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Mentoring is an inherent component of effective Practicum development, as well as a solid basis for promoting the novice practitioner’s career development. The role of a preceptor, therefore, lies in advancing the transition to advanced practices, as well as increasing students’ experience in various nursing programs (Hayes, 2000). In this respect, the Practicum under analysis has provided me with a tremendous experience because of an exceptional preceptor I dealt with.
The narrow-focused role of a preceptor allows a student to receive strict and accurate instructions for acting outside the conditions of Practicum. In particular, it is imperative to make novice nurse professionals apply the theoretical information received during the experiment to a real-to-life environment (Paton, 2010). The importance of relationships between graduate students and preceptor are decisive in identifying the future professional growth of the former.
By means of the rich experienced offered by my preceptor, I have managed to understand the basics of theoretical instructions during practicum, as well as its empirical importance. I tried to adhere to each principle and recommendation that was promptly introduced by my preceptor. Her role in advancing my knowledge is incredible because of the elements of interpersonal communication advanced during the Practicum.
I was aware of the fact that conflict is often inevitable when professionals strive to express their decisions and directions while treating a patient. Besides, conflict is often regarded as an important element of solving problems and making decisions (Myrick, 2006). Fortunately, I had no conflict situation with my mentor because of her wisdom and reasonable attitude to the Practicum. She managed to listen to my theories and assumption for me to be able to face a challenge and solve a problem.
There are many other approaches and models that my Preceptor successfully introduced for me to have wider access to theoretical frameworks that would allow me to act in an efficient way. Even though mentoring and preceptorship are challenging activities for professionals, no signs of disappointment and difficulty were revealed during the Practicum.
Apparently, a professional approach to the presented activities, as well as an immediate reaction to the difficulties experienced by student allowed my preceptor to introduce the best techniques to prevent risky situations. What is more important, my preceptor was fully aware of the importance of introducing guidance and understanding that graduate students are the most important participant of the presented research (Haitana & Bland, 2011).
According to Hallin and Danielson (2009), there should be a strong correlation between educational models proposed during the Practicum project and the real hospital setting. My preceptor has succeeded in delivering these transitions and I understood the difference between theoretical knowledge applied during the experiment and the one that will be used in a hospital.
In conclusion, my Preceptor managed to become an exceptional role model for me to follow in future. The advanced skills, rich experience, and in-depth knowledge of the subject allowed her to establish favorable relationships with all members of the practicum. Indeed, fruitful cooperation and collaboration is the basis of nurse philosophy that should be practiced in every hospital. In addition, being a student, I succeeded in comprehending models and techniques for improving my practical activities, as well as acquire sufficient management and leadership skills.
References
Haitana, J., & Bland, M. (2011). Building Relationships: The Key to Preceptoring Nursing Students. Nursing Praxis In New Zealand, 27(1), 4-12.
Hallin, K., & Danielson, E. (2009). Being a personal preceptor for nursing students: Registered Nurses’ experiences before and after introduction of a preceptor model. Journal Of Advanced Nursing, 65(1), 161-174.
Hayes, E. (2000). The preceptor/student relationship: Implications for practicum evaluation. Nurse Practitioner, 25(5), 118.
Myrick, F., Sawa, R., Phelan, A., Rogers, G., Barlow, C., & Hurlock, D. (2006). Conflict in the preceptorship or field experience: a rippling tide of silence. International Journal of Nursing Education Scholarship, 3(1), 1–14.
Paton, B. I. (2010). The Professional Practice Knowledge of Nurse Preceptors. Journal Of Nursing Education, 49(3), 143-149.
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