Bi-Weekly Practicum Journaling: Every Two Weeks You W 346106
Bi Weekly Practicum Journalingevery Two Weeks You Will Submit A Refle
Bi-weekly practicum journaling involves submitting a reflective journal every two weeks to a discussion forum for review by course faculty and classmates. The purpose is to engage in reflective practice by reviewing experiences in the practicum setting to enhance performance and promote professional growth. Reflective practice entails reviewing past experiences to identify lessons learned and areas for improvement, supporting ongoing development in the nursing profession (Blake, 2005; Ruth-Sahd, 2003).
Your practicum journal should be a personal and introspective account, describing specific events encountered during your practicum. It should include your thoughts and feelings about these events, how your perceptions have evolved, and what unexpected insights you gained. Additionally, reflect on your reasoning regarding your emotional reactions and the new knowledge acquired during your practicum experience. The journal must connect these reflections to the concepts of the South University College of Nursing Conceptual Framework Pillars—Caring, Communication, Critical Thinking, Professionalism, and Holism—and relate them to your prior coursework and experiences through reflective analysis.
The journal should be written in a scholarly, academic style with proper APA formatting. It is expected to be more comprehensive than a brief summary or daily activity report, typically extending to two or three paragraphs. All sources referenced in your journal, including textbooks and lectures, must be properly cited in APA format, and a corresponding reference list should be included at the end. Use credible sources such as the APA Style resources provided by South University Library, including APA Citation Helper, APA Citations Quick Sheet, and APA Formatting Guidelines.
Paper For Above instruction
My recent practicum experiences have served as a significant platform for personal and professional growth, aligning closely with the principles outlined in Healthy People 2020 and the goals of the South University College of Nursing. Over the past two weeks, I encountered a variety of patient care scenarios that challenged my initial perceptions and deepened my understanding of holistic nursing practice. One such event involved a patient with complex chronic conditions, which required me to employ critical thinking and effective communication to coordinate care with an interdisciplinary team. Initially, I felt uncertain about my ability to contribute meaningfully, but as I navigated the situation, I gained confidence and a deeper appreciation for the importance of patient-centered care (Blake, 2005).
Reflecting on this experience, I recognized how my previous coursework had prepared me to approach these challenging scenarios with a foundation in professionalism and holistic thinking. My perceptions evolved as I learned to view patients more holistically, considering their emotional, social, and spiritual needs alongside physical health. This shift aligns with the Conceptual Framework Pillars of Holism and Caring, emphasizing the significance of addressing the whole person rather than isolated health issues. Moreover, I felt an increased sense of professionalism and empathy, which reinforced my commitment to compassionate nursing care (Ruth-Sahd, 2003).
One unexpected insight was the importance of effective communication in ensuring continuity of care and patient safety. I observed how miscommunication could lead to errors or patient dissatisfaction, underscoring the critical role of clear, compassionate dialogue. This experience connected to my prior coursework on communication skills and emphasized the need for ongoing development in this area. Additionally, I learned that integrating evidence-based practice into everyday decisions enhances patient outcomes, an insight that supports the Healthy People 2020 objectives of improving health and reducing disparities (United States Department of Health and Human Services, 2011).
Furthermore, I reflected on my feelings of vulnerability initially, which gradually transformed into a sense of professional confidence as I applied theoretical knowledge in real-world settings. I noticed my thinking becoming more analytical and reflective, fostering critical thinking skills vital for advanced nursing roles. This process has reinforced my dedication to continuing education and lifelong learning—key components of professionalism and holistic care. Overall, these experiences have solidified my understanding of the interconnectedness of the conceptual pillars and their relevance to delivering effective, compassionate nursing care (Ruth-Sahd, 2003).
References
- Blake, T. K. (2005). Journaling; An active learning technique. International Journal of Nursing Education Scholarship, 2(1), Article 7. https://doi.org/10.2202/X.1116
- Ruth-Sahd, L. (2003). Reflective practice: A critical analysis of data based studies and implications for nursing education. Journal of Nursing Education, 23(11), 488–497.
- United States Department of Health and Human Services. (2011). Healthy People 2020. Retrieved from https://www.healthypeople.gov/2020