Nursing Practicum Proposal Essay

The Kaplan website offers a wealth of information and helpful tools for nursing students. The videos in the "How to Study" section offer practical advice for beginning nursing students and those who might be struggling with topics such as, Taking Notes, Studying, Reading Textbooks, Time Management, and Preparing for the Exam. The "Remediation by Topic" section offers students summaries of topics like Confidentiality, Critical Thinking Skills, and HIPAA. "The Focused Review Test" section offers an option to create a test to use as a study aid. This paper will give a summary of the topics, Critical Thinking Skills, the NCLEX-RN, and Therapeutic Communication. This paper will also discuss which methods are the

Nursing simulation, a progressive method of education and utilized by nursing programs, improves patient outcomes by giving students opportunities to practice and learn new nursing skills in non-threatening environments. The use of simulation experiences origins hold root in the military and airline industries. Nevertheless, since that time, many academic interest groups, including medical and nursing education have adopted this educational method. Furthermore, anticipated is the idea that simulation experiences will allow students the opportunities they need to practice skill sets that will lead to the improvement of the patient’s condition. Additionally, an evaluation of the nursing simulation also serves an important role in determining the effectiveness of the activity in meeting the objectives of various nursing curricula. Completing, recording, and studying the outcomes of a methodical evaluation, such as a rubric, are foundational to the enhancement of both the procedure and results (Robinson & Dearmon, 2013). This capstone project specifically concentrates on the development, implementation, and evaluation of a rubric for nursing simulation scenarios conducted by baccalaureate level nursing students at WKU.

Simulation labs and clinical placements are effective for practicing skills and building hands-on dexterity, habits, rhythms, and confidence. Not every facet of nursing education prepares student nurses with this kind of learning; originally an, most commonly clinical hours spent in simulation labs were integrated strictly into BSN programs, eliciting the statement made by Taylor (2008) that ADN programs have had to expand their curricula and offer students more content (p.613). According to Go’s (2012) dissertation on High Fidelity Patient Simulation (HFPS), simulation labs are advantageous because they give student nurses a venue for instruction while working in a clinical setting (p. 34). HFPS promotes and validates the clinical judgment competency of nursing students; it offers opportunities for feedback, debriefing, and guided reflection; it increases the student's ability to synthesize knowledge and insight, forming the bridge between theory and practice (Go, 2012, p. 34). However, hours spent in standard clinical settings are often inadequate in preparing

Mosby’s medical dictionary defines an advanced practice nurse as “a registered nurse having education beyond the basic nursing education and certified by a nationally recognized professional organization in a nursing specialty, or meeting other criteria established by a Board of Nursing. The Board of Nursing establishes rules specifying which professional nursing organization certifications can be recognized for advanced practice nurses and sets requirements of education, training, and experience. Designations recognized as advanced practice nursing include certified nurse-midwife, certified registered nurse anesthetist, clinical nurse specialist, nurse

A peer-reviewed journal article by Harris and Moore (2014) investigated the effects of a simulation-based educational program for 158 nursing students in their junior year of college. The groups of four nursing students practiced at three different simulation based medication administration stations one week prior to taking the medication administration exam (MAE). The study suggests that those who engaged in the simulation practice session before the exam scored significantly higher than those who did not participate. Early education on subjects of medication error will prepare healthcare students in their future occupations in hospitals and other medical settings. The findings in the study suggests that if contextual learning is implemented

An Advanced Practice Registered Nurse (APRN) is an advance nurse who has a master’s, post-master’s certificate, or practice-focused doctor of nursing practice degree in one of the four specific roles. (“APRN”, 2017). These four roles are: Nurse Practitioners (NP), Clinical Nurse Specialists (CNS), Certified Nurse-midwives (CNM) and Certified Nurse Anesthetists (CAN). The international Council of Nurses defines an APRN as a registered nurse (RN) who has professional knowledge, advance decision-making skills, and clinical competencies for advance or expanded practices. The differences between RN and APRN are APRN care capable of handle more complicated works with greater independence and discretion.

Since the capstone project started early on beginning of the Doctor of Nursing Practice (DNP) program, I was able to discuss and work personally with Dr. Spicer as my practice mentor in selecting the appropriate topic for my project. Dr. Spicer was very involved in choosing my second option for new capstone project # 1 related to simulation lab and faculty teaching and learning. The patient simulation laboratory (SIM lab) uses state-of-the-art equipment that provides students and faculty with the opportunity to tackle real-life scenarios in a safe and supported environment. Further, I learned that active learning involves the faculty through participation and investment in exploring content knowledge in all phases of the learning process. It requires educational activities that provide faculty with the opportunity to engage actively in courses and respond to the learning situation.

Throughout this course, I received exposure to valuable lessons that I can use in my clinical practice of patient care. One experience generated the greatest impact in my ability to provide safe, high-quality patient care – lab simulation. Lab simulation stands as a technique that “allows the educator to control the learning environment through scheduling of practice, providing feedback, and minimizing or introducing environmental distractions” (Durham & Alden, 2008, p. 222). Simulation is a technique used to prepare students for real experiences in clinical practice; simulation stands as an opportunity for students to provide nursing care in a simulated, safe environment. From personal experience, I can claim that lab simulation positively impacted me in various mannerisms – increased my confidence, assisted in my stress management skills, improved my care management of a patient, transferred my skills learned in the simulation to the clinical setting, improved my communication skills, and enhanced my critical thinking abilities.

It allows the scenario to be flexible and present different outcomes. It is a safe space for students to experience mistakes without a patient being harmed. “Simulations can introduce students to the process of being able to perceive characteristics and aspects of patient care situations that may alter the manner in which nursing care is provided” (Bambini, Washburn, & Perkins, 2009). These simulations are great additions to theory, as they put an action with a lesson.

(Weinberg, Auerbach, & Shah, 2009) This may prove especially important as the assessment and care of critically ill children is particularly stressful for providers. Debriefing after the simulation experience also provides a time for reflection. Concepts taught in lecture become more tangible as a result of their application during the simulation. Simulation has the potential to enhance pediatric nursing education, improve patient safety and provide additional experiences when clinical sites are limited. The student has an opportunity to build and practice a pediatric skill set. (Bultas, 2011)

Simulation in the field of medicine and nursing has become a significant function of education for students and practicing healthcare providers (Aebersold and Tschannen, 2013). Also, the Institute of Medicine (IOM) recommends simulation as a strategy to support nurses in the ongoing accomplishment of knowledge and skills as well as interprofessional education. The activities of simulation also mimic the reality practice when training is too expensive, rarely occurs, or cause an unnecessary risk for patients (Billings and Halstead, 2012). Furthermore, simulation promotes critical thinking, problem-solving, clinical reasoning and diversity of care in a non-threatening environment (Billings and Halstead, 2012). Therefore, it is essential to prepare

In this essay we are going to explore the connection between professional nursing practice and professional caring. I will outline the terms of professional nursing practice and what makes nursing a profession? I will describe the term of professional caring and the connection to the nursing practice and discuss the dilemma of care and cure. And also determine the importance of both in professional nursing practice.

Research shows that novice nurses find it difficult to handle patient situation properly in the event that their condition rapidly deteriorate. Barbara Aronson (PhD, RN, and CNE) and her colleague Barbara Glynn (DNP, RN-BC) conducted the research. The title of the article was clearly stated and it focused on the effectiveness of a role- modeling intervention on student nurse simulation competency. The researchers used quasi -experimental studies to conduct a pre-test and post-test study to evaluate whether student been exposed to the role- modeling intervention simulation competency will be able to handle patient conditions better than student not exposed to that intervention. The study was been

This essay will discuss why having an understanding of learning theory and learning style is important in a career in nursing. Learning theories and styles will be reviewed, along with how this information relates to the authors personal learning journey. The main body of the essay will conclude with a critically analysis of the learning cycle and how having an understanding may have an effect in a career in nursing.

I am not new to the role of nurse or educator, but to the role of nursing educator. My motivation to teach future generations of nurses prompted my transition from a clinical nurse to an academic nurse educator. My interest in teaching comes from my own positive experiences as an undergraduate student and from a love of learning. My educational philosophy is a work in progress as I continue to grow as a nurse, educator, and scholar of nursing education. As a novice nursing educator today, I plan on progressing to the path of an expert. The purpose of this paper is to express my educational philosophy in terms of teaching and learning, teaching and learning strategies, student learning goals, and the learning environment.