Practicum Experience: As Your Practicum Proceeds Consider

Practicum Experience as Your Practicum Proceeds Consider T

Conduct research to understand how issues related to health information systems, financial resources, staffing, and materials influence the implementation of proposed changes in healthcare settings. Reflect on the effectiveness of your practicum experiences in fostering professional development, identifying challenges encountered or anticipated, and consider strategies for improvement.

Review the learning objectives and activities from your practicum during Week 1, and consider the leadership competencies introduced in Weeks 2 and 3. Evaluate the new skills or insights gained so far and how these impact your leadership development and planning for your proposed change. Reflect on whether it is necessary to adjust your leadership presence within the practicum environment or your change management plan. Identify additional supports that would be most beneficial at this stage.

Paper For Above instruction

Engaging in a practicum provides aspiring healthcare leaders with invaluable opportunities to tangibly apply theoretical knowledge to real-world challenges. Throughout this experiential journey, I have gained significant insights into the complex interplay between health information systems, resource allocation, and leadership strategies essential for effective change management in healthcare environments. This reflection addresses the new skills and insights obtained, their impact on leadership development and change planning, and the additional supports required to optimize future efforts.

1) What new skills or insights have you gained through your practicum experiences?

One of the most profound insights gained during my practicum is the critical role of health information technology (HIT) systems in facilitating organizational change. As White, Dudley-Brown, and Terharr (2016) emphasize, the successful translation of evidence into practice hinges on effective use of HIT, which not only supports clinical decision-making but also streamlines workflows and improves patient outcomes. During my practicum, I observed how robust health information systems enable data-driven decision-making, which is fundamental for implementing evidence-based practices and evaluating the success of change initiatives.

Furthermore, I have developed a more nuanced understanding of the importance of resource management, particularly the need to align financial, staffing, and material resources with change objectives. This aligns with Kotter's (2007) framework, where securing appropriate resources is a vital step in avoiding failure during change initiatives. I learned how leaders must advocate for and effectively allocate resources to sustain change efforts, emphasizing that without adequate support, even well-planned initiatives can falter.

Additionally, my leadership skills have been enhanced through active involvement in team collaborations, fostering communication, and conflict resolution. Empirical evidence from Murphy, Staffileno, and Carlson (2015) suggests that collaborative leadership among DNP- and PhD-prepared nurses is pivotal for driving positive change. My engagement in multidisciplinary teams has underscored the importance of shared vision, mutual respect, and adaptive leadership behaviors in overcoming resistance and fostering a culture receptive to change.

2) How is this impacting your leadership development and planning related to your proposed change?

The insights gained have significantly impacted my leadership approach, especially regarding the importance of transformational leadership behaviors, such as inspiring vision, empowering team members, and fostering innovation. Sherrod and Goda (2016) highlight that DNP-prepared leaders are uniquely positioned to guide complex system changes by leveraging their advanced competencies in change management, policy development, and evidence-based practice. I recognize the necessity of demonstrating confidence, credibility, and emotional intelligence to effectively lead teams through periods of uncertainty.

My planning for the proposed change has also become more pragmatic, emphasizing a systematic approach that incorporates stakeholder engagement, thorough resource assessment, and ongoing evaluation. Kotter's (2007) eight-step model provides a valuable blueprint for structuring this process, especially the importance of creating a guiding coalition and generating short-term wins to build momentum. I now understand that planning must be adaptable, with continuous feedback loops to address unforeseen barriers related to information systems or resource limitations.

This experience has reinforced the importance of emotional resilience and adaptive leadership, qualities necessary to navigate complex healthcare systems. Engaging with academic literature and practical experiences has sharpened my ability to anticipate resistance and tailor communication strategies, crucial for fostering buy-in and sustaining change efforts.

3) What additional supports would be beneficial?

To further augment my leadership capabilities and facilitate effective change, several supports are necessary. First, advanced training in health informatics would be instrumental in deepening my understanding of HIT infrastructures and digital transformation strategies. As White et al. (2016) suggest, mastery of informatics is essential for leading technological innovations in healthcare.

Second, mentorship from experienced healthcare change agents or leaders would provide invaluable insights into navigating organizational politics, managing resistance, and sustaining momentum. Real-world mentorship has been shown to enhance leadership confidence and competence (Nelson-Brantley & Ford, 2017).

Third, access to resources and frameworks for change management, such as Kotter’s model and other evidence-based tools, would strengthen my strategic planning skills. Workshops or seminars focusing on financial resource management and project evaluation could address potential gaps in my knowledge base.

Finally, fostering a peer learning network within my practicum site or professional circles would facilitate shared learning and collaborative problem-solving, aligning with principles of social learning and network theory (Salmela, Eriksson, & Fagerström, 2012). This community of practice can serve as a platform for gaining diverse perspectives, receiving constructive feedback, and sustaining motivation in the face of challenges.

References

• White, K. M., Dudley-Brown, S., & Terharr, M. F. (2016). Translation of evidence into nursing and health care practice (2nd ed.). Springer.
• American Association of Colleges of Nursing. (2006). The essentials of doctoral education for advanced nursing practice. https://www.aacnnursing.org
• Kotter, J. P. (2007). Leading change: Why transformation efforts fail. Harvard Business Review, 85(1), 96-103.
• Murphy, M. P., Staffileno, B. A., & Carlson, E. (2015). Collaboration among DNP- and PhD-prepared nurses: Opportunity to drive positive change. Journal of Professional Nursing. https://doi.org/10.1016/j.profnurs.2015.03.001
• Nelson-Brantley, H. V., & Ford, D. J. (2017). Leading change: a concept analysis. Journal of Advanced Nursing, 73(4). https://doi.org/10.1111/jan.13223
• Salmela, S., Eriksson, K., & Fagerström, L. (2012). Leading change: a three-dimensional model of nurse leaders' main tasks and roles during a change process. Journal of Advanced Nursing, 68(2). https://doi.org/10.1111/j.1365-2648.2011.05802.x
• Sherrod, B., & Goda, T. (2016). DNP-Prepared leaders guide healthcare system change. Nursing Management.
• Osters, S., & Tiu, F. S. (n.d.). Writing measurable learning outcomes. https://www.kotterinc.com
• Kotter International. (2017). Kotter International. https://www.kotterinc.com
• National Center for Healthcare Leadership. (2017). NCHL Health Leadership Competency ModelTM. https://www.nchl.org