NURS 6600 Capstone Synthesis Practicum – Walden University

NURS 6600 Capstone Synthesis Practicum – Walden University

NURS 6600 Capstone Synthesis Practicum – Walden University
Practicum Journal
This week marks the conclusion of your involvement in the practicum. Take a few minutes to consider the practicum professional development objectives you established in Week 1, as well as the goal and objectives you identified for your Practicum Project. What have you learned about yourself as a scholar-practitioner as you engaged in your practicum activities? How have your experiences in the practicum enhanced your specialty skills and expertise?
Journal Entry 3
This week, you complete and submit your second journal entry. Your journal draws from evidence, concepts, and/or theories you have examined in this program, especially those related to your specialization. What have you observed during your Practicum Experience that you would like to analyze through your journal writing?
To prepare:
Reflect on your Practicum Experiences in Weeks 8-11.
Think about the evidence, concepts, and/or theories (evidence) learned throughout this program and your specialization.
ORDER A PLAGIARISM-FREE PAPER NOW
Analyze a problem, issue, or situation that you have observed during your Practicum Experience.
Using a minimum of three peer-reviewed sources of evidence, consider what you have observed within the context of your specialty using appropriate concepts, principles, and theories. Give special attention to observed events that vary from the scholarly literature.
Determine how the problem, situation, or issue was handled in a manner that is consistent and a manner that is inconsistent with the theory, concepts, and principles detailed in the evidence.
Given the various evidence-based approaches that can be used in handling the observed problem, situation, or issue, think about a plan for approaching the matter differently.
To complete the Practicum and Journal Entry:
In your saved version of the NURS 6600 Practicum Journal document, do the following:
Describe a problem, issue, or situation that you have observed during your Practicum Experience (no more than a half page).
Using no fewer than three peer-reviewed sources of evidence, analyze what you have observed within the context of your specialty using appropriate concepts, principles, and theories. Give special attention to observed events that vary from scholarly literature.
Explain how the problem, situation, or issue was handled in a manner that is consistent and a manner that is inconsistent with the theory, concepts, and principles detailed in the evidence.
Given the various evidence-based approaches that can be used in handling a problem, situation, or issue, formulate a plan for approaching the matter differently.
Include references immediately following the content.
Use APA style for your journal entry and references.
NURS 6600 Capstone Synthesis Practicum – Walden University
Students in this course apply the MSN curriculum experience by translating knowledge into practice by designing, developing, and implementing a project in a professional healthcare setting. By using the culmination of learning, students gain the opportunity effect positive social change within the healthcare delivery environment in the roles of change agent and nurse. The result of the practicum experience provides students with an experience through which they develop their passion as a practitioner while enhancing the nurse role as an advocate for social change within the context of a scholarly presence
NURS 6600 Capstone Synthesis Practicum – Walden University
NURS 6600 Capstone Synthesis Practicum – Walden University Required Course Readings

The links are for required readings found in the Walden databases ONLY. For all other readings, see your course resources.
Enter your myWalden user name and password at the prompt to access NURS 6600 Capstone Synthesis Practicum – Walden University.
Beam, R. J., O’Brien, R. A., & Neal, M. (2010). Reflective practice enhances public health nurse implementation of nurse-family partnership. Public Health Nursing, 27(2), 131–139.  
Black, P. (2010). Formative assessment. In P. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education (3rd ed., pp. 359–364). St. Louis, MO: Elsevier.
Casey, D. C., & Egan, D. (2010). The use of professional portfolios and profiles for career enhancement. British Journal of Community Nursing, 15(11), 547–552.
Cipriano, P. F., & Murphy, J. (2011). The future of nursing and health IT: The quality elixir. Nursing Economic$, 29(5), 286–289.
Duers, L. E., & Brown, N. (2009). An exploration of student nurses’ experiences of formative assessment. Nurse Education Today, 29(6), 654–659.
Forsyth, D. E., Wright, T. L., Scherb, C. A., & Gaspar, P. M. (2010). Disseminating evidence-based practice projects: Poster design and evaluation. Clinical Scholars Review, 3(1), 14–21.
Gantt, L. T. (2013). The effect of preparation on anxiety and performance in summative simulations. Clinical Simulation in Nursing, 9(1), e25–e33.
Jackson, D., Andrew, S., & Cleary, M. (2012). Telling our stories: Writing for publication to enhance reflective and contextualisedfamily and community practice. Contemporary Nurse: A Journal for the Australian Nursing Profession, 41(1), 2–4.
Jeffress, L., & Lyle, S. D. (2012). Maximizing accessibility of academic publications: Applications of electronic publishing technology. Contemporary Issues in Education Research, 5(4), 257–264.
Kinsella, E. A. (2010). Professional knowledge and the epistemology of reflective practice. Nursing Philosophy, 11(1), 3–14.
Matthews, J. H. (2012). Role of professional organizations in advocating for the nursing profession. Online Journal of Issues in Nursing, 17(1), 1.
McKimm, J., & Swanwick, T. (2009). Setting learning objectives. British Journal of Hospital Medicine, 70(7), 406–409.
Murphy, J. (2011). The nursing informatics workforce: Who are they and what do they do? Nursing Economic$, 29(3), 150–153.
Pellegrino, J. W. (2010). Technology and formative assessment. In P. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education (3rd ed., pp. 42–47). St. Louis, MO: Elsevier.
Price, B. (2010). Disseminating best practice at conferences. Nursing Standard, 24(25), 35–41.
Roberts, D. (2011). ‘Pay it forward’ through publication. MEDSURG Nursing, 20(3), 112, 122.
Royds, K. (2010). Using reflective practice to learn from good and bad experiences. Learning Disability Practice, 13(5), 20–23.
Russell, C. L., & Ponferrada, L. (2012). How to develop an outstanding conference research abstract. Nephrology Nursing Journal, 39(4), 307–342.
Sawatzky, J. V. (2011). My abstract was accepted—now what? A guide to effective conference presentations. Canadian Journal of Cardiovascular Nursing, 21(2), 37–41.
Shekleton, M. E., Preston, J. C., & Good, L. E. (2010). Growing leaders in a professional membership organization. Journal of Nursing Management, 18(6), 662–668. 
Sørensen, 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. 
Thompson, T. L. (2011). Electronic portfolios for professional advancement. Clinical Nurse Specialist, 25(4), 169–170.
Warm, D., & Thomas, B. (2011). A review of the effectiveness of the clinical informaticist 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), 236–246.