NURS FPX 6025 Assessment 2 Practicum and Experience Reflection

Practicum and Experience Reflection

A practicum experience is a supervised learning opportunity that allows students in various fields, including nursing and informatics, to apply theoretical knowledge and skills in a real-world setting. It bridges academic coursework and professional practice, providing students hands-on experience and a deeper understanding of their chosen field (Cain et al., 2019).

During my practicum experience as a nurse, I was privileged to focus on the healthcare needs of overweight autistic teenagers. This specific population presented unique challenges that required a comprehensive and individualized approach to care. My practicum aimed to leverage the power of informatics to enhance the health outcomes of these teenagers by improving communication, coordination, and data-driven decision-making.

Throughout my practicum, I actively participated in interdisciplinary team meetings, where I contributed my informatics expertise to discussions on care planning and intervention strategies. Collaborating with healthcare providers, educators, and administrators allowed me to understand the complex interplay between clinical practice, technology, and the unique needs of overweight autistic teenagers (Saqr et al., 2020). It also gave me valuable opportunities to advocate for integrating informatics solutions to improve care delivery and patient outcomes.

Preceptor Role as a Mentor and Supervisor

The preceptor plays a crucial role as both a mentor and a site supervisor during a practicum experience. In my practicum experience as a nurse, my preceptor was an exceptional mentor and site supervisor. My preceptor actively engaged in my learning process, offering valuable insights, sharing their experiences, and providing guidance on various aspects of the field. My preceptor also facilitated discussions on research design, methodology, and data analysis, helping me refine my capstone project and ensuring its alignment with best practices.

As a mentor, my preceptor offered continuous feedback and support, reviewing my drafts and providing constructive criticism to enhance the quality of my work. The mentorship of my preceptor extended beyond the technical aspects of informatics, as they encouraged me to develop effective communication and collaboration skills within interdisciplinary teams. The mentorship of my preceptor also helped me gain confidence in my abilities and fostered professional growth throughout the practicum (Myers & Chou, 2021). As a site supervisor, my preceptor ensured I had access to the necessary resources and clinical settings for my practicum activities. My preceptor facilitated introductions to key stakeholders, allowing me to establish connections with professionals from different disciplines relevant to my project. The supervision of my preceptor included monitoring my progress, providing regular check-ins, and addressing challenges during the practicum NURS FPX 6025 Assessment 2 Practicum and Experience Reflection (Wallin et al., 2020).

The preceptor’s mentor and site supervisor role in my practicum experience greatly influenced my professional development. The guidance and expertise of my preceptor expanded my understanding of the nurse role and its impact on healthcare delivery. The support of my preceptor enabled me to effectively integrate theoretical knowledge with practical experience, enhancing my research design, data analysis, and collaboration skills.

Goals and Objectives of Practicum Experience

The goals and objectives for the practicum experience are essential in guiding the learning and professional development of the student (Dunn et al., 2021). In the context of my practicum experience on overweight autistic teenagers, the goals and objectives were instrumental in shaping the focus and outcomes of my work.

My practicum experience had three main objectives. Firstly, it aimed to deepen my understanding of the unique healthcare needs of overweight autistic teenagers by exploring factors contributing to their weight management difficulties and identifying suitable interventions (Saqr et al., 2020). Secondly, it focused on enhancing my technical skills in utilizing healthcare informatics tools and platforms, specifically by engaging with tailored electronic health record systems to optimize care and improve patient outcomes. Lastly, the practicum aimed to foster effective communication and collaboration within interdisciplinary teams to facilitate patient-centered care. Active participation in team meetings, sharing insights, and advocating for informatics solutions were vital to achieving this objective (Ortíz-Barrios & Alfaro-Saíz, 2020).

About my practicum experience on overweight autistic teenagers, the goals and objectives provide a clear direction and purpose for my work. They guided my efforts in understanding the unique healthcare needs of this population, utilizing informatics tools to optimize care, and collaborating with interdisciplinary teams. These goals and objectives helped ensure that my practicum experience was focused and meaningful, allowing me to make tangible contributions to improving the health outcomes of overweight autistic teenagers through informatics solutions.

Completion of Hours

I successfully completed the required hours for my practicum experience. Throughout the designated timeframe, I actively engaged in various activities and tasks related to my role as a nurse working with overweight autistic teenagers. These activities included collaborating with interdisciplinary teams, implementing and optimizing electronic health record systems, conducting data collection and analysis, and contributing to developing personalized care plans. By fulfilling the designated hours, I gained valuable practical experience and made meaningful progress in achieving the objectives set for my practicum.


Cain, M., Le, A. D., & Stephen Richard Billett. (2019). Sharing stories and building resilience: Student preferences and processes of post-practicum interventions. Professional and Practice-Based Learning, 27–53 .

Dunn, S. V., Ehrich, L., Mylonas, A., & Hansford, B. C. (2021). Students’ perceptions of field experience professional development: A comparative study. Journal of Nursing Education, 39(9), 393–400 .

Myers, K., & Chou, C. L. (2021). Collaborative and bidirectional feedback between students and clinical preceptors: Promoting effective communication skills on health care teams. Journal of Midwifery & Women’s Health, 61(S1), 22–27.

Ortíz-Barrios, M. A., & Alfaro-Saíz, J.-J. (2020). Methodological approaches to support process improvement in emergency departments: A systematic review. International Journal of Environmental Research and Public Health , 17 (8).

Saqr, Y., Braun, E., Porter, K., Barnette, D., & Hanks, C. (2020). Addressing medical needs of adolescents and adults with autism spectrum disorders in a primary care setting. Autism , 22(1), 51–61 .

Wallin, K., Hörberg, U., Harstäde, C. W., Elmqvist, C., & Bremer, A. (2020). Preceptors´ experiences of student supervision in the emergency medical services: A qualitative interview study. Nurse Education Today , 84 .

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