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Presentation/PPT
27/08/2022
Assignment: Practicum Experience NURS 8600
In order to ensure that you are building nursing-related skills and competencies within your practicum setting, it is important to develop specific, appropriate objectives for your practicum hours each quarter. The Practicum Experience allows you to compile your learning objectives and planned timeline for completing your practicum hours and developing your specialty area knowledge and skills. At the end of this quarter, you will use the information in your Practicum Experience to evaluate your progress and achievements in your practicum setting.
If you have previously enrolled in NURS 8600, be sure to develop unique objectives for your Practicum Experience. These may be extensions of previous objectives, or they may be completely new and original objectives intended to expand your experiences in the practicum setting. If you are experiencing difficulty formulating new objectives for your Practicum Experience, consult with your Instructor in this course for additional guidance.
To prepare:
To complete:
By tomorrow 8/28/19, write a 2-page paper in APA format with at least 3 scholarly references that includes the level one headers as numbered below:
1) Three learning objectives for your practicum hours that are aligned to the American Association of Colleges of Nursing (AACN) Essentials, your specialty area competencies, the focus of this course (i.e., implementation, evaluation, and dissemination of an evidence-based project), and other aspects of your professional growth and development (see attached file).
2) Activities you will undertake to fulfill your identified learning objectives
3) A proposed timeline for accomplishing your practicum hours (a total of 216 hours over 11 weeks)
P.S. Use the template attached to complete this assignment. Also, refer to previous class learning objectives to help you write this assignment
Required Reading
Class Learning Objectives
Students will:
The primary objective of your practicum is to “build and assimilate knowledge for advanced specialty practice at a high level of complexity,” (AACN, 2006, p. 19). Thus, focus on ways to expand your specialty practice knowledge at the aggregate level and consider roles you are interested in occupying after the completion of the DNP program.
American Association of Colleges of Nursing (AACN). (2006). The essentials of doctoral education for advanced nursing practice. Retrieved from http://www.aacn.nche.edu/publications/position/DNPEssentials.pdf (see attached file).
Use the information in this report to guide the formulation of goals for your practicum experience.
Su, W. M., & Osisek, P. J. (2011). The revised Bloom’s Taxonomy: Implications for educating nurses. The Journal of Continuing Education in Nursing, 42(7), 321-327. (See attached file)
Bleich, M. R. (2011). IOM report, The Future of Nursing: Leading Change, Advancing Health: milestones and challenges in expanding nursing science. Research in Nursing & Health, 34(3), 169-170. doi:10.1002/nur.20433 (see attached file)
IOM report, The Future of Nursing: Leading Change, Advancing Health: milestones and challenges in expanding nursing science. Research in Nursing & Health by Bleich, M. R., in Research in Nursing & Health, Vol. 34/Issue 3. Copyright 2011 by John Wiley & Sons – Journals. Reprinted by permission of John Wiley & Sons – Journals via the Copyright Clearance Center.
Pritham, U. P. (2016). Assessing DNP impact using program evaluations to capture healthcare system change. The Nurse Practitioner, (4), 44.
Kotter, J. P. (2007). Leading change: Why transformation efforts fail. Harvard Business Review, 85(1), 96-103. Retrieved from https://cb.hbsp.harvard.edu/cbmp/pl/76758028/76758030/42e82c2469b7f33387aa79dc5736bb1f
In this foundational reading, Dr. John Kotter discusses errors commonly made as organizations undergo change, and he recommends steps leaders can take to help avoid them (see attached file).
Moriber, N. A., Wallace-Kazer, M., Shea, J., Grossman, S., Wheeler, K., & Conelius, J. (2014). Transforming Doctoral Education Through the Clinical Electronic Portfolio. Nurse Educator, 39(5), 221-226. doi:10.1097/NNE.0000000000000053
Murphy, M. P., Staffileno, B. A., & Carlson, E. (2015). Original Article: Collaboration Among DNP- and PhD-Prepared Nurses: Opportunity to Drive Positive Change. Journal of Professional Nursing,31388-394. doi: 10.1016/j.profnurs.2015.03.001
Sherrod, B., & Goda, T. (2016). DNP-Prepared leaders guide healthcare system change. Nursing Management, (9). 13.
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