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This practicum experience prepares the student to apply advanced nurse specialty role and concepts to patient-facing situations. Under the preceptorship of an expert nurse, the student will focus on the development, implementation, and evaluation of a patient-focused project in a community or clinical setting. During this preceptorship the student will have the opportunity for professional socialization into this role, through engagement in collaboration, consultation, and referral with other disciplines involved in clinical practice. Exploration of leadership and learning/teaching styles and evaluation and application of evidence-based strategies will be encompassed in this practicum experience.
Write an 3-5 pages APA-formatted essay about what you did during your practicum experience. Though all practicals are different, there are common questions to answer….
Solution – Explanation of Practicum project
Explanation of Practicum project
Improving maternal, infant, and child health is one of the goals of Healthy People 2020. The practicum project contributes to this public health goal by addressing postpartum hemorrhage (PPH) (People, 2020). PPH is a leading cause of maternal mortality and morbidity (Evensen, Anderson, & Fontaine, 2017). The purpose of the practicum was to equip the student with knowledge and evidence on postpartum hemorrhage and enhance their ability to develop and implement interventions that reduce maternal mortality and morbidity. The project aimed at decreasing the rate of maternal mortality and morbidity by promoting optimal management and prevention of postpartum hemorrhage.
By the end of the eight-week course, the nursing students were able to define what postpartum hemorrhage (PPH) is besides cataloging the PPH risk factors. The achievement of this objective will equip the learners with the ability to assess the risk that every woman in labor and giving birth has the potential risk of experiencing a PPH. Secondly, the project illustrated and reiterated the sequence of care and set up a care plan, if you will, for women experiencing a PPH. The student nurses were trained on implementing treatment and care plans that utilized the unit standard, a stage-oriented management plan for obstetric hemorrhage emergency with accompanying checklists for optimum care (Pacheco, Saade, & Hankins, 2019). Lastly, the project ensured the student nurses were able to approve and justify the list of pharmacological interventions used to treat PPH in addition to specifying the follow-up care the women who experience PPH need. Upon completion, the student nurses were tested on their ability to organize a plan, implement, and evaluate measures that prevent postpartum hemorrhage. (Explanation of Practicum project)
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The practicum project utilized a pre-test, intervention, and post-test design. The pre-test was first administered to the participants, followed by a 20-minute presentation given to 6 groups of 5 students, and finally, a post-test was administered. Simulation-based education was used to provide real-time scenarios and improve the engagement of the students. The student nurses were able to feel a firm fundus in the simulation lab as well as weigh different chux with bloody substances on them to calculate and quantify blood loss. The average of the pre-test was 68%, and the average of the post-test was 86%, a clear indication of the significant impact of the project.
Evaluation
Evaluation played a critical role in determining the effectiveness of the project in attaining its intended objectives. A pre and post-test was developed to evaluate the impact of the education activity. Both tests consisted of the same test items, with the pre-test administered to determine the knowledge of participants on the clinical issue, and the post-test after the education intervention to determine the participant’s knowledge on the same topic. Besides measuring the amount of learning the student nurses got on the specific clinical area, PPH, pre, and post-tests allow for numerical scoring, which provides a quantitative measure for the change. Pre and post-tests also provide comparison data that highlight the areas that were well understood and those that need improvement. The method also assessed the impact of the intervention design and content, necessitating improvements depending on the outcomes of the pre and post-tests.
Collaborations
Working with other nurses helped improve and align the education intervention to attain its intended objectives. Health professionals in the maternal unit informed the intervention of the additional clinical issues related to PPH and on the literature on different interventions addressing PPH. The collaborations ensured that the education intervention effectively addressed PPH and would improve the competence of students in maternal health. Besides, working with staff nurses helped identify and incorporate their perspectives on maternal health, and the areas need emphasis. Besides, two staff nurses were beneficial in the simulation lab as they helped guide the students on the appropriate actions to take when assessing PPH. The contribution of the staff nurses and maternal health professionals was integral to the project.
Resources utilized
In the preparation and development of the education intervention, I conducted a literature search on peer-reviewed articles that documented evidence-based practices that addressed PPH. The databases searched include CINAHL, PubMed, MEDLINE, and PsychINFO. The search included seminal, primary, and secondary sources, enabling an extensive understanding of PPH and the clinical issues attributed to maternal mortality and morbidity. I also examined the latest policies on maternal safety and government interventions. The sources underlined the recent advancements in policy and clinical interventions within the maternal continuum and with a specific focus on PPH and maternal safety.
Role of preceptor
The practicum enlightened my understanding of the roles of the preceptor. In my experience, the preceptor guided on how to allot time, collect the data, and evaluate the results. The guidance shaped the trajectory of the practicum, starting from the data I collected to the systematic frameworks I applied to facilitate the learning process. Precepting narrows down to providing guidelines that help attain set personal and course objectives. The preceptor bridges the gap between the student’s theoretical understanding of the issue and intervention and its practical application to attain the desired results. The feedback provided by my preceptor was insightful and significantly contributed to the design and implementation of my project in line with the set objectives. (Explanation of Practicum project)
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The practicum experience expanded my competence in nursing education. I improved my capability in collecting the data, evaluating the results, designing and implementing courses, and conducting the intervention. As a nurse, I can effectively initiate and conduct an education intervention or quality improvement project in my clinical settings to address clinical issues. Besides, the practice experience helped me understand the effective approaches to use in developing and delivering content to students in a learning environment. As the nursing continuum grows, I understand how to best contribute and ensure quality nursing education and practice.
Conclusion
In conclusion, the nursing class practicum offered student nurses an opportunity to have increased knowledge of their specialty practice area, which in this context is postpartum hemorrhage. The project significantly improved their practice as it provided insightful information on PPH. Using a pre and post-test approach, the evaluations indicated improvement. The practicum also improved my competence in designing and delivery of nursing material that improves practice.
References – Explanation of Practicum project
Evensen, A., Anderson, J. M., & Fontaine, P. (2017). Postpartum hemorrhage: prevention and treatment. American family physician, 95(7), 442-449.
Pacheco, L. D., Saade, G. R., & Hankins, G. D. (2019, February). Medical management of postpartum hemorrhage: An update. In Seminars in Perinatology (Vol. 43, No. 1, pp. 22-26). WB Saunders.
World Health Organization WHO (2019). Maternal Mortality. URL:https://www.who.int/news-room/fact-sheets/detail/maternal-mortality.
People, H. (2020). Topics and Objectives: Maternal, Infant and child Health.(2010).
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Question – Explanation of Practicum project
This practicum experience prepares the student to apply advanced nurse specialty role and concepts to patient-facing situations. Under the preceptorship of an expert nurse, the student will focus on the development, implementation, and evaluation of a patient-focused project in a community or clinical setting. During this preceptorship the student will have the opportunity for professional socialization into this role, through engagement in collaboration, consultation, and referral with other disciplines involved in clinical practice. Exploration of leadership and learning/teaching styles and evaluation and application of evidence-based strategies will be encompassed in this practicum experience.
Write an 3-5 pages APA-formatted essay about what you did during your practicum experience. Though all practica are different, there are common questions to answer.
Please consider these prompts when writing your essay:
- Describe the educational activity or change of process that you created and why it was significant to patient or community health care.
- Identify how you evaluated your educational activity or change of process for quality improvement, and discuss why this method was used.
- Describe how you collaborated with nurses and other health care professionals during your practicum and how it affected you.
- Discuss what resources you used to gain an in-depth knowledge or expertise in an area of nursing you were not already familiar with before the practicum.
- Thinking about the role your preceptor played in your experience, describe what you learned about precepting in this practicum.
- Describe how you have changed as a nurse as a result of your practicum experience.
My project was on postpartum hemorrhage, a teaching project was conducted to a group of nursing students. A pre-test was administered and then a 20 minute presentation given to 6 groups of 5 students and then a post test was administered. The students were able to feel a firm fundus in the simulation lab as well as weigh different chux with bloody substances on them to calculate and quantify blood loss. The average of the pretest was 68% and the average of the posttest was 86%. Included in the additional materials are papers regarding progress of implementation of project and material used for teaching. (Explanation of Practicum project)
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