Master Of Science In Nursing NURS 6600 Capstone Synthesis

Master Of Science In Nursingnurs 6600 Capstone Synthesis Practicumnu

Master of Science in Nursing NURS 6600: Capstone Synthesis Practicum Nursing Informatics and Leadership & Management Practicum Professional Experience Plan Course Description Students in this course apply the MSN curriculum experience by translating knowledge into practice through participation in professional activities and the development of a culminating project. Students apply theory, principles, and concepts related to their area of specialization in order to enhance nursing practice and promote positive social change. Note: This course requires a minimum of 144 practicum hours. Note: Students enrolled in the Nursing Informatics specialization will have already completed 72 hours of a practicum experience in NURS 6431. This course provides an additional 144 practicum hours. Complete each section below. Section 1: Quarter/Term/Year and Contact Information Quarter/Term/Year: Fall/2018 Student Contact Information Preceptor Contact Information Name: Ms. Jill Smith, RN, MSN Organization: Anywhere Medical Center Street Address: 9988 Anywhere Road City, State, Zip: Anywhere, MD, 21044 Work Phone: XXX.XXX.XXXX Cell Phone: XXX.XXX.XXXX Fax: XXX.XXX.XXXX E-mail: [email protected] Section 2: Practicum Professional Development Objectives Refer to the instructions in Week 1 to create practicum professional development objectives that meet the requirements for this course. Objective 1: Analyze three common barriers to effective communication, then compare and contrast two effective resolution strategies as defined in evidence-based literature. Objective 2: Contrast units that have success with retention and recruitment of novice nursing staff and those who have high turnover; identifying factors of influence and comparing to peer reviewed literature. Objective 3: Develop and prioritize a one-month productivity expense report that will be used to budget upcoming expenditures and incorporate a balanced unit financial statement in accordance with previous budgets and evidence based literature. Section 3: Projected Timeline/Schedule Estimate how many hours you expect to work on your practicum each week. Per the practicum guidelines, you may use half your hours for professional development and up to half for your Practicum Project (i.e., 72 hours to accomplish your practicum professional development objectives and 72 hours to complete your Practicum Project objectives, which you will establish later in this course). This timeline is intended as a planning tool; your actual schedule may differ from the projections you are making now. I intend to complete the 144 practicum hours according to the following timeline/schedule: Number of Hours Projected for Week Number of Weekly Hours for Professional Development Number of Weekly Hours for Practicum Project Week Week Week Week Week Week Week Week Week Week Week Total Hours (must meet the following requirements) Required) Section 4 - Signatures Student Signature (electronic): Date: Practicum Faculty Signature (electronic): Date: Faculty signature signifies approval of Practicum Professional Experience Plan (PPEP) Submit your Practicum Professional Experience Plan on or before Day 7 of Week 1 for Faculty review and approval. Once approved, you will receive a copy of the PPEP for your records. You must share an approved copy with your Preceptor. The Preceptor is not required to sign this form. © 2013 Laureate Education, Inc. 2

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The practicum experience outlined in the MSN NURS 6600 course offers students an invaluable opportunity to translate theoretical knowledge into practical nursing leadership, informatics, and management skills. Through structured objectives, scheduled activities, and professional development, students aim to enhance their competencies and contribute meaningfully to healthcare improvements. This comprehensive practicum plan emphasizes the integration of evidence-based strategies, effective communication, financial acumen, and leadership in fostering positive social change and advancing nursing practice.

To begin, setting clear practicum objectives aligns with contemporary nursing leadership standards. The first objective focuses on communication, a core component of effective healthcare delivery. Barriers such as hierarchical structures, technological challenges, and cultural differences often impede communication in clinical settings (Sarrami et al., 2018). Analyzing these barriers allows nursing students to develop targeted resolution strategies, such as employing active listening and using structured communication tools like SBAR (Situation, Background, Assessment, Recommendation), which have demonstrated efficacy in improving clarity and reducing errors (Haig, Sutton, & Whittington, 2020). Students should critically evaluate evidence-based literature supporting these strategies to foster effective team dynamics and patient safety.

The second objective addresses staffing challenges, a prevalent issue impacting healthcare quality and staff retention. Differentiating units with successful recruitment and retention from those suffering high turnover involves identifying influencing factors like leadership styles, work environment, and organizational support (Bae & Yoon, 2019). For example, units that implement fostering mentorship programs and promote work-life balance tend to experience higher retention rates (Yu et al., 2021). A comparison of peer-reviewed studies reveals that supportive leadership and positive organizational culture significantly contribute to lower turnover, emphasizing the importance of leadership development in nursing education and practice.

Financial management forms the backbone of sustainable healthcare operations, and the third objective emphasizes this aspect through developing a one-month productivity expense report. This task involves prioritizing expenditures, forecasting budgets, and understanding financial statements such as the profit and loss statement and balance sheet. Incorporating evidence-based financial practices, such as activity-based costing and variance analysis, enables nurse leaders to control costs while maintaining quality care (Dlugosz & Goc, 2020). The practicum plan encourages students to analyze previous budgets, understand financial drivers, and apply these principles to future planning, thus fostering fiscal responsibility within nursing units.

The timeline outlined in the practicum schedule allows for an organized approach to achieving these objectives. Committing approximately 72 hours for professional development activities—such as literature review, data collection, and reflection—and 72 hours for project implementation ensures balanced progress. Flexibility remains crucial as unexpected clinical demands may alter the schedule. Regular weekly evaluations help maintain momentum toward accomplishing the 144 hours required, aligning with best practices for experiential learning in nursing education (Benner et al., 2010).

Engagement with practicum preceptors, faculty, and healthcare teams reinforces the importance of collaborative practice and leadership. The practicum plan underscores the necessity of obtaining timely approvals, sharing documentation, and maintaining communication among stakeholders. Accurate documentation and reflection strengthen learning outcomes and professional growth, reinforcing core nursing competencies such as communication, critical thinking, and leadership (National League for Nursing, 2016). Ultimately, this practicum aims to empower students to become proactive change agents, capable of implementing innovative solutions and advocating for quality improvement in their organizations.

References

• Bae, S. H., & Yoon, S. Y. (2019). Influences of organizational culture and transformational leadership on nurses' intention to stay. Asian Nursing Research, 13(2), 101-107.
• Benner, P., Sutphen, M., Leonard, V., & Day, L. (2010). Educating nurses: A call for radical transformation. Jossey-Bass.
• Dlugosz, N., & Goc, J. (2020). Financial management in healthcare organization. Journal of Healthcare Management, 65(6), 408-415.
• Haig, K., Sutton, S., & Whittington, J. (2020). SBAR improves communication and reduces errors: A systematic review. Journal of Patient Safety, 16(4), 184-189.
• National League for Nursing. (2016). Core competencies for nurse leaders. NLN Publication.
• Sarrami, A., Sadeghi, M., & Kargar, M. (2018). Barriers to effective communication in healthcare settings. Journal of Clinical Nursing, 27(3-4), e747-e758.
• Yu, H., Wang, Y., Liu, Y., & Lin, T. (2021). Leadership styles and nurse retention: The mediating role of work environment. Journal of Nursing Management, 29(2), 315-321.