Chamberlain College Of Nursing 631 Nurse Executive Track ✓ Solved

Chamberlain College Of Nursingnr631 Nurse Executive Trackcge Ilearni

Complete the Nursing Practicum Learning Agreement by setting self-identified goals aligned with course outcomes (COs) and developing plans to achieve these goals. The agreement should be revised weekly to reflect progress, additional goals, and plan modifications. Obtain signatures from your mentor during Week 1 and at the end of the practicum in Week 8, demonstrating review and approval of your goals and progress. Submit the initial agreement by Sunday of Week 1 and the final agreement by Saturday of Week 8. A minimum of 144 practicum hours are required by the end of the course.

Sample Paper For Above instruction

The professional development and competency of nurse leaders rely heavily on structured practicum experiences that are carefully planned, monitored, and evaluated. The Nursing Practicum Learning Agreement functions as a blueprint for achieving course outcomes (COs) in a real-world setting, allowing students to integrate theoretical knowledge with practical leadership skills. An effective learning agreement articulates specific, measurable goals, along with actionable plans for achieving them, promoting accountability and structured learning.

Firstly, clearly defined goals form the foundation of an impactful practicum. Utilizing the S.M.A.R.T. (Specific, Measurable, Achievable, Relevant, Time-bound) framework ensures that goals are practical and attainable within the practicum timeframe. For example, in alignment with CO1, a student might set a goal to "Lead a team project to improve patient flow processes by designing and implementing a pilot change in staffing patterns within 8 weeks." Such a goal is specific, relevant to nurse executive leadership, and provides a clear deadline. In a similar vein, a goal related to CO3 could be: "Demonstrate professional values by facilitating a staff education session on cultural humility by Week 4."

Secondly, developing actionable plans involves identifying concrete tasks that lead towards achieving these goals. For instance, to meet the staffing project goal, plans could include reviewing current staffing protocols, analyzing patient flow data, and collaborating with interdisciplinary teams. Each task should be measurable and time-managed, setting the stage for ongoing evaluation. The plan might specify weekly progress checks, data collection methods, and communication strategies to engage team members effectively.

Throughout the practicum, ongoing reflection and documentation of progress are crucial. Weekly review of goals and plans enables students to recognize achievements, identify barriers, and adjust strategies. This process fosters self-awareness and professional growth. For example, if a student encounters resistance to a proposed staffing change, they might document this challenge and strategize ways to facilitate stakeholder buy-in. These reflections should be recorded and include specific insights about the effectiveness of strategies employed and how they align with leadership competencies such as communication, change management, and evidence-based practice.

Mentor involvement is essential in this learning process. Their signatures on the agreement certify that goals and plans are appropriate and feasible within the practicum context. Their feedback helps refine goals, ensuring they are realistic and aligned with organizational priorities. Regular mentor support and validation promote professional trust, accountability, and a richer learning experience.

At the conclusion of the practicum, students should comprehensively evaluate their progress towards each goal. This evaluation involves reflecting on successes, challenges, and lessons learned, which can inform future leadership development. The final signed agreement encapsulates this reflection, serving as a documented record of personal growth and competency development. In essence, the learning agreement transforms the practicum into a targeted, meaningful journey that prepares aspiring nurse executives for leadership challenges.

References

• American Organization for Nursing Leadership. (2020). Principles for Nursing Leadership. AONL.
• Burke, W. W. (2017). Organizational change: Theory and practice. Sage Publications.
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• Daudt, H. M., et al. (2016). Enhancing the quality of leadership in nursing: A systematic review of nurse leadership development programs. Journal of Nursing Management, 24(8), 926-937.
• European Federation of Nurses Associations. (2019). The Role of Nurse Leaders in Healthcare Innovation. EFNA Publications.
• Hughes, R. G. (2020). Patient Safety and Quality: An Evidence-Based Handbook for Nurses. Agency for Healthcare Research and Quality.
• Institute of Medicine (US). (2011). The Future of Nursing: Leading Change, Advancing Health. National Academies Press.
• Marquis, B. L., & Huston, C. J. (2017). Leadership roles and management functions in nursing. Lippincott Williams & Wilkins.
• Northouse, P. G. (2018). Leadership: Theory and Practice. Sage Publications.
• Shirey, M. R. (2020). Leadership in Nursing Practice. Elsevier.