Current awareness, practice and future directions. Contemporary nurse, 45(1), 33-45.

Palese, A., Cuel, M., Zanella, P., Zambiasi, P., Guarnier, A., Allegrini, E., & Saiani, L. (2013). Nursing care received by older patients in Italian medical units: findings from an explorative study. Aging clinical and experimental research, 25(6), 707-710.

Rogowski, J. A., Staiger, D., Patrick, T., Horbar, J., Kenny, M., & Lake, E. T. (2013). Nurse staffing and NICU infection rates. JAMA pediatrics, 167(5), 444-450.

NURS 6600: Capstone Synthesis Practicum Journal Entries

Week 7 Journal (references should immediately follow the content)

Issue

Analysis of the Action

Alternative Evidence Based Approach

NURS 6600: Capstone Synthesis Practicum Journal Entries Experience

Week 11 Journal (references should immediately follow the content)

Issue

Analysis of the Action

Alternative Evidence Based Approach

NURS 6600: CAPSTONE SYNTHESIS PRACTICUM Discussion: Practicum Professional Development

Objectives: Progress Appraisal

In Week 1, you developed your practicum professional development objectives. How have your experiences thus far in the practicum contributed to your growth as nurse leader-manager or nurse informaticist? What difficulties, if any, have you experienced, and how might this affect the achievement of your objectives?

In this Discussion, you assess your progress toward fulfilling your practicum professional development objectives and consider how you could enhance or alter your activities to achieve your aims.

To prepare:

Reflect on the practicum professional development objectives you developed and outlined in your Practicum Professional Experience Plan in Week 1.

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Keeping in mind the practicum activities you have engaged in thus far, consider the following questions:

How have these activities helped to promote your professional development?

Are you satisfied with your progress toward meeting your objectives? If not, what will you do to ensure you achieve them before the end of your Practicum Experience? As a reminder, you must complete all of your practicum hours on or before Day 5 of Week 11.

What challenges or unexpected opportunities have arisen at your practicum site? How has this affected your professional development?

Think about the experiences you may have in the forthcoming weeks. Do you foresee any particular challenges on the horizon? If so, what is your plan for addressing those challenges?

Think about the time you have spent with your Preceptor. How has this time enhanced or changed your understanding of the role and functions of the nurse leader-manager or nurse informaticist?

Post an assessment of your progress toward achieving your practicum professional development objectives, including how your involvement in specific practicum activities has contributed to your development. Explain what you will do to ensure you achieve your objectives by the end of your practicum. Summarize challenges or unexpected opportunities that have arisen, as well as any challenges that you anticipate may arise. Explain how you will address those challenges. Finally, summarize what you have learned about the role and functions related to your specialization through time spent with your Preceptor.

Read a selection of your colleagues’ responses.

Respond to at least two of your colleagues on two different days, using one or more of the following approaches:

Ask a probing question, substantiated with additional background information, evidence, or research.

Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

Validate an idea with your own experience and additional research.

Required Readings

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Cipriano, P. F., & Murphy, J. (2011). The future of nursing and health IT: The quality elixir. Nursing Economic$, 29(5), 286–289.

Note: Retrieved from the Walden Library databases.

“Technology tools will continue to revolutionize how we plan, deliver, document, review, evaluate, and derive the evidence about care” (p. 289). This article examines how nurses can use information technology to transform nursing and redesign the health care system. It focuses on the use of technology to promote quality and notes that technology can also be used to address challenges in education, research, leadership, and policy.

McKimm, J., & Swanwick, T. (2009). Setting learning objectives. British Journal of Hospital Medicine, 70(7), 406–409.

Note: Retrieved from the Walden Library databases.

This article clarifies the terminology associated with learning objectives and explains how learning objectives relate to professional development and the transformation from novice to expert. It also introduces common pitfalls when setting learning objectives and provides suggestions for avoiding them.

Murphy, J. (2011). The nursing informatics workforce: Who are they and what do they do? Nursing Economic$, 29(3), 150–153.

Note: Retrieved from the Walden Library databases.

The author examines the nursing informatics workforce, explaining that professionals in this well-established specialty area can play an integral role in transforming health care.

Sørensen, E. E., Delmar, C., & Pedersen, B. D. (2011). Leading nurses in dire straits: Head nurses’ navigation between nursing and leadership roles. Journal of Nursing Management, 19(4), 421–430.

Note: Retrieved from the Walden Library databases.

“Successful nursing leaders navigate between nursing and leadership roles while nourishing a double identity” (p. 421). In this article, the authors examine how individuals in key professional roles negotiate between and apply nursing and leadership skills.

Warm, D., & Thomas, B. (2011). A review of the effectiveness of the clinical informaticist role. Nursing Standard, 25(44), 35–38.

Note: Retrieved from the Walden Library databases.

The authors investigate the application of specialized knowledge and expertise to facilitate the appropriate use of emerging technologies in clinical settings. They argue for informaticists’ involvement in strategic development and delivery of information management and technology initiatives to promote patient-centered outcomes.

Wilkinson, J. E., Nutley, S. M., & Davies, H. T. O. (2011). An exploration of the roles of nurse managers in evidence-based practice implementation. Worldviews on Evidence-Based Nursing, 8(4), 236–246.

Note: Retrieved from the Walden Library databases.

In this article, the authors examine the role nurse managers should play in leading and facilitating evidence-based practice.

Armstrong, P. (2013). Bloom’s taxonomy. Retrieved from http://cft.vanderbilt.edu/teaching-guides/pedagogical/blooms-taxonomy/

Vanderbilt University provides this overview of Bloom’s taxonomy. This site also presents the original and updated versions of the taxonomy along with verb suggestions for each level.

Clark, D. (2013). Bloom’s taxonomy of learning domains. Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html

This article addresses three domains of learning: cognitive, affective, and psychomotor.

University of Central Florida, Office of Experiential Learning (n.d.). Writing SMART learning objectives, Retrieved from http://explearning.ucf.edu/registered-students/tips-for-success/writing-smart-learning-objectives/195

This blog post focuses on the distinction between learning outcomes and objectives. Consider this information as you develop your practicum professional development objectives this week.

The University of North Carolina at Charlotte, Center for Teaching & Learning. (2013). Writing objectives using Bloom’s taxonomy. Retrieved from http://teaching.uncc.edu/articles-books/best-practice-articles/goals-objectives/writing-objectives-using-blooms-taxonomy

This resource outlines elements of Bloom’s Taxonomy.

Document: Practicum Professional Experience Plan (Word Document)

Use this form to develop your Practicum Professional Experience Plan as outlined this week.

Document: Practicum Professional Experience Plan (Word Document)

Use this form to develop your Practicum Professional Experience Plan as outlined this week.