The practicum hours in clinical settings enable a DNP to utilize learning objectives and the characteristics necessary to perform comprehensive nursing work efficiently. Indeed, clinical experience as an Adult-Gerontology Nurse Practitioner (AGNP) specializing in working with an impoverished population at a local hospital requires developing and implementing diverse skills and knowledge (Higgins & Newby, 2020). This paper aims to identify and discuss ten objectives related to DNPs’ essential competencies to succeed during the practicum.
The practicum’s learning objectives must address the personal aims and the enhancement of skillsets acquired throughout the education. Indeed, DNPs should assimilate their knowledge for advanced specialty practice at a complex level for providing care and following the selected organization’s mission (Walden University, n. d.). The objective to develop open-mindedness is necessary for teamwork and solving problems that disrupt the facility’s working processes (Browne & Fetherston, 2018). For instance, joining the quality improvement group or assisting in local initiatives is beneficial during practicum hours completion. Furthermore, the objective to improve conflict management is crucial in an AGNP’s practice because they work with physicians, nurses, and administrators with diverse backgrounds, needs, and characters (Higgins & Newby, 2020). Patient care also enables the practitioners to use communicational objectives such as active listening that can be developed during examinations and differential diagnoses. When the practicum includes working with impoverished populations with comorbidities, the goal of giving back to society is appropriate. Indeed, providing high-quality care and conditions stabilization to ones in challenging life conditions makes the overall well-being rates higher among local communities.
Working with patients of lower socioeconomic status with chronic conditions such as diabetes or CAD enables a DNP to exercise the learning objective of noticing and analyzing the patterns of the client’s behaviors. For instance, a practicum of measuring and discussing blood sugar regulation is a valuable source for exploring how the selected client segment deals with their disease and what can help them (Tharp-Barrie et al., 2020). Moreover, the objective of considering the nation’s cultural diversity and the challenge of addressing health disparities apply to the selected specialty (Walden University, n. d.). Practicum hours where serving impoverished populations with chronic conditions occurs requires advocating for social equity and ethical treatment at healthcare facilities. An AGNP can learn to use that objective through studying the injustice cases within their organization and patient care. As more practicum hours are being completed, the awareness of how local communities and policies perceive nursing grows, enabling a DNP to advocate for professional rights and authority (Browne & Fetherston, 2018). Taking action to address this objective includes studying healthcare legislation and discussing the relevant challenges with a preceptor.
The practitioners learn leadership objectives at various stages of education, and practicum is the appropriate period to use them in practice. Dealing with patients from impoverished populations requires applying different execution styles depending on their conditions’ severity and communicating approaches (Tharp-Barrie et al., 2020). Moreover, maintaining awareness of the recent epidemiological and environmental discoveries and addressing them in decision-making is another leadership objective as it enables practitioners to improve the population’s health and encourage their colleagues to follow.
The objectives to utilize and improve during the practicum hours are related to leadership, communication, teamwork, advocacy, and high-quality patient care providence. Problem-solving, conflict management, communication, and willingness to serve society are essential for a practitioner to perform. Other objectives are noticing and analyzing the patterns, addressing cultural diversity, advocating for patients’ equity, defending professional rights, leadership styles appliance, and making evidence-based decisions.
References
Browne, C. A., & Fetherston, C. M. (2018). How do we facilitate international clinical placements for nursing students: A cross-sectional exploration of the structure, aims and objectives of placements. Nurse Education Today, 66, 1-7. Web.
Higgins, K., & Newby, O. (2020). DNP student mentorship: Empowering students and nurse practitioner organizations. The Nurse Practitioner, 45(4), 42-47. Web.
Tharp-Barrie, K., Williams, T. E., Howard, P. B., El-Mallakh, P., & MacCallum, T. (2020). DNP practice improvement initiative: Staff nurse competency evaluation. JONA: The Journal of Nursing Administration, 50(1), 22-27. Web.
Walden University. (n. d.). DNP Practicum Manuals. Web.