Nursing Practicum: From Novice to Expert - Essay Sample

Introduction

The practicum experience is an essential area that gives a nursing student a chance to put what they have learned in school into action. This is a fundamental approach that is used to improve knowledge and skills among nursing students (Sun et al., 2016). As a way of improving skill and experience in the field of nursing, Dr. Patricia Benner introduced the theory of novice to expert. According to the theory, expert practitioners acquire skills and understanding of health care services over a period which occurs due to proper education and a lot of experience (Castles, Rastle, & Nation, 2018). In this case, the theory focuses on how nurses gain the knowledge and skills on how to engage in effective patients care. In nursing practice, improved mostly relies on experience and science. Science and experience offer background skills which assist them in developing a progressive approach toward health care. In this case, health practitioners who engage in various situations are given an opportunity to learn from them. Therefore, these practitioners gain involvement skill, which helps to integrate patients and families. Additionally, through the Novice to Expert model, nurses are given an opportunity to learn ethical requirements which helps nurses to engage and participate in various activities. To effectively understand the theory, Dr. Benner developed five states of clinical competence; novice, advanced beginner, competent, proficient, and expert (Castles, Rastle, & Nation, 2018).

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In my practicum experience, I was driven by the aim to understand how to manage chronic diseases. These conditions have been a major challenge facing most people in the country; therefore, getting exposed to how to manage was an essential aspect to improve my experience. Additionally, learning how to diagnose a developing condition was another essential goal. In this goal, my main aim was to comprehend signs and symptoms as a patient communicates. This was an essential experience which could prove my skills and knowledge in the nursing sector. Finally, I aimed at understanding the medical billing and coding technique. Normally, this technique helps a nurse to integrate health care providers, patients, and insurance firms. In this case, I was required to read the patient's charts to determine medication history. After reviewing the chart, it was my role as a nurse to establish medical code which illustrates patient treatment history. Due to this exposure, by week, I was able to differentiate diagnoses and proper medication prescription effectively. This was a clear indication of how I was applying novice to expert model.

All my goals were grounded on the seven content domain. For instance, it was my role to effectively ensure that all activities I undertake focus on quality health care practices. Additionally, I was required to develop the nurse practitioner-patient relationship. This was an essential act which brought me closer to patients and understood more about their conditions.

Having good guidelines that direct me on what am required to know, I was able to meet my timeline of practicum activities. By the end of week 10, all that was intended had already been achieved. In this case, I was able to assess a patient based on the state. When assessing, I would observe the patient reaction to determine more about the condition. Diagnosing a developing condition was another goal which I achieved in my practicum activities. This condition would be followed by proper treatment to deliver good health care. Finally, I would follow up to understand how the patient is performing based on the plan (Casey et al., 2011).

References

Casey, K., Fink, R., Jaynes, C., Campbell, L., Cook, P., & Wilson, V. (2011). Readiness for practice: The senior practicum experience. Journal of Nursing Education, 50(11), 646-652. Retrieved from https://www.researchgate.net/profile/Paul_Cook7/publication/51575533_Readiness_for_Practice_The_Senior_Practicum_Experience/links/0046352caedc9617fd000000.pdf.

Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19(1), 5-51. Retrieved from https://journals.sagepub.com/doi/pdf/10.1177/1529100618772271.

Sun, F. K., Long, A., Tseng, Y. S., Huang, H. M., You, J. H., & Chiang, C. Y. (2016). Undergraduate student nurses' lived experiences of anxiety during their first clinical practicum: A phenomenological study. Nurse education today, 37, 21-26. Retrieved from https://daneshyari.com/article/preview/367996.pdf.