During the nursing practicum, I had the opportunity to develop and improve my skills and explore theories and practice models in the health field. I was able to assess my progress, reflect on setbacks and changes during the practicum experience, which was important in implementing my practicum learning agreement (PLA). The ongoing evaluation during the practicum experience that involved regular feedback from the field instructor, fellow students and faculty liaison, allowed me to reflect on my growth and progress with respect to the expectations in my PLA.
Additionally, I learned new skills during the practicum experience and I had the opportunity to apply the classroom experience during the practicum experiences. In addition, during the practicum experience, I had the opportunity to observe other professionals, develop self-awareness and perform group assignments. I was able to be evaluated and to obtain feedback throughout the practicum experience, which enabled me to focus on the goals and tasks as set out in the practicum agreement (Oermann, and Lukomski 65). Through continuous liaison and support from my field supervisor and the faculty, I was able to achieve the competencies and practice behaviors as defined in my practicum program. For example, I felt the need to develop new ways of communicating with the professional staff and the patients during the practicum.
In my practicum orientation, the faculty liaison described the completion of my learning plan as a joint negotiation between the student and the field instructor. However, when I approached my field instructor, she suggested that I complete the learning plan and objectives by myself before she signs it off. I immediately reported to the faculty liaison, who promptly initiated a negotiation to solve the problem. After giving our perspectives regarding the matter, my supervisor agreed to commit more time towards the development of my learning plan, objectives and competencies.
In developing the learning agreement, I had trouble establishing the relevant evaluation criteria by which my progress and performance would be assessed. I felt that the items that the instructor suggested for inclusion in the PLA were realistically unachievable within the timeframe she suggested. However, after discussions with my field instructor, she agreed that the learning goals be relevant to my level of skills and experience while at the same time challenging. In this way, the goals can be measurable with regard to skill level and experience gained over a given period.
In identifying the practice behavior, I faced an ethical dilemma as to the appropriate behavior, dress and interaction with patients and staff. After consulting my field instructor, she provided information regarding the practice behavior expected during the practicum.
Works Cited
Oermann, Mark, and Lukomski, Andy. Experiences of Students in Pediatric Nursing Clinical courses. Journal of Sociology & Pediatric Nursing 6.1 (2001): 65.