Practicum Portfolio Research
Undergraduate clinical placement and education are regarded as essential for student learning to develop into entry-level health professionals. Practical placements generally aim to progressively allow students to have more responsibility of real clients under the guidance of qualified, experienced practitioners, thus attaining a level of confidence and competence worthy of an entry-level health practitioner (Lekkas et al., 2007).
Practicum portfolios, partly due to their widespread use, have been shown to have a high face validity been shown to be an effective method of recording students’ clinical education experiences (Roberts, Newble, & O'Rourke, 2002). Unfortunately, there is an empirical lack of research
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The level of critical content required as well as the intensity of assessment, the focus on feedback and reflection and the volume of administration detail will vary with each institution and department unless it is standardised (Rees, 2005). Portfolio consistency may also be impacted by the open interpretation of students when recording events. This provokes the question: should exercise physiology practicum portfolios be standardised with guides, objectives and competencies or continue to operate emphasising the minimum duration of practical …show more content…
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There is a shortage of all health care professions throughout the United States. One shortage in particular that society should be very concerned about is the shortage of Registered Nurses. Registered Nurses make up the single largest healthcare profession in the United States. A registered nurse is a vital healthcare professional that has earned a two or four year degree and has the upper-most responsibility in providing direct patient care and staff management in a hospital or other treatment facilities (Registered Nurse (RN) Degree and Career Overview., 2009). This shortage issue is imperative because RN's affect everyone sometime in their lifetime. Nurses serve groups, families and individuals to foster health and prevent disease.
Healthcare is a continuous emerging industry across the world. With our ever changing life styles and the increased levels of pollution across the world more and more people are suffering from various health issues. Nursing is an extremely diverse profession and among the highest educated with several levels ranging from a licensed practical nurse (LPN) to a registered nurse (RN) on up to a Doctorate in Nursing. Diane Viens (2003) states that ‘The NP is a critical member of the workforce to assume the leadership roles within practice, education, research, health systems, and health policy’.
This is a research paper conducted on the very highly pursuited field of nursing. Nursing is a profession in the healthcare field that focuses or assisting others. Not to mention, nurses are heroes because of the many lives they save every day. This is an example that one doesn’t need tights or a cape to be a hero. Never the less, there are many reasons one may want to become nurse. Some of those reasons may be for personal gain or the greater good. However, before becoming a nurse one needs to be educated about educational requirements, licenses and certifications, projected salaries, and the projected job outlook for the next five – ten years for nursing. This research paper will provide thorough information on those four major aspects of
Through this essential, I have been able to integrate biophysical, psychosocial, analytical, and organizational sciences into my area of practice as an educator. I learned to improve my advocacy and mentoring skills providing my students a non-judgmental learning environment. The clinical rotations often bring forth ethical dilemmas and through debriefing the students and this writer are able to advocate for the patient. Organizational and Systems Leadership for Quality Improvement and System Thinking are critical for improving quality patient outcome. The DNP program prepares the graduate to evaluate practice approaches based on scientific research findings. Because, I education student nurses; I have the responsibility to keep up with new best practices in healthcare, and transfer this knowledge to the students. Clinical Scholarship and Analytical methods for Evidence-based Practice, I have been able to develop a PIOCT question and review the literature of the value of simulation labs. However, my question may have to be reframed for there were few studies that demonstrate to the percentage of time spent in simulation versus transitional clinical rotation. Information system/technology and Patient Care Technology and patient Care Technology for the Improvement and Transformation of
The field of medicine is a continually evolving field. There are developments in medicine made daily that affect both medical professionals and patients. While the positive progress of medicine offers many obvious advantages, it is important that the knowledge of everyone involved with health care grows with these advancements. With the evident importance of nurses in the healthcare setting, the education of nurses is clearly significant. There are many problems in the nursing field that are associated with the inability to set standards at the entry level (Jacobs et al., 1998). The writer believes that the nursing degree should always be advanced to a bachelor’s degree, and then fostered with continuing education courses. Furthermore, the bachelor’s program should place an importance on forming a good knowledge foundation and then building clinical skills. Ultimately the writer believes a highly clinical and critical thinking bachelor’s program is the best educational preparation for an entry level nurse.
However the institution must be willing to support mentorship programs. For educational institutes and clinical practice settings mutual partnerships regarding co-operation and support are needed to develop the capability of the mentor to provide effective mentorship to mentees (Jokelainen et al., 2013). Jokelainen et al. (2013) suggests the mentor know the curriculum which will ensure consistency. One drawback was a lack of partnerships made between educational institutes and clinical practice placements, collaborative partnerships are needed (Jokelainen et al., 2013). Educational and clinical institutions should be providing peer-review process of the mentor’s capabilities, along with proper support, adequate preparation. These actions will strengthen the motivation of the mentor to the student’s. Unit staff should be involved in partnership collaboration with the mentorship program to equip students with the necessary tools to acquire competent nursing skills. Increasing collaboration among educational institutes, clinical facilities and unit staff creates a positive work environment, which will improve job satisfaction and turnover rates (Jokelainen et al.,
...006). Effect of practice on standardised learning outcomes. Medical Education, 40(8), Retrieved from http://0-web.ebscohost.com.lib.utep.edu/ehost/pdfviewer/pdfviewer?vid=12&hid=106&sid=265b8200-d816-4fa5-aa4f-f99400f42b76%40sessionmgr104 doi: 10.1111/j.1365- 2929.2006.02528.x
It is important that students have the ability of being competent in a clinical setting. To be deemed competent in skills according to nursing regulations and requirements. This is a challenging factor for many students, as they enter transition period. This is due to students feel they do not have the desired clinical competency that promotes the skills and authorities of a registered nurse (Harsin, Soroor & Soodabeh, 2012). Clinical research studies have found that students do have the required expected levels of knowledge, attitude and behaviour’s. However, the range of practical skills aren’t sufficient for the range of practice settings (Evans, 2008). This research has also found that other evidenced based studies found that competency in nursing skills is still lacking (Evans, 2008). These skills are lacked by students and newly graduated nursing how are in the first or second year of
Preceptor recruitment, preparation, and compensation; preparation and evaluation of the students; as well as the setting and overall experience for both student and preceptor have long since been starting points for literature reviews when addressing new graduate nurse practitioner (NP) clinical competency upon entry to practice. Preceptor models and student/mentor relationships address, in part, the following benefits: opportunities for critical thinking, operationalizing theoretical concepts, enhancing professional behaviors, interaction with peers and ancillary personnel, all while doing so in a real world environment (Ivey, 2006).
Residency programs can help in providing this support; instilling professionalism early on and assessing it frequently throughout training. Introducing students to virtuous mentors and creating time to foster that meaning can make all the difference. Just as a patient needs a navigator on a new health concern; a freshman provider needs navigation in a new practice. This program allows the unprecedented opportunities for health care to partner with nurse practitioner and physician assistant colleagues in developing a true
During March 2016, in Stage 1 of the pharmacy degree, I attended a two day work placement in a community pharmacy as part of the Work Based Learning module within the Capability unit. The purpose of Work Based Learning is to increase engagement with learning and to develop skills specific to patient pathways. This will link to Stage 4 of the MPharm course in which the main unit is Patient Centred Care. Therefore, it is imperative that I enhance my patient education skills through my own education.
There are several nurses that have established themselves successfully in the work I am pursuing. The work mainly involves care management, client teaching and patient advocacy. Care management focuses on ensuring that the care that various health care providers offer is cohesive to meet the patients’ needs. Client teaching deals with enabling patient gain knowledge about the medications and health. Patient advocacy is involved with protecting and advancing patients’ rights.
olkers, L. Gibbs, T & Duncan, M. 2007. developing health science students into integrated healthcare professionals: a practical tool for learning. 'BMC medical education'. 7:45