Learning Contract For Nursing MSN Program Student ✓ Solved

Learning Contract College of Nursing MSN Program Student

Combining the interests and skills of students and preceptors working together in a practicum experience can result in a rich learning experience. To make the best use of this opportunity and to accommodate individual student needs and interests, the student and preceptor negotiate a learning contract.

Plan for Establishing a Learning Contract

First week (Week 1):

  • The student receives the learning contract form on the first day.
  • The student completes the student section of the contract, and the preceptor completes the preceptor section of the contract.
  • The student sets up a meeting with the preceptor for the learning contract negotiation at the end of the week.
  • At the negotiation meeting, the student writes the summary statement of student and preceptor goals.
  • The student and the preceptor sign the learning contract.

Midpoint (Week 4 of course sessions A and B):

  • The student and the preceptor set up a meeting for a midpoint review to assess the practicum experience in general and the learning contract goals.
  • The student and the preceptor make any necessary administrative and educational adjustments.

Last week (Week 8 of course sessions A and B):

  • The student and the preceptor set up a meeting to review the practicum experience and to evaluate progress on learning contract goals.

Student Goals

List your most important goals for this practicum experience and specific strategies/tasks you propose to meet these goals.

  • Goals:
  • Strategies/Tasks to Meet Goals:

Preceptor Goals

List the three most important areas you think the student should focus on during this practicum experience and your strategies for addressing these areas.

  • Area 1:
  • Area 2:
  • Area 3:
  • Strategies:

Summary

(to be completed by student):

  • Performance Goals and Strategies/Tasks:

Student Signature: _________ Date: _________

Preceptor Signature: _________ Date: _________

Faculty Signature: _________ Date: _________

Goals

  • Goals 1:
  • Goals 2:
  • Goals 3:

Strategies/Tasks to Meet Goals

  • Strategies/Tasks to Meet Goals 1:
  • Strategies/Tasks to Meet Goals 2:
  • Strategies/Tasks to Meet Goals 3:

Preceptor Areas

  • Area 1 1:
  • Area 1 2:
  • Area 2 1:
  • Area 2 2:
  • Area 3 1:
  • Area 3 2:

Strategies

  • Strategies 1:
  • Strategies 2:
  • Strategies 3:
  • Strategies 4:

Performance Goals and Strategies

  • Performance Goals and Strategies/Tasks 1:
  • Performance Goals and Strategies/Tasks 2:
  • Performance Goals and Strategies/Tasks 3:
  • Performance Goals and Strategies/Tasks 4:
  • Performance Goals and Strategies/Tasks 5:

Dates

  • Date:
  • Date_2:
  • Date_3:

Paper For Above Instructions

Creating a learning contract in a nursing practicum is essential for guiding the educational experiences of students. A well-structured learning contract serves not only as a roadmap for achieving individual goals but also strengthens the collaboration between students and their preceptors. With a focus on mutual goal-setting, it enables both parties to be on the same page throughout the practicum experience.

First Week: Establishing the Learning Contract

In the first week, the student receives the learning contract form, which is crucial for beginning the negotiation process. The student is responsible for articulating specific learning objectives based on their interests and the requirements of the MSN program. This initial step promotes self-directed learning and accountability.

At the end of the first week, the student must schedule a meeting with the preceptor to discuss these objectives and negotiate the learning contract. The goal is to co-create a set of mutually agreed-upon objectives that reflect both the preceptor's expectations and the student’s aspirations. This collaborative approach ensures that both parties are invested in the learning process.

Midpoint Review: Assessing Progress

By the fourth week, a midpoint review is scheduled to assess the practicum experience. This review is important for identifying any challenges the student may be facing in meeting their goals and offers an opportunity for the preceptor to provide constructive feedback. Adjustments can be made to the learning contract to enhance the educational experience.

During this meeting, both the student and preceptor can discuss what strategies have been effective and what areas still need attention. This ongoing dialogue helps in maintaining a dynamic learning environment.

Final Review: Evaluating Outcomes

At the end of the practicum, a final review allows both the student and preceptor to evaluate the achievement of learning objectives laid out in the contract. This evaluation not only reflects the student’s performance but also offers insights into the preceptor’s mentorship. It is a time to celebrate accomplishments and identify areas for future growth.

Student Goals: Specific Strategies

The student's goals may include improving clinical skills, enhancing communication abilities, or mastering specific nursing procedures. To meet these goals, the student should outline clear strategies. For instance:

  • Goal 1: Improve clinical assessment skills.
  • Strategies: Participate in daily patient assessments with supervision.
  • Goal 2: Enhance patient communication.
  • Strategies: Conduct patient interviews and seek feedback from the preceptor on delivery.
  • Goal 3:Master intravenous medication administration.
  • Strategies: Shadow the preceptor during procedures and practice under supervision.

Preceptor Goals: Focus Areas

The preceptor should identify key areas for student focus. For example:

  • Area 1: Clinical decision-making.
  • Area 2: Time management.
  • Area 3: Documentation practices.

Strategies to address these areas could involve providing students with case scenarios to evaluate clinical decisions, offering time management workshops, and reviewing documentation standards regularly.

Conclusion

In conclusion, the learning contract is a fundamental element of an effective nursing practicum. Through clear goal setting, regular assessments, and collaborative efforts, both students and preceptors can maximize the educational potential of the practicum experience, paving the way for successful nursing careers.

References

  • American Association of Colleges of Nursing. (2021). The Essentials of Master's Education in Nursing.
  • Billings, D. M. & Halstead, J. A. (2016). Teaching in Nursing: A Guide for Faculty. Elsevier.
  • Benner, P. (2001). From Novice to Expert: Excellence and Power in Clinical Nursing Practice. Pearson.
  • Calhoun, J. G., & Kelsey, T. P. (2013). Mastering the Learning Contract: A Guide for Educators and Educators in the Health Professions. Wiley.
  • Groh, C. J. (2011). The Learning Contract: A Tool for Curriculum Reform. Journal of Nursing Education, 50(8), 482-486.
  • Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating Training Programs: The Four Levels. Berrett-Koehler Publishers.
  • Oermann, M. H. (2016). Clinical Teaching in Nursing Education. Jones & Bartlett Learning.
  • Penny, A., & Regan, S. (2018). Effective Preceptorship: Supporting New Graduates in the Workplace. Nursing Standard, 33(7), 44-49.
  • Rogers, C. R. (2016). Freedom to Learn: A Experiential Approach to Education. Merrill Publishing Company.
  • Smith, S., & Smith, J. (2020). The Importance of Mentor Feedback in Nursing Education. Nursing Education Perspectives, 41(2), 60-65.

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