Preparing for Professional Transition

Respond to Danielle’s post with one or more of the following approaches:
Suggest strategies for using the practicum experience to deepen or broaden their knowledge.
Offer suggestions for refining their practicum professional objective(s).

Before the pandemic, I have noticed new graduate nurses complete their whole orientation in three months period as per our organization’s policy. But with this unseen virus that we are battling the training and orientation for these new nurses were cut short because we need them to work immediately due to the rising number of covid19 patients. With this observation, I expect to be a part of a nursing profession that will help enhance the skills and knowledge of these new graduate nurses. Yoder-Wise (2020) affirmed that the hospitals in New York City were intensely overwhelmed when this pandemic started. The centralized orientation was not followed because the new nurses were made to orient in the Intensive Care Unit (ICU) even if they did not have a plan to work in that area.

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The practicum objective will help me in my master’s degree program in nursing leadership preserve the standard of excellence while maintaining the flexibility that is needed under this challenging situation (Jones, Liam, Hein, & James, 2020). The practicum experience will also help me hone my skills in becoming an effective nurse educator in a healthcare setting. Nickerson (2008) issued a powerful statement, she stated that training and educating committed new nurses and seasoned nurses is the beginning of sincere healthcare promotion and it is where evidence-based clinical judgment and research are created.

Goodwin and Jenkins-Weinrub (2015) commented that as nurse leaders we have the responsibility to equip and guide future nurse leaders by supporting approaches that will help them understand strategies in solving a real-world healthcare problem. The first step is to establish a close mentor-mentee relationship, with this being established we can be able to freely ask questions and we can suggest ideas that are interesting to our experience during the practicum. Lastly, we have to devote time to research the coarse outline and read the text to learn the significance of education and professional growth. This will help both the mentor and the mentee plan the practicum appropriately to create a perfect fit (Cohn, 2015).

References

Cohn, T. (2015). Strengthening nursing engagement in research and evidence-based practice with a successful MSN student research practicum. The Florida Nurse, 63(3), 15

Goodwin, M., & Jenkins-Weinrub, E. (2015), Student Triad: A collaborative approach to practicum experiences for master’s nursing students. Nurse Educator, (40)4, 199-202

Jones, K., Hein, L.C., & James, L. (2020). A nursing leadership practicum in the time of Covid19: A Southeastern University experience. Nurse Leader. https://doi.org/10.1016/j.mnl.2020.06.1010

Nickerson, C. J. (2008). Faculty Matters: Carolyn J. Nickerson. Nursing Education Perspective (National League for Nursing), 29(6), 326-327

Yoder-Wise, P. (2020). How to pivot quickly: The response of nursing professional development educators to COVID-19. The Journal of Continuing Education in Nursing, 51(9), 391-393

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