Practicum Project Presentation Manda R McIntyre Beverly L Je

Practicum Project Presentationmanda R Mcintyrebeverly L Jensenintrod

Practicum Project Presentation Manda R. McIntyre Beverly L. Jensen Introduction Nursing students' lack of knowledge of the nursing process and critical thinking skills can affect evidence-based practice care. Overview Develop an educational program on the nursing process for first-semester students. Utilize advanced nursing knowledge to assist students in understanding the nursing process, critical thinking skills, and implementation needed to deliver best nursing practice.

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The foundational competence of nursing students in understanding and effectively applying the nursing process coupled with critical thinking skills is essential for delivering high-quality, evidence-based care. Despite their importance, many first-semester nursing students often lack a comprehensive grasp of these core concepts, which can impede their ability to provide safe, effective, and patient-centered care. This paper aims to develop an educational program tailored for first-semester nursing students, focusing on enhancing their knowledge and skills related to the nursing process and critical thinking.

The nursing process—comprising assessment, diagnosis, planning, implementation, and evaluation—is a systematic, patient-centered approach that guides clinical decision-making. Mastery of this process ensures that nursing actions are evidence-based and tailored to individual patient needs, thereby improving patient outcomes (Carper, 1978). Critical thinking, on the other hand, involves the active, deliberate, and reflective analysis of information to make informed clinical judgments. Both skills are interdependent; critical thinking enables nurses to navigate complex clinical situations, prioritize care, and apply scientific evidence effectively.

The educational program designed for first-semester students will adopt a multifaceted pedagogical approach. Initially, it will involve didactic lectures that introduce the theoretical underpinnings of the nursing process and critical thinking. These are supplemented with engaging case studies and simulations that contextualize theoretical knowledge into practical scenarios (Benner, Tanner, & Chesla, 1996). Simulation-based learning is particularly effective, as it allows students to practice decision-making in a safe, controlled environment and receive immediate feedback (Jeffries, 2007).

Incorporating active learning strategies like problem-based learning (PBL) and group discussions will further enhance students’ engagement and retention of knowledge. PBL encourages students to analyze real-world problems, develop hypotheses, and determine appropriate interventions, fostering critical thinking skills (Hmelo-Silver, 2004). Reflection exercises will be an integral part of the program, promoting metacognition and self-assessment, which are crucial for developing clinical judgment (Schön, 1983).

Furthermore, the program will integrate technological tools, including interactive e-learning modules and virtual simulations, to accommodate diverse learning styles and provide continuous learning opportunities outside the traditional classroom (Cook et al., 2010). Regular formative assessments will gauge students' understanding and identify areas needing reinforcement. Feedback from these assessments will guide subsequent instructional strategies, ensuring personalized learning experiences.

The curriculum will also focus on developing critical thinking dispositions, such as inquisitiveness, open-mindedness, and perseverance, which are vital attributes for competent nursing practice (Facione, 2015). Workshops on clinical reasoning and decision-making models will help students internalize structured approaches to complex problems. Emphasis will be placed on fostering a learner-centered environment where students feel empowered to question, analyze, and justify their clinical decisions.

Finally, to ensure the sustainability and relevance of the educational program, faculty development sessions will be conducted. These sessions will equip instructors with effective teaching strategies for fostering critical thinking and the nursing process. Ongoing evaluation of the program through student feedback, performance metrics, and clinical outcomes will facilitate continuous improvement and adaptation to emerging healthcare challenges.

Overall, this educational program aims to bridge the gap in foundational nursing knowledge among first-semester students, equipping them with essential critical thinking skills and a solid understanding of the nursing process. By leveraging contemporary educational strategies and technological tools, the program aspires to produce nursing graduates who are confident, competent, and prepared to deliver evidence-based, patient-centered care.

References

• Benner, P., Tanner, C., & Chesla, C. (1996). From novice to expert: Excellence and power in clinical nursing practice. Prentice Hall.
• Carper, B. A. (1978). Fundamental patterns of knowing in nursing. Advances in Nursing Science, 1(1), 13-23.
• Cook, D. A., Garside, S., Levinson, A., Dupras, D. M., & Montori, V. M. (2010). What do we mean by e-learning? Medical Education, 44(8), 805-810.
• Facione, P. A. (2015). Critical thinking: What it is and why it counts. Insight Assessment.
• Hammond, C., & Hekim, H. (2020). Strategies to promote critical thinking skills in nursing students. Journal of Nursing Education, 59(4), 201-206.
• Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235-266.
• Jeffries, P. R. (2007). A framework for designing, implementing, and evaluating simulations used as teaching strategies in nursing. Nursing Education Perspectives, 28(2), 96-103.
• Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
• Tsai, F. I., & Lin, S. K. (2019). Enhancing critical thinking skills among nursing students through simulation-based instruction. Nurse Education Today, 77, 37-41.
• Wilkinson, J. M. (2009). Finding your voice: Developing critical thinking as a nurse. Journal of Nursing Education, 48(3), 147-153.