NURS FPX 6025 Assessment 6 Practicum and MSN Reflection

Name

Capella University

NURS-FPX 6025 MSN Practicum

Prof. Name

Date

Practicum and MSN Reflection

In my final capstone project, I utilized the Population, Intervention, Comparison, Outcome, and Timeframe (PICOT) technique to engage and manage patients using GE monitoring devices among staff nurses. This hands-on experience was instrumental in perfecting my clinical skills and confidence in leveraging such technology effectively. In this assessment, I will reflect on my Master of Science in Nursing (MSN) experience, including achievements, challenges, practicum completion, and future career prospects. My MSN program has enriched my nursing expertise. It has equipped me with the necessary skills to proficiently employ GE monitoring technology in patient care.

Analysis of MSN Journey

The completion of my MSN program has equipped me with the essential competencies and insights necessary for leadership roles within nursing, particularly in leveraging innovative technologies like GE monitoring devices. These devices, seamlessly integrated with Electronic Health Records (EHR), offer a transformative approach to patient care. It transfers data directly to EHR, which mitigates Medication Errors (MEs) (Krittanawong et al., 2020). Using equipment, abilities, and understanding of nursing, I can offer compassionate patient care and enhance teamwork using technology. It helps in delivering treatments based on patient data and community requirements. The lessons I gained in my MSN program will assist me in my future nursing practice.

Upon completing my MSN degree, I am equipped to apply nursing principles by integrating GE monitoring devices for staff nurses, enhancing patient care and health outcomes. By utilizing the PICOT strategy in incorporating GE monitoring devices into nursing practice, I gained real-time data on patient vital signs and health status. GE monitoring devices transfer real-time data into the EHR system. It allows for swift and accurate data transfer rather than manual and doubtful data, which helps to improve the accuracy of the clinical decision-making process (Stucky et al., 2020).

NURS FPX 6025 Assessment 6 Practicum and MSN Reflection

I supported nurses in utilizing GE monitoring devices effectively through tailored education and training. Decision support technologies integrated into EHR systems streamlined this process, offering medical solutions and enhancing clinical decision-making (Amir & Sudarman, 2020). Additionally, I learned strategies to employ digital educational tools to assist nurses in utilizing GE monitoring devices for improved patient care. These tools empower nurses to actively engage in patient monitoring and take responsibility for patient wellbeing (Berryman, 2021).

In my capstone project, I collaborated with information technologists, nurse informaticists, and medical experts to effectively implement GE monitoring device utilization for staff nurses. Adhering to nursing practice standards facilitated seamless information exchange among interdisciplinary teams, enabling enhanced collaboration to reduce MEs and improve patient satisfaction. Throughout my MSN program and capstone project, I emphasized continuous evaluation and feedback. Regular monitoring of the impact of GE monitoring device integration on patient outcomes, such as reduced MEs, shorter hospital stays, and lower healthcare costs, contributed to refining techniques for enhanced patient care.

Future Career Options

Attaining an MSN degree in nursing opens up numerous employment opportunities for nurses. Information and technology are indispensable in delivering personalized, accessible, evidence-based healthcare. Nursing informaticists play a crucial role in healthcare as they possess essential knowledge of technology-driven care (Backonja et al., 2021). For instance, my proficiency in implementing GE monitoring devices and Clinical Decision Support Systems (CDSS) enables me to enhance interdisciplinary collaboration and streamline care processes. Healthcare policies and protocols are grounded in analysis and proof, promoting the efficient usage of resources (Wilson et al., 2020).

With my expertise in gathering, coordinating, and handling medical data, I can follow a career in healthcare data supervision, aiding in policy formulation and healthcare project implementation. Moreover, I can effectively manage patient data related to GE monitoring devices while adhering to legal and ethical standards. These skills position me to serve as a medical systems analyst in GE monitoring device utilization. Legal and ethical standards are crucial for nurses to follow while providing care to patients (Balak et al., 2020). Healthcare technological advancements, particularly GE monitoring devices, serve as crucial components of medical systems and are integral for management and education in healthcare facilities.

Adequate teaching and instruction for medical staff and patients are essential to ensure the effective utilization of these devices (Pandey & Prabha, 2020). Nurse educators with MSN nursing degrees can play a pivotal role as educators, training healthcare professionals on the proficient use of GE monitoring devices to enhance patient care (Papa et al., 2020). Remote monitoring utilizing GE monitoring devices is an effective method of care delivery. Nurse informaticists can serve as coordinators in implementing and optimizing the utilization of these devices for remote patient monitoring initiatives (Haleem et al., 2021). MSN will enable me to integrate GE monitoring devices smoothly into my practice for efficient patient care.

Achievements and Obstacles During the Practicum

In implementing the PIOCT strategy for incorporating GE monitoring devices for staff nurses, I achieved numerous objectives related to the technology. It was a significant expert accomplishment for me to effectively plan, implement, and oversee a medical strategy that accurately monitors the health of patients and helps the staff nurses in decision-making. Upon assessing the outcomes of patients and nurses, I promptly adjusted the monitoring protocols to enhance patient safety and outcomes. Many nurses experienced job satisfaction by effectively utilizing GE monitoring devices. Throughout the project, I provided training and educational programs for nurses to increase their understanding of GE monitoring device usage. It aids them in managing the patients and their data effectively for improved decision-making (Jamil et al., 2020).

However, I encountered various obstacles, such as limited time and financial constraints in conventional healthcare environments, which present challenges in enhancing patient care with GE monitoring devices. Initiatives must be streamlined, focusing on attainable interventions within existing resources to address this issue (Kelly et al., 2020). Additionally, a lack of collaboration and communication among healthcare professionals, including health experts, nurse informaticists, and information technologists, posed challenges in delivering coordinated care (Wranik et al., 2019). However, through this experience, I have gained insight. In my future profession, I will prioritize operative interaction to facilitate collaboration among interprofessional teams.

Completion of Practicum Hours

I effectively fulfilled the necessary 20 practicum hours. During my practicum hours, I employed the PICOT approach to observe the impact of using GE monitoring devices on the staff nurses’ clinical decision-making abilities. This practical involvement provided me with the opportunity to put into practice the knowledge gained from my MSN coursework. The skills I have developed will be invaluable assets in my upcoming nursing pursuits.

Conclusion

In conclusion, My MSN program journey has transformed me, equipping me with vital skills in using modern technologies like GE monitoring devices. With the PICOT framework, I have effectively enhanced patient care and outcomes. I am confident in my capacity to utilize these technologies for better patient care and interdisciplinary teamwork.

References

Amir, H., & Sudarman, S. (2020). Reflective Case Discussion (RCD) for nurses: A systematic review. STRADA Jurnal Ilmiah Kesehatan, 9(2), 332–337. https://doi.org/10.30994/sjik.v9i2.306 

Backonja, U., Langford, L. H., & Mook, P. J. (2021). How to support the nursing informatics leadership pipeline. CIN: Computers, Informatics, Nursing, Publish Ahead of Print(1), 8–20. https://doi.org/10.1097/cin.0000000000000827 

Balak, N., Broekman, M. L. D., & Mathiesen, T. (2020). Ethics in contemporary health care management and medical education. Journal of Evaluation in Clinical Practice, 26(3), 699–706. https://doi.org/10.1111/jep.13352 

Berryman, J. (2021). Use of EBP as a problem‐solving approach to improve patient satisfaction while overcoming the COVID pandemic barriers. Worldviews on Evidence-Based Nursing, 18(6), 389–391. https://doi.org/10.1111/wvn.12541 

Haleem, A., Javaid, M., Singh, R. P., & Suman, R. (2021). Telemedicine for healthcare: Capabilities, features, barriers, and applications. Sensors International, 2(2), 100117. https://doi.org/10.1016/j.sintl.2021.100117 

NURS FPX 6025 Assessment 6 Practicum and MSN Reflection

Jamil, F., Ahmad, S., Iqbal, N., & Kim, D.-H. (2020). Towards a remote monitoring of patient vital signs based on IoT-based blockchain integrity management platforms in smart hospitals. Sensors, 20(8), 2195. https://doi.org/10.3390/s20082195 

Kelly, J. T., Campbell, K. L., Gong, E., & Scuffham, P. (2020). The internet of things: Impact and implications for healthcare delivery. Journal of Medical Internet Research, 22(11), e20135. https://doi.org/10.2196/20135 

Krittanawong, C., Rogers, A. J., Johnson, K. W., Wang, Z., Turakhia, M. P., Halperin, J. L., & Narayan, S. M. (2020). Integration of novel monitoring devices with machine learning technology for scalable cardiovascular management. Nature Reviews Cardiology, 18(2), 75–91. https://doi.org/10.1038/s41569-020-00445-9 

Pandey, H., & Prabha, S. (2020). Smart health monitoring system using IoT and machine learning techniques. 2020 Sixth International Conference on Bio Signals, Images, and Instrumentation (ICBSII), 1–4. https://doi.org/10.1109/icbsii49132.2020.9167660 

Papa, A., Mital, M., Pisano, P., & Del Giudice, M. (2020). E-health and wellbeing monitoring using smart healthcare devices: An empirical investigation. Technological Forecasting and Social Change, 153, 119226. https://doi.org/10.1016/j.techfore.2018.02.018 

Stucky, C. H., De Jong, M. J., & Rodriguez, J. A. (2020). A five‐step evidence‐based practice primer for perioperative RNs. AORN Journal, 112(5), 506–515. https://doi.org/10.1002/aorn.13220 

NURS FPX 6025 Assessment 6 Practicum and MSN Reflection

Wilson, M. L., Elias, B. L., & Moss, J. A. (2020). Education in nursing informatics. Health Informatics, 23–43. https://doi.org/10.1007/978-3-030-53813-2_3 

Wranik, W. D., Price, S., Haydt, S. M., Edwards, J., Hatfield, K., Weir, J., & Doria, N. (2019). Implications of interprofessional primary care team characteristics for health services and patient health outcomes: A systematic review with narrative synthesis. Health Policy, 123(6), 550–563. https://doi.org/10.1016/j.healthpol.2019.03.015 

NURS FPX 6025 Assessment 5 Practicum and Social Justice

Name

Capella University

NURS-FPX 6025 MSN Practicum

Prof. Name

Date

Practicum and Social Justice

Social justice in healthcare involves equal access to healthcare for all patients, irrespective of society, nationality, sex identity, and socioeconomic situation (Borras, 2020).  In this evaluation, I will utilize the PICOT (Population, Intervention, Comparison, Outcome, and Time) approach to describe my practicum experience regarding the use of GE Healthcare monitor interfacing by staff nurses. In addition, I will also address the approaches and challenges in supporting culturally sensitive solutions with ethical guidelines.

Significance of Learning about Multicultural Care

A supportive multicultural care system is vital for improving patient health and skills through real-time data transmission from GE Healthcare monitor devices. A deficiency in cultural awareness contributes to inaccuracies in clinical decision-making about multicultural care and influences nurses’ attitudes toward culturally diverse patients (Shirazi et al., 2020). Intercultural care requires respecting patients’ beliefs, norms, and cultural backgrounds, which affect their interactions with healthcare specialists. Patients from marginalized communities have varied perceptions and concerns about real-time data transmission from GE Healthcare monitor interfacing influenced by cultural norms and socioeconomic factors.

By adopting a culturally competent approach, nurses can develop patient trust and efficiently address patient needs. Staff nurses can also safeguard patients’ data privacy by adhering to ethical guidelines (Upadhyay & Hu, 2022). During my project, I collaborated with nurses to discuss the importance of real-time data transmission issues from GE Healthcare monitor devices to the Electronic Health Record (EHR) using evidence-based self-care methods. 

Understanding multicultural healthcare exposes disparities in GE Healthcare monitor interface among various ethnic groups and addresses discrepancies to avoid delayed evaluations and compromised health decision accuracy (Cheng et al., 2021). Focusing on the training of nurses in the effective utilization of GE Healthcare monitor interfacing and ongoing support and feedback mechanisms are crucial for optimizing clinical decision-making. Cultural factors influence care and adherence to preventive strategies (Armeni et al., 2022). For instance, nurse empowerment meets standard care guidelines in GE Health monitor interfacing for decision-making enhancement. Culturally appropriate approaches are essential for managing GE Health monitor interfacing implications and enhancing nurses’ adherence to ethical guidelines (Horváth & Molnár, 2021).

Ethical Obligation of Nurses

Nurses hold an ethical obligation to advance the use of GE Healthcare monitor interfacing, employing culturally appropriate solutions guided by ethical principles. This commitment ensures adherence to moral standards, including respect for autonomy, beneficence, nonmaleficence, and equality, as outlined in nursing ethical standards (Linton & Koonmen, 2020). It is the moral responsibility of nurses to provide culturally competent care while guaranteeing that all patients have equal access to GE monitor interfacing. Nurses improve patient outcomes and clinical decision-making by promoting cultural sensitivity and accurate data transmission (Horváth & Molnár, 2021). Ethical guidelines for GE Healthcare monitor interfacing focus on improving patient outcomes through the accuracy of medical data, timely access to critical data, cultural backgrounds, and the impact of beliefs on data privacy and informed consent. Culturally competent environments enhance the effectiveness of healthcare practices (Linton & Koonmen, 2020). 

As frontline caregivers, nurses acknowledge and honor patients’ cultural diversity to facilitate their access to protected data, enhancing approval and knowledge during patient data transfer to EHR. Social ability upholds the principles of beneficence and non-maleficence, promoting well-being and preventing harm. Nurses boost patient trust by integrating social elements into informed consent processes and ensuring the accuracy of medical data (Constantinou & Nikitara, 2023). Culturally competent interventions also address the principles of equality and fairness, ensuring equitable care provision and improving the standard of care by considering patients’ cultural histories. Nurses are instructed to address inequalities and disparities within the healthcare system, emphasizing social justice and promoting equitable care (Constantinou & Nikitara, 2023).

Demonstration of Completion of Practicum Hours

I finished 20 hours of practicum with staff nurses utilizing GE Healthcare monitor interfacing. The practicum was a crucial element of my capstone project, which aimed to improve clinical decision-making accuracy by transmitting real-time data from GE monitor devices to EHR. From my practicum experience, I learned about the importance of adherence to ethical guidelines while using EHR.

Challenges and Accomplishments

To mitigate the increased risks of errors and delays in clinical decision-making that hinder patient care, I utilized a PIOCT strategy employing GE monitor interfacing. This approach aims to enhance accuracy by facilitating real-time data transmission to the EHR, improving patient outcomes. The objective is to provide nurses with immediate insight through the PICOT plan, enhance clinical decision-making, reduce errors, improve patient care, and streamline workflow. The strategy intends to ensure nurses and patients adhere to ethical guidelines and culturally competent care. For instance, patient data privacy, security, cultural sensitivity, equitable care, and language barriers obstruct intervention execution (Issa et al., 2020).

To address these barriers, I established clear communication channels to address patient data privacy and collaborated with Information Technology (IT) experts to ensure compliance and culturally competent care. Educational materials such as posters and flyers emphasizing data confidentiality and cultural competency in the GE Healthcare monitor interface empower nurses to navigate ethical issues and enhance health outcomes. It improves data accuracy and efficiency and facilitates real-time access to critical patient data, breaking manual data entry methods. Furthermore, during awareness sessions, I focused on educating nurses about barriers patients face, such as informed consent, disparities in technology resources, socioeconomic status, technical literacy, and language barriers. After getting views of unhealthy persons, I instructed nurses on evidence-based practices to address their concerns. Instructive sittings with nurses contributed to addressing patient data privacy in interfacing with GE Healthcare monitors (Young & Guo, 2020). 

Conclusion

In conclusion, addressing the significance of multicultural care and ethical guidelines in GE Healthcare monitor interfacing is imperative for nurses to uphold patient-centered care. By implementing culturally competent interventions and adhering to ethical standards, nurses can optimize patient outcomes and promote equitable healthcare delivery.

References

Armeni, P., Polat, I., De Rossi, L. M., Diaferia, L., Meregalli, S., & Gatti, A. (2022). Digital twins in healthcare: Is it the beginning of a new era of evidence-based medicine? A critical review. Journal of Personalized Medicine, 12(8), 1255. https://doi.org/10.3390/jpm12081255

Borras, A. M. (2020). Toward an intersectional approach to health justice. International Journal of Health Services, 51(2), 206-225. https://doi.org/10.1177/0020731420981857

Cheng, Y.-C., Lee, T.-T., Hwang, Y.-T., Chan, P.-T., & Mills, M. E. (2021). Exploring the outcomes and satisfaction of automated physiological monitoring systems among nurses. CIN: Computers, Informatics, Nursing, 40(3), 178–185. https://doi.org/10.1097/cin.0000000000000810

Constantinou, C. S., & Nikitara, M. (2023). The culturally competent healthcare professional: The RESPECT competencies from a systematic review of delphi studies. Societies, 13(5), 127. https://doi.org/10.3390/soc13050127

Horváth, Á., & Molnár, P. (2021). A review of patient safety communication in multicultural and multilingual healthcare settings with special attention to the U.S. and Canada. Developments in Health Sciences, 4(3). https://doi.org/10.1556/2066.2021.00041

Issa, W., Al Akour, I., Ibrahim, A., Almarzouqi, A., Abbas, S., Hisham, F., & Griffiths, J. (2020). Privacy, confidentiality, security and patient safety concerns about electronic health records. International Nursing Review, 67(2), 218–230. https://doi.org/10.1111/inr.12585

NURS FPX 6025 Assessment 5 Practicum and Social Justice

Linton, M., & Koonmen, J. (2020). Self-care as an ethical obligation for nurses. Nursing Ethics, 27(8), 1694–1702. https://doi.org/10.1177/0969733020940371

Shirazi, M., Ponzer, S., Zarghi, N., Keshmiri, F., Karbasi Motlagh, M., Khorasani Zavareh, D., & Khankeh, H. R. (2020). Inter-cultural and cross-cultural communication through physicians’ lens: Perceptions and experiences. International Journal of Medical Education, 11(11), 158–168. https://doi.org/10.5116/ijme.5f19.5749

Upadhyay, S., & Hu, H. (2022). A qualitative analysis of the impact of Electronic Health Records (EHR) on healthcare quality and safety: Clinicians’ lived experiences. Health Services Insights, 15(1), 1–7. https://doi.org/10.1177/11786329211070722

Young, S., & Guo, K. L. (2020). Cultural diversity training: The necessity of cultural competence for health care providers and in nursing practice. The Health Care Manager, 39(2), 100–108. https://doi.org/10.1097/hcm.0000000000000294

NURS FPX 6025 Assessment 4 Practicum and Technological Changes

Name

Capella University

NURS-FPX 6025 MSN Practicum

Prof. Name

Date

Practicum and Technological Changes

Technological advancements catalyze transformative change in healthcare, particularly in patient education and chronic disease management (Doupis et al., 2020). In this capstone project, integrating medical technology, including telehealth and video conferencing alongside remote monitoring through wearable devices and mobile apps, is pivotal to executing the PICO(T) approach for educating patients about diabetes management. These technologies offer a comprehensive solution that addresses the population and interventions. Comparison, Outcomes, and 0 Time parameters of the PICO(T) framework.

Effects of Technology on the PICO(T) Intervention

In our practicum focused on patient education in diabetic management, we have integrated innovative technology to revolutionize our approach to healthcare delivery. Drawing insights from relevant studies on technology-driven interventions in Type 2 Diabetes Mellitus (T2DM) management, such as those of Abrahami et al. (2023), our intervention seeks to optimize patient education strategies and elevate the standard of care for individuals with T2DM. The app’s user-friendly interface and interactive features allow patients to access valuable information on diabetes management, dietary guidelines, exercise recommendations, and glucose monitoring techniques (Ávila et al., 2021).

Moreover, the app facilitates seamless communication between patients and healthcare providers, enabling timely feedback and support to address any concerns or challenges patients may encounter (Kim et al., 2024). Additionally. telehealth and video conferencing technologies complement the app by providing opportunities for remote consultations, education sessions, and follow-up appointments. This integrated approach ensures that patients can access comprehensive support and guidance from their healthcare team regardless of their geographical location or mobility limitations (Kim et al., 2024).

The American Nursing Association (ANA) is dedicated to advancing continuous improvements in nursing practice for the benefit of the nursing profession and patient outcomes. and this intervention is in line with its purpose. Nursing professionals can improve their capacity to give high-quality, patient-centered care that satisfies the changing demands of healthcare delivery by adopting cutting-edge strategies like integrating technology in patient care (ANA, 2023). Using such initiatives, nurses significantly contribute to the ongoing enhancement of nursing practice and the quality of healthcare outcomes for both individuals and communities.

NURS FPX 6025 Assessment 4 Practicum and Technological Changes

The incorporation of this technology not only enhances patient engagement but also fosters a collaborative approach to diabetes management. By leveraging the app’s data analytics capabilities, healthcare providers can gain valuable insights into patient adherence patterns, treatment outcomes, and areas for intervention. Personalized care planning and targeted 3 interventions are then possible, resulting in better health outcomes and improved quality of life for patients with T2DM (Choi et al., 2020). Furthermore, integrating technology in diabetes care extends beyond individual patient interactions to encompass population health management. By aggregating anonymized data from multiple users, these apps can identify broader trends and patterns in diabetes management, informing public health initiatives and policy decisions.

Data-driven approaches can potentially improve diabetes prevention, early detection, and treatment on a large scale. The use of technology in managing diabetes not only helps engage patients but also contributes to the shift towards value-based care. By promoting early intervention and proactive monitoring, these digital solutions help prevent expensive complications and hospitalizations, leading to significant cost savings for healthcare systems (Thomas et al., 2021). Moreover, the data generated by these apps enable healthcare providers to demonstrate the value of their interventions through measurable improvements in patient outcomes, satisfaction, and adherence to treatment plans. This emphasis on value-driven care aligns with evolving healthcare reimbursement models and encourages healthcare organizations to prioritize delivering high-quality, cost-effective diabetes management services. 

Accomplishments and Challenges

During my practicum experience focused on managing patient education in diabetic management, I encountered various achievements and challenges that significantly influenced my professional growth. One of the most noteworthy accomplishments was understanding how technology, particularly diabetes management apps, can positively impact patient outcomes. This knowledge empowered me to actively contribute to implementing such apps, thereby enhancing patient education and self-care practices within our healthcare facility. However, navigating the integration of new technologies into existing workflows posed significant challenges (Klonoff et al., 2021).

Overcoming resistance to change among staff, particularly regarding adopting digital platforms for patient education, emerged as a substantial hurdle. Despite evidence supporting the benefits of technology in improving patient engagement and health outcomes, staff members expressed concerns about technical proficiency and increased workload. Addressing patient access and technological literacy issues requires innovative solutions and collaborative efforts. among healthcare professionals (Marzban et al., 2022). These challenges highlighted the importance of effective communication, training, and support systems in implementing technological advancements in diabetic management education.

Conclusion

In conclusion, my practicum experience in managing patient education in diabetic management has been both rewarding and challenging. Through integrating technological advancements, particularly diabetes management apps, we have witnessed significant improvements in patient engagement and health outcomes. However, overcoming resistance to change and addressing technological proficiency and access issues have underscored the importance of effective communication and collaboration among healthcare professionals.

References

Abrahami, D., Hernández-Díaz, S., Munshi, M. N., & Elisabetta Patorno. (2023). Continuous glucose monitoring in adults with diabetes in clinical practice: Increased access and education needed. Journal of General Internal Medicine, 38(8), 2011-2014. https://doi.org/10.1007/s11606-023-08193-5 

American Diabetes Association. (2022, December 12). American diabetes association releases 2023 standards of care in diabetes to guide prevention, diagnosis, and treatment for people living with diabetes | ADA. Diabetes.org. https://diabetes.org/newsroom/american-diabetes-association-2023-standards-care-diabetes-guide-for-prevention-diagnosis-treatment-people-living-with-diabetes 

Ávila, D. A., Esquivel-Lu, A. 1., Salazar-Lozano, C. R., Jones, K., & Doubova, S. V. (2021). The effects of professional continuous glucose monitoring as an adjuvant educational tool for improving glycemic control in patients with type 2 diabetes. BMC Endocrine Disorders, 21(1). https://doi.org/10.1186/s12902-021-00742-5 

Choi, W., Wang, S., Lee, Y., Oh, H., & Zheng, Z. (2020). A systematic review of mobile health technologies to support self-management of concurrent diabetes and hypertension. Journal of the American Medical Informatics Association, 27(6), 939-945. https://doi.org/10.1093/jamia/ocaa029 

Doupis, J., Festas, G., Tsilivigos, C., Efthymiou, V., & Kokkinos, A. (2020). Smartphone-based technology in diabetes management. Diabetes Therapy, 11(3), 607-619. https://doi.org/10.1007/s13300-020-00768-3 

NURS FPX 6025 Assessment 4 Practicum and Technological Changes

Kim, J. Y., Jin, S. M., Sim, K. H., Kim, B. Y., Cho, J. H., Moon, J. S., Lim, S., Kang. E. S., Park. C. Y., Kim, S. G., & Kim, J. H. (2024). Continuous glucose monitoring with structured education in adults with type 2 diabetes managed by multiple daily insulin injections: A multicentre randomized controlled trial. Diabetologia. https://doi.org/10.1007/s00125- 024-06152-1 

Klonoff, A. N., Andy Lee, W.-A., Xu, N. Y., Nguyen, K. T., DuBord, A., & Kerr, D. (2021). Six digital health technologies that will transform diabetes. Journal of Diabetes Science and Technology, 17(1), 239-249. https://doi.org/10.1177/19322968211043498

Marzban, S., Najafi, M., Agolli, A., & Ashrafi, E. (2022). Impact of patient engagement on healthcare quality: A scoping review. Journal of Patient Experience, 9(9). https://doi.org/10.1177/23743735221125439 

Thomas, E. E., Taylor, M. L., Banbury, A., Snoswell, C. L., Haydon, H. M., Gallegos Rejas, V. M., Smith, A. C., & Caffery, L. J. (2021). Factors influencing the effectiveness of remote patient monitoring interventions: A realist review. BMJ Open, 11(8). https://doi.org/10.1136/bmjopen-2021-051844 

NURS FPX 6025 Assessment 3 Practicum and Scholarly Article

Name

Capella University

NURS-FPX 6025 MSN Practicum

Prof. Name

Date

Practicum and Experience Reflection

In my capstone project, I got the opportunity to be engaged with establishing PICOT (Patient, Intervention, Comparison, Outcome, and Time) question for evaluation of effectiveness of particular intervention that is Pressure Injury (PI) prevention bundle in elderly patients of PI with critical care.  (Lovegrove et al., 2022). There are numerous danger indicators for PI in critical-care elderly patients, including age, inadequate perfusion, and movement alterations (Zhang et al., 2021).The practicum training enabled me to put into practice theoretical information and develop practical expertise in a real-world medical context.

It provided valuable insights into the challenges of implementing medical treatments from the perspectives of patients, and medical organizations. I established a better knowledge of PI interventions for elderly patients. By actively participating in the initiative, I realize that delay in educating and applying PI prevention protocols can cause severe implications for elderly patients with PI. Implementing PICOT questions for PI patients enhanced my professional competence, agility, and interpersonal growth. The interdisciplinary team collaboration provided me with a comprehensive understanding of coordinated care and the unique challenges encountered in clinical settings for managing PI patients. 

I was offered a chance to inform and educate patients on the necessity of self-care guidelines and strategies to reduce the risk of PI difficulties. I presented evidence-based methods to PI self-care and the PI preventive bundle, including PI awareness, PI risk evaluation, skin inspection, skin care, nutritional management, and mobility management (Heikkinen et al., 2023). Engagement with elderly PI patients assisted me to comprehend their issues and impediments to adoption of evidence-based PI care bundle strategies. It strengthened my dedication to communicating clearly with patients in implement PI care interventions. The interaction with patients enabled me to gain insight into the impact of PI prevention bundle approach through PICOT adoption in the treatment of PI aged patients.

Preceptor Role as a Mentor and Supervisor

The preceptor serves as an educator and a site supervisor, encouraging the nursing student’s growth and education throughout their capstone project.  The preceptor provides guidelines and assistance during the capstone project. My preceptor assisted me in managing difficulties and making well informed decision regarding PICOT question. The preceptor offers educational experience through promoting inquiries, researching concepts, and refining analytical abilities through cross-questioning and open discussion (Pearson & Hensley, 2019). The preceptor also offered training in the clinical processes of PICOT by illustrating different methods and approaches for executing PICOT questions. I worked and improved these skills under the guidance of my preceptor, and the feedback and regular discussion enabled me to develop my professional clinical abilities.

As the site supervisor, the instructor monitored the PICOT intervention’s execution, offered funds and resources, and encouraged the project success by engaging stakeholders such as doctors, health educators, nurses, and hospital administration. Moreover, the supervisor established the guidelines for engaging with the PI patient, administration, and other medical staff for implementing the intervention. The preceptor also underlined the necessity of following ethical healthcare standards for patients care and safeguarding privacy of patients (Surjadi et al., 2019).

The supervisor also promote interdisciplinary collaboration through offering opportunities to coordinate with other medical personnel involved in PI’s elderly patients care by implementing PICOT question (Teheux et al., 2021). This experience helped me comprehend the difficulties of patient care and improve interpersonal skills. Throughout the capstone project, the preceptor encouraged and enabled me to engage by giving various responsibilities. The preceptor’s contribution had a substantial impact on my learning and commitment throughout the capstone project.

Goals and Objectives of Practicum Experience

Practicum experience is crucial for the new nurses because it influence their future professional life (Mellor et al., 2022). Matlhaba and Khunou (2022), demonstrated that an adverse practicum experience propels novice nurses to leave their nursing professions.  Newly trained nurses face problems during their shift from learning to practice, can have a negative impact on their capacity to deliver efficient patient care. Therefore, the goals for practicum experience are intended to offer nursing students with a favorable and helpful learning experience. Clinical nursing educators’ real-life experiences, peer support and simulation activities during practicum, can improve clinical nursing education standards and practicum experience. These strategies can overcome the challenges regarding patient care and improve health outcomes (Ragsdale & Schuessler, 2021).

The main focus of my practicum was to reduce the PI incidence and disability rate among older PI patients receiving critical care by executing a PI prevention bundle intervention. The practicum provided me with valuable insights into the significance of self-management education and the PI care bundle in enhancing patient safety compared to standard care procedures (Deakin et al., 2020).

The practicum experience enabled me to participate in the execution of POCT while developing practical abilities for applying these interventions. According to Cant et al. (2021), at initial stages of practical training, nursing students frequently suffer anxiety and concern about their expectations. Thus, one goal of the practicum experience was to equip me for clinical duties and minimize anxiety over patient interaction.  Self-reflective practice strategy can improve patient outcomes and experiences by enhancing medical practices while promoting the execution of evidence-based methods (Contreras et al., 2022).

Completion of Hours

I completed my 20-hour practicum as a nurse by applying the PICOT question intervention, which is a PI prevention bundle, to minimize the PI occurrence rate in the care of elderly patients. Throughout this project, I gained practical understanding and expertise with PI patient care. Moreover, I am confident in my capacity to use this newly acquired expertise to my future nursing practice.

References

Cant, R., Ryan, C., Hughes, L., Luders, E., & Cooper, S. (2021). What helps, what hinders? Undergraduate nursing students’ perceptions of clinical placements based on a thematic synthesis of literature. SAGE Open Nursing, 7, 23779608211035845. https://doi.org/10.1177/23779608211035845

Contreras, J. A., Edwards‐Maddox, S., Hall, A., & Lee, M. A. (2020). Effects of reflective practice on baccalaureate nursing students’ stress, anxiety and competency: An integrative review. Worldviews on Evidence‐Based Nursing, 17(3), 239-245. https://doi.org/10.1111/wvn.12438

Deakin, J., Gillespie, B. M., Chaboyer, W., Nieuwenhoven, P., & Latimer, S. (2020). An education intervention care bundle to improve hospitalised patients’ pressure injury prevention knowledge: A before and after study. Wound Practice & Research: Journal of the Australian Wound Management Association, 28(4), 154-162. https://doi.org/10.3316/informit.621223280374840

Heikkinen, T., Heikkilä, A., Koivunen, M., Kortteisto, T., Peltokoski, J., Salmela, S., & Junttila, K. (2023). Nursing interventions in preventing pressure injuries in acute inpatient care: A cross-sectional national study. BioMed Central Nursing, 22(1), 1-12. https://doi.org/10.1186/s12912-023-01369-8

Lovegrove, J., Fulbrook, P., Miles, S., & Steele, M. (2022). Effectiveness of interventions to prevent pressure injury in adults admitted to intensive care settings: A systematic review and meta-analysis of randomised controlled trials. Australian Critical Care, 35(2), 186–203. https://doi.org/10.1016/j.aucc.2021.04.007

Matlhaba, K. L., & Khunou, S. H. (2022). Transition of graduate nurses from student to practice during the COVID-19 pandemic: Integrative review. International Journal of Africa Nursing Sciences, 100501. https://doi.org/10.1016/j.ijans.2022.100501

NURS FPX 6025 Assessment 3 Practicum and Scholarly Article

Mellor, P. D., De Bellis, A., & Muller, A. (2022). Psychosocial factors impacting new graduate registered nurses and their passage to becoming competent professional nurses: An integrative review. Journal of Nursing Regulation, 13(3), 24-51. https://doi.org/10.1016/S2155-8256(22)00081-3

Pearson, T., & Hensley, T. (2019). Positive precepting: Identifying NP student learning levels and needs. Journal of the American Association of Nurse Practitioners, 31(2), 124-130. https://doi.org/10.1097/jxx.0000000000000106

Ragsdale, M., & Schuessler, J. B. (2021). An integrative review of simulation, senior practicum and readiness for practice. Nurse Education in Practice, 55, 103087. https://doi.org/10.1016/j.nepr.2021.103087

Surjadi, M., Stringari-Murray, S., & Saxe, J. M. (2019). Entrustable professional activities in nurse practitioner education. The Journal for Nurse Practitioners, 15(5), e97-e102. https://doi.org/10.1016/j.nurpra.2018.12.030

NURS FPX 6025 Assessment 3 Practicum and Scholarly Article

Teheux, L., Coolen, E. H., Draaisma, J. M., de Visser, M., Scherpbier-de Haan, N. D., Kuijer-Siebelink, W., & van der Velden, J. A. (2021). Intraprofessional workplace learning in postgraduate medical education: A scoping review. BMC Medical Education, 21(1), 1-15. https://doi.org/10.1186/s12909-021-02910-6

Zhang, X., Wu, Z., Zhao, B., Zhang, Q., & Li, Z. (2021). Implementing a pressure injury care bundle in Chinese intensive care units. Risk Management and Healthcare Policy, Volume 14, 2435–2442. https://doi.org/10.2147/rmhp.s292579

NURS FPX 6025 Assessment 2 Practicum and Experience Reflection

Name

Capella University

NURS-FPX 6025 MSN Practicum

Prof. Name

Date

Practicum and Experience Reflection

In my capstone project, I got the opportunity to be engaged with establishing PICOT (Patient, Intervention, Comparison, Outcome, and Time) question for evaluation of effectiveness of particular intervention that is Pressure Injury (PI) prevention bundle in elderly patients of PI with critical care.  (Lovegrove et al., 2022). There are numerous danger indicators for PI in critical-care elderly patients, including age, inadequate perfusion, and movement alterations (Zhang et al., 2021).The practicum training enabled me to put into practice theoretical information and develop practical expertise in a real-world medical context.

It provided valuable insights into the challenges of implementing medical treatments from the perspectives of patients, and medical organizations. I established a better knowledge of PI interventions for elderly patients. By actively participating in the initiative, I realize that delay in educating and applying PI prevention protocols can cause severe implications for elderly patients with PI. Implementing PICOT questions for PI patients enhanced my professional competence, agility, and interpersonal growth. The interdisciplinary team collaboration provided me with a comprehensive understanding of coordinated care and the unique challenges encountered in clinical settings for managing PI patients. 

I was offered a chance to inform and educate patients on the necessity of self-care guidelines and strategies to reduce the risk of PI difficulties. I presented evidence-based methods to PI self-care and the PI preventive bundle, including PI awareness, PI risk evaluation, skin inspection, skin care, nutritional management, and mobility management (Heikkinen et al., 2023). Engagement with elderly PI patients assisted me to comprehend their issues and impediments to adoption of evidence-based PI care bundle strategies. It strengthened my dedication to communicating clearly with patients in implement PI care interventions. The interaction with patients enabled me to gain insight into the impact of PI prevention bundle approach through PICOT adoption in the treatment of PI aged patients.

Preceptor Role as a Mentor and Supervisor

The preceptor serves as an educator and a site supervisor, encouraging the nursing student’s growth and education throughout their capstone project.  The preceptor provides guidelines and assistance during the capstone project. My preceptor assisted me in managing difficulties and making well informed decision regarding PICOT question. The preceptor offers educational experience through promoting inquiries, researching concepts, and refining analytical abilities through cross-questioning and open discussion (Pearson & Hensley, 2019). The preceptor also offered training in the clinical processes of PICOT by illustrating different methods and approaches for executing PICOT questions. I worked and improved these skills under the guidance of my preceptor, and the feedback and regular discussion enabled me to develop my professional clinical abilities.

As the site supervisor, the instructor monitored the PICOT intervention’s execution, offered funds and resources, and encouraged the project success by engaging stakeholders such as doctors, health educators, nurses, and hospital administration. Moreover, the supervisor established the guidelines for engaging with the PI patient, administration, and other medical staff for implementing the intervention. The preceptor also underlined the necessity of following ethical healthcare standards for patients care and safeguarding privacy of patients (Surjadi et al., 2019).

The supervisor also promote interdisciplinary collaboration through offering opportunities to coordinate with other medical personnel involved in PI’s elderly patients care by implementing PICOT question (Teheux et al., 2021). This experience helped me comprehend the difficulties of patient care and improve interpersonal skills. Throughout the capstone project, the preceptor encouraged and enabled me to engage by giving various responsibilities. The preceptor’s contribution had a substantial impact on my learning and commitment throughout the capstone project.

Goals and Objectives of Practicum Experience

Practicum experience is crucial for the new nurses because it influence their future professional life (Mellor et al., 2022). Matlhaba and Khunou (2022), demonstrated that an adverse practicum experience propels novice nurses to leave their nursing professions.  Newly trained nurses face problems during their shift from learning to practice, can have a negative impact on their capacity to deliver efficient patient care. Therefore, the goals for practicum experience are intended to offer nursing students with a favorable and helpful learning experience. Clinical nursing educators’ real-life experiences, peer support and simulation activities during practicum, can improve clinical nursing education standards and practicum experience. These strategies can overcome the challenges regarding patient care and improve health outcomes (Ragsdale & Schuessler, 2021).

The main focus of my practicum was to reduce the PI incidence and disability rate among older PI patients receiving critical care by executing a PI prevention bundle intervention. The practicum provided me with valuable insights into the significance of self-management education and the PI care bundle in enhancing patient safety compared to standard care procedures (Deakin et al., 2020).

The practicum experience enabled me to participate in the execution of POCT while developing practical abilities for applying these interventions. According to Cant et al. (2021), at initial stages of practical training, nursing students frequently suffer anxiety and concern about their expectations. Thus, one goal of the practicum experience was to equip me for clinical duties and minimize anxiety over patient interaction.  Self-reflective practice strategy can improve patient outcomes and experiences by enhancing medical practices while promoting the execution of evidence-based methods (Contreras et al., 2022).

Completion of Hours

I completed my 20-hour practicum as a nurse by applying the PICOT question intervention, which is a PI prevention bundle, to minimize the PI occurrence rate in the care of elderly patients. Throughout this project, I gained practical understanding and expertise with PI patient care. Moreover, I am confident in my capacity to use this newly acquired expertise to my future nursing practice.

References

Cant, R., Ryan, C., Hughes, L., Luders, E., & Cooper, S. (2021). What helps, what hinders? Undergraduate nursing students’ perceptions of clinical placements based on a thematic synthesis of literature. SAGE Open Nursing, 7, 23779608211035845. https://doi.org/10.1177/23779608211035845

Contreras, J. A., Edwards‐Maddox, S., Hall, A., & Lee, M. A. (2020). Effects of reflective practice on baccalaureate nursing students’ stress, anxiety and competency: An integrative review. Worldviews on Evidence‐Based Nursing, 17(3), 239-245. https://doi.org/10.1111/wvn.12438

Deakin, J., Gillespie, B. M., Chaboyer, W., Nieuwenhoven, P., & Latimer, S. (2020). An education intervention care bundle to improve hospitalised patients’ pressure injury prevention knowledge: A before and after study. Wound Practice & Research: Journal of the Australian Wound Management Association, 28(4), 154-162. https://doi.org/10.3316/informit.621223280374840

NURS FPX 6025 Assessment 2 Practicum and Experience Reflection

Heikkinen, T., Heikkilä, A., Koivunen, M., Kortteisto, T., Peltokoski, J., Salmela, S., & Junttila, K. (2023). Nursing interventions in preventing pressure injuries in acute inpatient care: A cross-sectional national study. BioMed Central Nursing, 22(1), 1-12. https://doi.org/10.1186/s12912-023-01369-8

Lovegrove, J., Fulbrook, P., Miles, S., & Steele, M. (2022). Effectiveness of interventions to prevent pressure injury in adults admitted to intensive care settings: A systematic review and meta-analysis of randomised controlled trials. Australian Critical Care, 35(2), 186–203. https://doi.org/10.1016/j.aucc.2021.04.007

Matlhaba, K. L., & Khunou, S. H. (2022). Transition of graduate nurses from student to practice during the COVID-19 pandemic: Integrative review. International Journal of Africa Nursing Sciences, 100501. https://doi.org/10.1016/j.ijans.2022.100501

Mellor, P. D., De Bellis, A., & Muller, A. (2022). Psychosocial factors impacting new graduate registered nurses and their passage to becoming competent professional nurses: An integrative review. Journal of Nursing Regulation, 13(3), 24-51. https://doi.org/10.1016/S2155-8256(22)00081-3

Pearson, T., & Hensley, T. (2019). Positive precepting: Identifying NP student learning levels and needs. Journal of the American Association of Nurse Practitioners, 31(2), 124-130. https://doi.org/10.1097/jxx.0000000000000106

Ragsdale, M., & Schuessler, J. B. (2021). An integrative review of simulation, senior practicum and readiness for practice. Nurse Education in Practice, 55, 103087. https://doi.org/10.1016/j.nepr.2021.103087

NURS FPX 6025 Assessment 2 Practicum and Experience Reflection

Surjadi, M., Stringari-Murray, S., & Saxe, J. M. (2019). Entrustable professional activities in nurse practitioner education. The Journal for Nurse Practitioners, 15(5), e97-e102. https://doi.org/10.1016/j.nurpra.2018.12.030

Teheux, L., Coolen, E. H., Draaisma, J. M., de Visser, M., Scherpbier-de Haan, N. D., Kuijer-Siebelink, W., & van der Velden, J. A. (2021). Intraprofessional workplace learning in postgraduate medical education: A scoping review. BMC Medical Education, 21(1), 1-15. https://doi.org/10.1186/s12909-021-02910-6

Zhang, X., Wu, Z., Zhao, B., Zhang, Q., & Li, Z. (2021). Implementing a pressure injury care bundle in Chinese intensive care units. Risk Management and Healthcare Policy, Volume 14, 2435–2442. https://doi.org/10.2147/rmhp.s292579

NURS FPX 6025 Assessment 1 MSN Practicum Conference Call Template

Name

Capella University

NURS-FPX 6025 MSN Practicum

Prof. Name

Date

MSN Practicum Conference Call Template

Date: January 27, 2024

Attending:

Meeting objectives: Integrate medical documentation guidelines, commence a research analysis on pressure injury prevention bundle and injury or disability rates, acquire authorization for committed clinical hours, and perform an extensive literature analysis.

NURS FPX 6025 Assessment 1 MSN Practicum Conference Call Template