The Most Challenging Part of Practicum

The Most Challenging Part of Practicum
As a nurse practitioner, I know the most challenging aspect of practicum and the mastering and understanding of the advanced assessment skills is the difficulty of conducting an effective diagnosis. The diagnosis process in the nurse practice requires for strong nursing knowledge and appropriate judgment (O’Connell, Gardner & Coyer, 2014). In most events, I am unable to come up with the right diagnosis of the patients due to the inability to observe the progress of the patients keenly. For example, I can face the challenge of understanding the medical history of the patients, which affects their assessment process of the patients.
The mastering of the diagnosis is difficult due to the demand to understand and analyze the various clinical aspects including the data related to the patients, preceptor efforts, and the perceptions of the patients. It is essential for me to collect adequate data from the patients, and relied on both physical examination, and critical thinking skills to make their diagnosis. I am usually expected to perform quality diagnosis and assessment, which will assist the doctors in treating and recommendations of medications.
Moreover, I understand the diagnosis also depends on me as a nurse practitioner to make the right decisions about the various probable medical conditions. The assessment of decision-making skills in various scenarios of practice and complex situations is crucial in nursing practice. Depending on the patient’s condition and illness, I face challenge and problem of assessing the characteristics of patient data and interpret it clinically (O’Connell et al., 2014). Based on the different elements of practicum, the most challenging part I face is the diagnostic practice and process. It is because it requires additional personal and medical judgment apart from applying the clinical knowledge directly. Thus, i will face the challenge of coming up with a reliable diagnosis of the potential patient’s conditions.
As a nurse practitioner, I will use the various strategies and resources which useful in dealing with the challenging of diagnosis. It is appropriate to learn quality strategies and use resources to improve diagnostic assessment of the patients in the practice. The strategies of improving the diagnostic models and skills include expanding my nursing practitioners’ knowledge about the assessment process. One of the strategies is to use the health promotion knowledge and quality management models. The health promotion knowledge provides quality skills for me to overcome the challenge of nursing diagnosis programs.
I will also use mentorship programs and experience about the clinical practice is critical. It is one of the ways used to increasing the nursing professional competence and growing nursing practical skills. The experience and mentorship will help me in making reliable clinical judgments, learn the necessary interpersonal and technical skills, become socialized into the medical field, appreciate its ethics and values, and relate theory to practice (Keough, Arciero & Connolly, 2015). Under these strategies, I will be able to reduce the challenge of patients’ diagnosis while providing diagnosis and assessment of my patient’s condition. Since it requires for advanced assessment skills which are critical in improving my nursing practice and proficiency on diagnostic practices.
The evidence-based resources and research studies will be appropriate to give me adequate information to improve the diagnosis of my patients. The evidence-based resources will give me numerous information about past experiments and outcomes (Paul, 2014). Thus, i will rely on the evidence-based research studies to address the challenges of diagnosis. Other resources include the use of the electronic health records. The electronic health records would give me the ability to understand the information and potential interventions relating to diagnosis. It is because it is important for me to provide accurate diagnoses which offer accountability among the nursing practitioners.
Keough, L., Arciero, S., & Connolly, M. (2015). Informing innovative models of nurse practitioner education: A formative qualitative study. Journal of Nursing Education and Practice, 5(5), 88.
O’Connell, J., Gardner, G., & Coyer, F. (2014). Beyond competencies: using a capability framework in developing practice standards for advanced practice nursing. Journal of advanced nursing, 70(12), 2728-2735.
Paul, S. A. (2014). Assessment of critical thinking: a Delphi study. Nurse Education Today, 34(11), 1357-1360.