The capacity for evidence-based project implementation, evaluation, and dissemination as well as for research and nurse leadership improves with continued practice. Learning from practice is espoused by Kolb’s theory of experiential learning summed up as “constructing knowledge and meaning from real-life experience” (Yardley, Teunissen & Dorman, 2012, p. 161). Such learning is possible by engaging in reflection with the purpose of drawing insights that will enhance future practice. Without reflection, there is very little chance of rectifying prior mistakes or addressing weaknesses. Thus, self-reflection is one strategy that I will use to further my professional development goals.
Based on my practicum experience, there are many things that I would improve to become more effective and efficient. For one, I would like to explore the application of other approaches to project development that is equally participatory and elicits buy-in. Root cause analysis is one such approach. I can organize workshops among nurses for this purpose so that they are active participants even during the analysis of issues and not just during the planning stage after a comprehensive picture of the issue has been presented. In this manner, they are able to experience the entire process which will also help in their development. When faced with a new experience, I would also take into account the possibility of having a mentor or coach who can provide me with feedback and guidance.
Further, I can explore other resources for research and research utilization practice as well as leadership in order to have as many perspectives as possible. I would like to utilize my networks so that I can visit like facilities and see what they are doing in response to a similar problem. The sharing of experiences equips me with practical knowledge that I can apply in my own organization. I would also consider interviewing an expert on the issue to obtain additional advice. The information gained from these sources is valuable because they are generated from practice and will assist me in exercising greater flexibility when faced with situations of varying contexts (Paterson & Chapman, 2013).
My practicum experience also developed in me the self-confidence to take on a more active role in resolving clinical and workplace issues through advocacy and/or planning, implementing, and evaluating change. Moreover, the knowledge and set of skills I obtained has increased my readiness for participation in multidisciplinary committees tasked with oversight over aspects of care and staff performance. In addition, reflection has underscored the need for me to engage in lifelong learning as new tools, practice innovations, and evidence are continuously being developed and disseminated. Optimizing these opportunities that opened as a consequence of my practicum experience will spur my personal and professional growth.
In conclusion, my practicum experience allows the application of knowledge that, upon reflection, will improve future actions. I will therefore engage in continued practice and reflection as a strategy for learning. Maximizing every experience in this manner will help me achieve professional development the range of tasks and responsibilities that I am able to master expand. Meanwhile, the cycle of action-reflection-action promotes the intuitive practice that characterizes an expert.
References
Paterson, C., & Chapman, J. (2013). Enhancing skills of critical reflection to evidence learning in professional practice. Physical Therapy in Sport, 14(3), 133-138. Retrieved from http://dx.doi.org/10.1016/j.ptsp.2013.03.004
Walker, R., Cooke, M., Henderson, A., & Creedy, D.K. (2013). Using a critical reflection process to create an effective learning community in the workplace. Nurse Education Today, 33(5), 504-511. doi:10.1016/j.nedt.2012.03.001.
Yardley, S., Teunissen, P.W., & Dorman, T. (2012). Experiential learning: Transforming theory into practice. Medical Teacher, 34(1), 161-164. doi:10.3109/0142159X.2012.643264.
