Introduction to the Practicum Experience - Article Example

Introduction to the Practicum Experience The practicum experiences are vital in integration of the theories and practices encountered by the student throughout the learning process (Srensen et.al, 2011; Warm and Thomas, 2011). In this case, the different mentors work closely with the team members comprising of the graduate students to effectively integrate the learned skills and knowledge (CMDUKE, 2011). In this regard, my aspiration has always been to be the best health physician. To become the best health physician, there are certain qualities and skills that one needs to integrate to effectively work well with others.

The following objectives will provide guidance for my professional development: 1. To be able to translate into practice the concepts and principles taught in class to analyze a health situation at the end of practicum period. 2. To develop the skills of problem-solving by the end of the practicum period. In this regard, through the teaching programs I will work closely with my mentors and not only receive the hands-on clinical experience but also integrate vital skills in screening and assessing treatment of the various diseases.

During practicum, students directly engage the clients hence guide themselves (Armstrong, 2013). Following the direct engagement with real clients and in this case I will stand a position to acquire skills and techniques. This way, I will be able to better understand my strengths and limitations and further influence my attitude, values and life experiences. An experienced health physician works diligently and always acts in good faith (Cipriano and Murphy, 2011). Through the practicum, I will strictly adhere to the advice and guidelines issued by the mentors.

Further, I will seek guidance on how to address certain situations. This way, I will stand a position to develop problem-solving skills. Problem-solving skills are perceived very crucial in leadership (Clark, 2013). Leadership is core in nursing process and adequately influences the decision making process (Wilkinson et.al, 2013). ReferencesArmstrong, P. (2013). Blooms taxonomy. Retrieved from http://cft.vanderbilt.edu/teaching- guides/pedagogical/blooms-taxonomy/ Cipriano, P. F., & Murphy, J. (2011). The future of nursing and health IT: The quality elixir.

Nursing Economic$, 29(5), 286-289. Clark, D. (2013). Blooms taxonomy of learning domains. Retrieved from http://www.nwlink.com/donclark/hrd/bloom.html CMDUKE. (2011, August 8). Learning outcomes are not learning objectives [Blog post]. Retrieved from http://www.cmduke.com/2011/08/08/learning-outcomes-are-not-learning-objectives/Srensen, E. E., Delmar, C., & Pedersen, B. D. (2011). Leading nurses in dire straits: Head nurses navigation between nursing and leadership roles. Journal of Nursing Management, 19(4), 421-430.Warm, D., & Thomas, B. (2011). A review of the effectiveness of the clinical informatics role.

Nursing Standard, 25(44), 35-38.Wilkinson, J. E., Nutley, S. M., & Davies, H. T. O. (2011). An exploration of the roles of nurse managers in evidence-based practice implementation. Worldviews on Evidence-Based Nursing, 8(4), 236246.