Examples Of Practicum Journal

NURS 6351

Practicum Journal

Student Name: Kerri-Ann Benjamin-Campbell

E-mail Address: [e-mail]

Practicum Placement Agency's Name: Northern Caribbean University

Preceptor’s Name: Natanya Bent-Burton

Preceptor’s Telephone: [phone]

Preceptor’s E-mail Address: [e-mail]

Practicum Professional Development Objectives

1) Demonstrate skill in the use of a variety teaching strategies to address the learning needs of sophomore nursing students during the fall quarter of 2016 by conducting at least one supervised teaching session.

2) Utilize appropriate evaluation tools to assess learning based on the course content of sophomore nursing students during fall 2016, as directed by preceptor for at least

Project Objectives

At the end of the Preceptor Training Workshop, nurses will be able to:

1. Analyze the roles, responsibilities, competencies and characteristics of clinical preceptors needed to maximize the learning experiences of students in the clinical area.

2. Evaluate the individual learning styles of students to meet their learning needs through appropriate teaching strategies in the clinical area.

3. Facilitate the development of decision-making, problem-solving and critical thinking skills in students through real-life cases at the practicum placement site.

4. Explore methods for assessing the progress of students and providing feedback in the clinical

Nardi and Gyurko (2013) agree that shortage of nursing faculty is a global phenomenon. The current sophomore class size is 90. My preceptor tried her best to address the learning styles of her students by incorporating various teaching strategies. However, group activities are difficult to manage with one facilitator to 90 students. According to Bryne and Martin (2014), this situation is an example “unreasonable classroom responsibilities.” The students will be placed in a hospital for the first time this fall for clinical. Consequently, they are learning the basic skills such as vital signs, bed making, and bed bath. The problem was even more pronounced during lab activities when demonstrations were to be performed and learning assessed. To address this shortage issue, an adjunct faculty, a recent graduate who volunteers and myself assisted with this activity.

Such working conditions will only add to staff dissatisfaction and limit retention of qualified educators. Bryne and Martin (2014) express that nursing education leaders must be aware of the issues that induce job dissatisfaction and make the necessary changes to attract and retain qualified educators. Moreover, Nardi and Gyurko (2013) recommend that competitive salaries and benefits, accelerated recruitment drive and improved access to scholarship can make the nursing educator careers more