NUR-665E Nursing Education Practicum Documentation Paper

Be sure your goals are specific, measurable, achievable, relevant, and time bound (S.M.A.R.T. goals).

Some goals should reflect higher cognitive learning levels in Bloom’s taxonomy.

Ø  To describe the nurse educator’s role in leading curriculum design or revision.

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Ø  To explain how program outcomes impact the process of curriculum design or revision.

Ø  To examine the effect that the chosen curriculum design has on the program outcome.

Ø  To involve the staff in implementing the curriculum design.

Ø  Internet access

Ø  Computer

Ø  Nursing text books

Ø  Peer-reviewed nursing research articles and journal

Ø  Information technology specialist

Ø  My ability to describe the role of the nurse educator as a leader in curriculum development or revision.

Ø  My ability to explain how the outcomes of a program affect the process of developing or revising a curriculum.

Yes, I met my outline objective because all goals satisfied the criteria used to measure the level of accomplishment.

My practicum was a life-changing event for me, and I can attest that it has aided in my personal and professional development. Except for the theoretical principles learned in class, I had no understanding what it would be like to be a nurse educator before the fieldwork program. I went into the practicum with apprehensive emotions and a lack of self-confidence, since I felt I was transitioning from a student to functioning as a nurse educator. I was unsure of what was ahead, and it took some time for me to acclimatize to the unpredictable, dramatic, and frequent crises that are prevalent in teaching and nursing. After several days, however, I adjusted and accepted the challenge.

One of the competencies I exhibited was how program outcomes influence the process of establishing and changing a lesson plan. My instructor taught me that, in addition to professional experience and knowledge, the capacity to build and adapt a curriculum necessitates proficiency and compassion. I engaged with a large number of student nurses and earned their trust. I was able to recognize that successful teaching is well-planned, interconnected, and encourages learners to think and reason. It should offer a learning environment that stimulates comprehension, application, and rational reasoning. I also realized that the most essential planning for educators is curriculum design and assessment.

As a result, as a representative of six divisions, I was able to incorporate evidence-based practice (EBP) into my work. Many of my projects were based on scientific data. In my regions, I assist employees in developing research initiatives to improve patient care. In personnel professional development projects, I collaborate closely with the director of research. My level of education is generally restricted to planning and coordinating unit orientation for different staff positions. Education, in-services courses, and assessments were all produced by me. In-services for personnel in the senior care setting involving horizontal violence education, disaster response education, and the formulation of job descriptions, competency – based performance areas, and orienting redesign for the observational assistant role have all been part of my involvement with education planning.

Though I have considerable experience in my role as a leader in patient care, I am a beginner as a nurse educator at the college level. I have minimal experience with curriculum design, development, assessment, and evaluation in a classroom setting (Jouriles et al., 2018). As a new nurse educator, I am looking forward to helping with curriculum development and program evaluation. Despite being new to the sector, I have experience as a learner and a nurse, and believe that I can contribute practical knowledge and insight to the formulation of a nursing program. Throughout the phase of course design and assessment, I am looking forward to learning from experienced faculty and peers. I will require the most assistance in this area of nurse educator competency.

It was really simple to include this basic competence into my electronic practicum. The rubric as well as other rules included in the web practicum assists to ensure uniformity in grading each student. Verification of students’ work is aided by resources such as the curriculum and publications supporting evidence-based practice. In my comments to students’ posts, I put a lot of thinking into it. I created programming tools for my team to use, and they have proven to be incredibly productive (Jouriles, et al., 2018). Many orientation programs were created by me. Instead of creating a new tool, I would conduct study into existing tools. Because my ultimate goal is to improve staff development, I know I will need to make the information as engaging as possible. We have all had the experience of sitting through a ceaseless lecture that suffocates student interest. I picked out the decent and the poor from each novel concept and consider how I might use or adjust the information for my team.

During my practicum, I realized how important technology is in improving nursing education. I worked with an information technology expert who helped me understand how technology is employed in nursing education. I was particularly interested in the simulation technology, which exposes students to a care setting without them actually being there. As a result, the student gains a great amount of knowledge without endangering the lives of the patients.

In general, I had such a great time throughout my practicum, and I completed all of the practicum program’s goals. I was capable of applying theory to solve problems involving adult care. The elderly home is the setting where I felt happy to put my knowledge and understanding into practice as a nurse educator (Grant, 2018). I was continually exposed to a variety of leaning situations, necessitating the integration of academic and technical knowledge and the realization that educators have as much to learn as the students do. In addition, I am convinced that my communication abilities have improved tremendously and this has made me a better educator. I can now deal with students in a variety of challenging situations. In addition, I was able to recognize the significance of technology in the classroom setting.

Clinical hours completed this topic:

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