Running head: CLINICAL PRACTICUM II PROPOSAL

Clinical Practicum II Proposal

Amy J. Herrington
Ferris State University

CLINICAL PRACTICUM II PROPOSAL

2
Abstract

In an effort to close any gaps in knowledge and validate learning achieved through formal
education, a clinical practicum is completed at the culmination of the Masters of Science in
Nursing program at Ferris State University. The author is enrolled in the Education track of the
program. The author will complete the practicum at Helen DeVos Childrens Hospital with a
preceptor in a Nurse Educator role. A Learning Plan was developed to guide the practicum
which includes specific and measurable outcomes based on standards from the American Nurses
Association Nursing Professional Development: Scope & Standards of Practice. The standards
include Standard Two, Three, Four, FiveB, and Nine. The standards selected are also used in the
evaluation tool to assess the author formatively at mid-term, as well as summative assessment at
the completion of the practicum. A literature review was completed to provide support and
evidence throughout the clinical practicum. The literature review focused on aspects of the
authors practicum including the use of Benners Novice to Expert Theory and the Adult
Learning Theory in staff education, current evidence relating to the needs of the new nursing
graduate, support of preceptors, and staff development.
Keywords:MSN Education practicum, staff education, learning plan

Clinical Practicum II Proposal

CLINICAL PRACTICUM II PROPOSAL

The clinical practicum provides a rich learning environment for the student, while also
solidifying and putting into practice previously learned knowledge. The practicum provides the
student the opportunity for hands-on learning, teaching and support from the preceptor,
networking with those in the desired profession, and deeper understanding of previous
knowledge. When developing a goal, particularly a goal that is focused on a professional career,
the goal must be well planned. The purpose of the clinical practicum proposal is to illustrate the
goals of the practicum through a thorough, specific, and measurable learning plan, a review of
the literature including the Adult Learning Theory, Assessment for Learning and Benners
Novice to Expert Theory to guide the practicum, discussion of preceptor and practicum setting,
as well as an evaluation tool.
Learning Plan
A learning plan based on the authors learning needs was developed to guide the
practicum. Though great knowledge has been developed through experience in the academic
education role, as well as through continuing education, the author has no experience in nursing
education at the staff development level. A self-evaluation was completed to identify areas of
strengths, as well as areas for growth. Identified areas of growth included professional
collaboration to identify issues and trends in healthcare, planning in the professional
development environment, outcomes identification, creating an appropriate environment for
professional, adult learners, and self-evaluation of professional practice.
The Nursing Professional Development: Scope & Standards of Practice was utilized in
cultivation of the plan. The author identified four standards which include Standard Two:
Identification of Issues and Trends, Standard Three: Outcomes Identification, Standard Four:
Planning, Standard FiveB: Learning and Practice Environment, and Standard Nine: Professional
Practice Evaluation (ANA, 2010). The author then selected two outcome measures from each

CLINICAL PRACTICUM II PROPOSAL

standard based on her self-evaluation which will guide the learning experience. Please refer to
Appendix A to view the Learning Plan.
Literature Review
The clinical nurse educator is charged with many responsibilities that have a potential
overall impact on an organization. These responsibilities can range from new graduate
orientation, developing continuing education opportunities for staff, coordinating placement of
students in clinical settings, collaborating with other educators and other disciplines, as well as
improvement projects for the organization. The effectiveness of these responsibilities can impact
patient outcomes, staff retention, and workplace environment. This highlights the need for an
emerging clinical nurse educator to have the opportunity to utilize and apply knowledge from
theory, practice, and research through a practicum.
The author has developed a Learning Plan (Appendix A) to guide the practicum
experience. The Learning Plan focuses on the orientation process for new nursing graduates, as
well as the preceptors used during orientation. The learning needs of adult learners is also
identified in the Learning Plan. The purpose of the literature review is to reflect on Benners
Novice to Expert Theory, the Adult Learning Theory, current evidence relating to the needs of
the new nursing graduate, support of preceptors, and staff development to support the authors
success through the clinical practicum.
Benner Novice to Expert Theory
Patricia Benners Novice to Expert Theory is often used for new employee orientation
and evaluation measures following orientation (Baxter, 2010). Benner developed her theory
based on the Dreyfus Model of Skill Acquisition (Benner, 1982). The model is situation based
and five levels of acquisition are described: novice, advanced beginner, competent, proficient,
and expert (Alligood & Toomey, 2010). The nurses level of performance is determined by the
nurses experience and expertise in a situation, as well as the educational background (Alligood

CLINICAL PRACTICUM II PROPOSAL

& Toomey, 2010). This theory is ideal for monitoring progression of new employees,
experienced nurses, as well as the authors progression through the practicum.
Adult Learning Theory
The nurse educator will primarily work with adults when providing educational activities.
A thorough understanding of how adults learn is needed to provide effective education of adults
(Zigmont, Kappus, & Sudikoff, 2011). Due to age, maturity, and life experiences, it is known
that adults learn differently than children and this must be considered when developing education
activities for adults (Wang, 2011).
The Adult Learning Theory was developed by Malcolm Knowles, who was influenced by
Carl Rogers (Mitchell & Courtney, 2005). The Adult Learning Theory focuses on the needs of
the learner and self-directed learning (Mitchell & Courtney, 2005). Knowles believed that for
optimal learning to occur, six elements are necessary including using real-life problems with
problem-centered learning, the motivation to learn, the learner must be ready to learn or feel it is
relevant to their current place in life, utilizing life experiences, have a desire to know, and feel
accountable for ones own learning (Mitchell & Courtney, 2005). It is the responsibility of the
nurse educator to nurture these elements and recognize that all elements will not always occur
(Mitchell & Courtney, 2005). This theory will be guide in developing educational activities for
nursing staff. Knowing that adults are often more self-directed in their learning (Wang, 2011),
the Adult Learning Theory is appropriate for this practicum.
Assessment for Learning
Assessment for Learning is an integral part of both learning and teaching at any level.
Assessment for Learning involves using a variety of assessment methods to collect information
about the students learning (Baas, Castelijns, Vermeulen, Martens, & Segers, 2014). The
information garnered from these assessments allows the instructor to adapt teaching and learning
styles which better suit the individual student needs (Baas et al., 2014). Assessment for learning
throughout the learning process allows for both the student and instructor to recognize areas for

CLINICAL PRACTICUM II PROPOSAL

growth before the student has fallen too far behind. This allows for increased success in the
learning process.
A goal of Assessment for Learning is to spark a desire in the learner to become interested
in their learning process and advocate for their own success (Baas et al., 2014). Assessment for
Learning is ideal for adult learning. Working in staff development, it will be imperative that the
author can provide a strong learning environment which inspires the learner to take ownership of
their own learning and develop strategies to be successful (Baas et al., 2014).
Needs of the New Nursing Graduate
The transition from academia to professional nursing is a delicate time for nursing
graduates. This time period is often filled with stress, anxiety, uncertainty, lack of confidence, as
well as reality shock (Ferguson, 2011; Schipper, 2011). The literature has shown that the most
stressful time in a nurses career is the first three months of employment after graduation
(Schipper, 2011). This stressful time is punctuated by insufficient resources, high patient acuity,
unwelcoming clinical environments, and heavy workload (Baxter, 2010; Laschinger, Finegan, &
Wilk, 2009). An additional stressor that was noted in the literature included unsupportive
preceptors, which can have impact in the clinical setting but also on the new graduate nurses
ability to integrate into the work environment (Clark & Springer, 2011). The increased stress and
anxiety experienced by new nursing graduates is not conducive to learning and can have a
detrimental impact on the new nursing graduates progression through orientation.
New graduate nurses often hold themselves to high standards, resulting in feelings of
failure and shame if mistakes are made (Friedman, Delaney, Schmidt, Quinn, & Macyk, 2013).
Other challenges experienced by new nursing graduates include feelings of inadequate time to
perform thorough care including assessments and inability to utilize critical thinking (Clark &
Springer, 2011). A study by Pinchera (2012) noted that new graduate nurses also struggle with
prioritization, time management, and delegation.

CLINICAL PRACTICUM II PROPOSAL

Improving orientation processes for new nursing graduates is important because it has
shown to increase retention rates. According to Bowles & Candela (2005), new graduate nurses
experience an actual turnover rate of 30% in the first year of nursing, with an increase to 57%
after two years in the profession. Inadequate training, inadequate support and reality shock have
contributed to nursing attrition (Baxter, 2010). Due to the nursing shortage, most organizations
have or will experience an increase in hiring of new graduate nurses, which may result in a high
ratio of new graduate nurses to experienced nurses (Klein, 2009). It is important to retain new
graduate nurses to develop into experienced nurses to improve the ratio of new graduate nurses
to experienced nurses. There are further benefits to increased retention which include improved
patient care experiences, increased patient satisfaction, improved staff morale, and decreased
financial burden for the organization (Gomes, Higgins, Butler, & Farzaneh, 2009).
The nurse educator is responsible for a successful orientation process that provides a
smooth transition for a new nursing graduate into the professional role (Salera-Vieira, 2009).
Increased job satisfaction, effective role transition, improved confidence, and reduced attrition
can be achieved through an effective orientation process (Baxter, 2010). An effective orientation
will include focusing on the stressors identified in the literature, skills that need to be further
developed (prioritization, delegation, time management), frequent reflection with the new
employee, and selecting an appropriate preceptor. This can be completed by utilizing the Adult
Learning Theory and Benners Novice to Expert Theory, as well as educational strategies
developed throughout specialty courses.
Preceptors
The role of the preceptor was developed in the 1970s in response to the reality shock
that nurses were experiencing when entering the profession (Omansky, 2010). Though clinical
nurse educators do their best to provide the best orientation and guidance for new employees and
preceptors, often preceptors are charged with a large amount of the teaching responsibility. This

CLINICAL PRACTICUM II PROPOSAL

extra responsibility can lead to burnout and retention issues with seasoned nurses (Olmstead,
MacCartney, & Little, 2013; Omansky, 2010; Salera-Vieira, 2009). Omansky (2010) identified
major stressors experienced by preceptors including role overload, role ambiguity, and role
conflict. A new employee who is not progressing through the orientation process adds an
increased amount of stress on the preceptor (Olmstead, 2013).
Often the impact of the orientation process on the preceptor is overlooked, which can
have negative outcomes. It is the nurse educators responsibility to maintain a positive
experience for both partners in the preceptor-preceptee process. Selecting and preparing
preceptors is a crucial step in the process of orientation (Baxter, 2010). Clinical competence,
willingness and desire to teach, and ability to be supportive are non-negotiable traits of a
preceptor (Baxter, 2010). It is also ideal to have a single preceptor for each new employee
(Nugent, 2008). This decreases any confusion related to documentation of progression, what
outcomes have been achieved, or goals to be met. Selecting a preceptor that is not well prepared
or not engaged in the process can have a great impact on the success of the orientation process.
Selecting, educating, and supporting preceptors will be responsibilities of the nurse
educator. To effectively fulfill these responsibilities, the nurse educator will frequently
collaborate with the preceptor, not only to measure progress of the new employee but to assure
the preceptor is not experiencing burn out or any frustrations. The educator can also coach the
preceptor in education strategies that are effective in the clinical setting, as well as education
strategies for an adult learner.
Staff Development
As aforementioned, the nurse educator is responsible for providing continuing education
opportunities for staff and providing education on new initiatives. To provide effective education
the nurse educator must consider learning barriers that have been identified by bedside nurses.
Time constraints are an identified barrier to participation in continuing education, as well as

CLINICAL PRACTICUM II PROPOSAL

financial constraints (Santos, 2012). Time constraints are often related to inflexible hours and
limited time off from work and financial constraints are related to organization budgets, such as
inadequate reimbursement for continuing education or leave for education is not paid (Santos,
2012).
Workplace culture has a significant impact on employees willingness to participate in
learning opportunities (Govranos & Newton, 2014; Santos, 2012). Creating a supportive work
culture is imperative in generating openness to new ideas. Role clarity, quality of supervision,
and education opportunities are all factors that influence learning (Govranos & Newton, 2014).
The support of a manager can have a significant impact on the culture (Santos, 2012). If staff
feels management is not receptive to changes in practice to improve patient care after staff has
participated in education activities, it can result in feelings of defeat and disempowerment
(Santos, 2012). Peer buy-in is also important, often when peers are invested in a change or
learning, others will be (Santos, 2012).
The nurse educator must create a culture of learning by promoting education and
continuous learning. The culture and environment for learning in an organization are essential to
improve learning among staff (Govranos & Newton, 2014). To enhance staff retention and job
satisfaction, research has proposed that a culture of learning is the foundation of any healthcare
organization (Govranos & Newton, 2014). To create this culture of learning, the nurse educator
needs to develop relationships with staff that allows for collaboration to identify individual
learning needs, goals and a plan to meet goals (Santos, 2012). The use of transformational
leadership will be essential for embedding a culture of learning. Also, the nurse educator must
consider different learning styles and how adults learn.
Summary of Literature Review
The practicum experience provides the student nurse educator the opportunity for a
smooth transition into the profession. Identifying the role requirements of a nurse educator, as

CLINICAL PRACTICUM II PROPOSAL

10

well as the needs of the staff to be served is essential. Utilizing the reviewed literature, theory,
and knowledge gained through the educational experience will provide a strong framework for a
successful practicum.
Setting
The clinical practicum will take place at Helen DeVos Childrens Hospital located in
Grand Rapids, Michigan. The hospital holds 212 beds with 50 pediatric specialties and
programs. The practicum will take place at an inclusive level within the hospital, rather than at a
departmental level. This will allow the author to have experiences in a variety of nursing
departments, as well as experience with new hire orientation and managing clinical experiences
for nursing students. The practicum will focus on professional development of pediatric nurses
working throughout Helen DeVos Childrens Hospital including collaboration with unit
educators, specialty classes, and new hire orientation classes.
Preceptor
The author decided to complete her practicum in professional development. This
decision will be beneficial for to the authors growth in education and make her education well
rounded as she is also completing a practicum in the academic setting. The authors preceptor is
Amanda VandenBerg. Ms. VandenBerg is a Nurse Educator at Helen DeVos Childrens
Hospital. Ms. VandenBergs current role involves coordination of orientation classes, ACLS
classes, global projects among unit educators, as well as functioning as the liaison for nursing
schools. Prior to this position, Ms. VandenBerg was a unit educator for a general pediatric unit, a
pediatric admission nurse, and adult orthopedic/trauma. Ms. VandenBerg has been a nurse since
2003. Ms. VandenBerg finished her MSN at GVSU in December 2013. She has certifications as
a Clinical Nurse Leader, Staff Development Specialist, and pediatric nurse. Ms. VandenBerg can
be reached at 616-267-0022 or by email at Amanda.vandenberg@helendevoschildrens.org.

CLINICAL PRACTICUM II PROPOSAL

11

Ms. VandenBerg will be very beneficial during the practicum period. Ms. VandenBergs
experience as a unit educator, as well as her current position in a more global role presents many
skills and qualities to learn from. In addition, her recent experience as a student may be
beneficial as she may be able to remember the barriers and struggles she experienced and may be
able to provide improved guidance and support. Refer to Appendix B for Agency and Preceptor
Agreements.
Evaluation Tools
Assessments are utilized to improve student learning (Billings & Halstead, 2012). It is
integral to have both a formative and summative means of assessment during the practicum
experience. Formative assessments are beneficial to the learning process as they not only
determine progress, but also provide aim at improvements (Billings & Halstead, 2012). The
formative assessment will highlight strengths but also areas for growth and any glaring concerns.
The summative assessment will provide feedback for the author as she moves out of the role of a
student and into the role of a professional.
The midterm and final evaluation tools have similarities. Both include a rubric that
allows self-reflection, as well as input from the preceptor. There is a section for each standard
and outcome criteria from the ANAs Scope & Standards of Practice for Nursing Professional
Development that was included in the learning plan to be graded (exceeds expectations, meets
expectations, needs improvement, unsatisfactory). The authors progress and competence will be
assessed based on the ANAs Scope & Standards of Practice for Nursing Professional
Development.
The midterm evaluation tool includes a second section that will provide opportunities to
enrich learning. By identifying areas of growth at midterm, the second section of the tool allows
the author to work with her preceptor to develop a plan to improve practice. Section Two of the

CLINICAL PRACTICUM II PROPOSAL

12

tool will require collaboration with the preceptor to identify a plan of action to meet the
outcomes. This will include identifying responsibilities of both the student and preceptor, as well
as dates that parts of the plan must be completed.
The final evaluation requires the author to include which activities were completed to
meet each outcome. This will aid in self-reflection and will also help the preceptor when
assigning a level to each outcome. At the end of the practicum, the author should be at meets
expectations or exceeding expectations. There is space for comments from the author. There are
sections for the preceptor to provide information on strengths, weaknesses, and any other
pertinent information. Refer to Appendix C to see complete evaluation tools.
Conclusion
The clinical practicum proposal will guide the author throughout the practicum
experience. Through identification of gaps in learning, the author will be able to utilize the
practicum experience to enrich her learning experience to decrease the gaps in learning.
Identifying outcomes and developing specific activities to meet each outcome invite the
opportunity for success. Evidence from the literature will provide support throughout the
practicum, while the theories will help guide the practicum. The evaluation tool developed will
provide direction and meaningful feedback as the author prepares to enter the profession of
nursing staff development.

CLINICAL PRACTICUM II PROPOSAL

13
References

Alligood, M. R. & Tomey, A. M. (2010). Nursing theorists and their work (7th ed.). Maryland
Heights, MO: Mosby Elsevier.
American Nurses Association. (2010). Nursing professional development: Scope & standards
of practice. Silver Springs, MD: NursesBooks.org.
Baas, D., Castelijns, J., Vermeulen, M., Martens, R., & Segers, M. (2014). The relation between
Assessment for Learning and elementary students cognitive and metacognitive strategy
use. British Journal of Educational Psychology. doi: 10.1111/bjep.12058
Baxter, P. E. (2010). Providing orientation programs to new graduate nurses: Points to consider.
Journal for Nurses in Staff Development, 26(4), p. E12-E17.
Benner, P. (1982). From novice to expert. The American Journal of Nursing, 82(3), p. 402-407.
Billings, D. M. & Halstead, J. A. (2012). Teaching in nursing: A guide for faculty (4th ed.). St.
Louis, MO: Elsevier Saunders.
Bowles, C. E., & Candela, L. E. (2005). First job experiences of recent RN graduates:
Improving the work environment. The Journal of Nursing Administration, 35(3), 130137.
Clark, C. M., & Springer, P. J. (2011). Nurse residentsfirst-hand accounts on transition to
practice. Nursing Outlook, 60(12), E2-E8.
Ferguson, L. M. (2011). From the perspective of new nurses: What do effective mentors look
like in practice? Nurse Education in Practice, 11(2), 119-123.
Friedman, M. I., Delaney, M. M., Schmidt, K., Quinn, C., & Macyk, I. (2013). Specialized new
graduate RN pediatric orientation: A strategy for nursing retention and its financial
impact. Nursing Economics, 31(4), p. 162-171.
Gomes, M. M., Higgins, A. L., Butler, R., & Farzaneh, J. R. (2009). Anatomy of a staged
orientation process. Nurse Educator, 35(6), p. 575-560.
Govranos, M. & Newton, J. M. (2014). Exploring ward nurses perceptions of continuing
education in clinical settings. Nurse Education Today, 24 (2014), p. 655-660.

CLINICAL PRACTICUM II PROPOSAL

14

Klein, G. S. (2009). Beyond orientation: Developing and retaining new graduate nurses.
Nursing Management, p. 10-14.
Mitchell, M. L. & Courtney, M. (2005). Improving transfer from the intensive care unit: The
development, implementation and evaluation of a brochure based on Knowles Adult
Learning Theory. International Journal of Nursing Practice, 11(6), p. 257-268.
Nugent, E. (2008). Implementing changes in educational strategies based on orientation
experiences of the new graduate. Journal for Nurses in Staff Development, 24(5), p. E13E18.
Olmstead, J., MacCartney, V., & Little, J. (2013). Worlds best orientation progress grading
sheet: Handling employees demonstrating failure to progress through orientation.
Journal of Emergency Nursing, 39(1), p. 82-85.
Omansky, G. L. (2010). Staff nurses experience as preceptors and mentors: An integrative
review. Journal of Nursing Management, 18, p. 697-703.
Pinchera, B. J. (2012). Newly licensed nurses: A look at their first 18 months. Nursing, 42(5), 1822.
Salera-Vieira, J. (2009). The collegial clinical model for orientation of new graduate nurses: A
strategy to improve the transition from student nurse to professional nurse. Journal for
Nurses in Staff Development, 25(4), p. 174-181.
Santos, M. C. (2012). Nurses barriers to learning. Journal for Nurses in Staff Development,
28(4), p. 182-185.
Schipper, L. M. (2011). The socialization process of newly graduated nurses into a clinical
setting. Journal for Nurses in Staff Development, 27(5), p. 216-219.
Spence Laschinger, H. K., Finegan, J., & Wilk, P. (2009). New graduate burnout: The impact of
professional practice environment, workplace civility, and empowerment. Nursing
Economics, 27(6), p. 377-384.
Wang, E. E. (2011). Simulation and adult learning. Disease a Month, 57, p. 664-678.
Zigmont, J. J., Kappus, L. J., & Sudikoff, S. N. (2011). Theoretical foundations of learning
through simulation. Perinatology, 35, p. 47-51.

CLINICAL PRACTICUM II PROPOSAL

15

Appendix A: Practicum II Learning Plan

Clinical Practicum II Learning Plan
ANA Scope &

Outcome Criteria:

Standards of Practice:

Activities to Achieve

Re

Outcome

be

Nursing Professional
Development
Standard 2:

Derives target audience

Identification of Issues and

needs and abilities from the

Trends (ANA, 2010, p. 24)

assessment data (ANA, 2010,

p. 24).

New Graduate
Orientation:
Assess current
knowledge and gaps in

Lit

practices r

graduate a
needs.

knowledge through preassessment survey.

Pla

assessmen
Validates identified

Implementation of

new gradu

needs with the nurse,

support from the literature

consumer, content experts, and

review related to needs of new

other educators or disciplines

graduates (knowledge gaps,

time in bed

when possible and appropriate

emotional support, professional

for weekly

(ANA, 2010, p. 24).

support, transition from

academia to profession)

Sup

Ad

consultatio
Meet with preceptor,

including s

other educators, seasoned

recent new

nurses, recent new grads (1-2

academic e

CLINICAL PRACTICUM II PROPOSAL

16
years since graduation),
academic educators to identify
needs of new graduates.

Ad

consultatio

Weekly check ins with

new grads and preceptors to

Ad
Theory

identify any unforeseen needs.

Ben
Standard 3: Outcomes

Revises outcomes

Reflection on literature

Identification (ANA, 2010, p.

based on changes in trends,

review of current trends and

25)

evidence, or stakeholders

evidence in new employee

expectations (ANA, 2010, p.

education and professional

25).

development.

Expert The
Lit

trends and

Blo

Ad
Review of NDNQI.

Theory

Ben
Consult with

Expert The

management and review recent

patient satisfaction surveys to
Uses outcomes to
demonstrate that programs are

ND

verify stakeholders

DeVos Chi

expectations.

measures

meeting intended purpose and

quality (ANA, 2010, p. 25).

Review outcomes to

Ad

CLINICAL PRACTICUM II PROPOSAL

17
verify alignment with purpose

consultatio

of orientation process.

manageme

Pas
surveys

Ad
Standard 4: Planning
(ANA, 2010, p. 26)

Individualizes content

Use of support from

to the target audience (e.g.,

literature review on adult

educational level, experience,

learning concepts, instructional

and preferred method of

design, and new grad preferred

learning), the resources

method of learning.

consultatio
Ad

consultatio

Blo

available, and the domains of

learning (ANA, 2010, p. 26).

Lit
Review design

learning, in

principles and adult learning

methods o

concepts.

Ad
Considers adult

Develop two

learning concepts and

instructional strategies in each

instructional design principles

domain of cognitive,

when planning an activity

psychomotor, and affective

(ANA, 2010, p. 26).

learning.

Theory

Cli

CLINICAL PRACTICUM II PROPOSAL

18
Consult with preceptor
and other educators on
successful strategies currently

Standard 5B: Learning

Selects appropriate

used or used in the past.

Develop two

and Practice Environment

psychomotor, cognitive, and

instructional strategies in each

(ANA, 2010, p. 28)

affective educational content,

domain of cognitive,

materials, techniques, and

psychomotor, and affective

strategies for a positive

learning.

Blo

Lit
practices

learning environment (ANA,

2010, p. 28).

Develop two strategies

Ass

to assess and evaluate learning

evaluation

in each domain of cognitive,

orientation

psychomotor, and affective

Creates opportunities

learning.

for feedback and evaluation of

the effectiveness of the

Ad

consultatio
Appraise the assessment

educational content, materials,

and evaluation data from a

techniques, strategies, and

course to revise teaching

learning environment (ANA,

methods, learning strategies,

2010, p. 28).

activities, and course outcomes

to improve student learning.

Provide evaluation

Eva

CLINICAL PRACTICUM II PROPOSAL

19
forms for learners after at
various points including after
orientation in the class setting,
after two weeks bedside
nursing, after completion of

Standard 9:
Professional Practice

Seeks feedback
regarding her own practice

Evaluation (ANA, 2010, p. 34) from learners, professional

orientation and after one year.

Assess feedback
provided on forms from
orientation feedback.

partners, peers, and supervisors

or other administrators, as

Eva

Ad

consultatio
Biweekly meetings with

appropriate (ANA, 2010, p.

preceptor to discuss progress,

Ad

34).

areas of success, and areas for

consultatio

improvement.

profession
staff.

Interacts with peers and

Identify other staff in

colleagues to enhance her own

professional development that

NPD practice and role

may be willing to share their

performance (ANA, 2010, p.

practices and path to success.

34).

CLINICAL PRACTICUM II PROPOSAL

Appendix B: Preceptor and Agency Agreements

20

CLINICAL PRACTICUM II PROPOSAL

21

Appendix C: Evaluation Tools

MSN Nurse Educator Practicum Mid-Term Evaluation
Part One
Student:________________________ Preceptor:________________________ Date:________
The student will rate herself in each competency first, allowing for self-reflection. After student
has completed, please provide a numeric rating for each competency. Part Two of the evaluation
will provide an opportunity to provide comments to enrich student learning.
Grading Rubric:
1= Exceeds Expectations 2= Meets Expectations 3= Needs Improvement 4= Unsatisfactory
ANA Scope & Standards of Practice: Nursing Professional Development

Standard 2: Identification of Issues and Trends

Derives target audience needs and abilities from the assessment data
Validates identified needs with the nurse, consumer, content experts, and other
educators or disciplines when possible and appropriate
Standard 3: Outcomes Identification
Revises outcomes based on changes in trends, evidence, or stakeholders
expectations
Uses outcomes to demonstrate that programs are meeting intended purpose and
quality
Standard 4: Planning
Individualizes content to the target audience (e.g., educational level,
experience, and preferred method of learning), the resources available, and the
domains of learning
Considers adult learning concepts and instructional design principles when
planning an activity
Standard 5B: Learning and Practice Environment
Selects appropriate psychomotor, cognitive, and affective educational content,
materials, techniques, and strategies for a positive learning environment
Creates opportunities for feedback and evaluation of the effectiveness of the
educational content, materials, techniques, strategies, and learning environment
Standard 9: Professional Practice Evaluation
Seeks feedback regarding her own practice from learners, professional partners,

Student

Preceptor

CLINICAL PRACTICUM II PROPOSAL

22

peers, and supervisors or other administrators, as appropriate

Interacts with peers and colleagues to enhance her own NPD practice and role
performance
Practicum Hours Completed: __________________
Student Comments: ____________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Preceptor Comments: ____________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Student Signature:_________________________________________ Date:_________________
Preceptor Signature:________________________________________ Date:________________

CLINICAL PRACTICUM II PROPOSAL

23

MSN Nurse Educator Mid-Term Evaluation

Part Two
Student:______________________ Preceptor:_____________________ Date:__________
Areas for Improvement:
(Utilize Part One Grading Rubric: Any areas that are not Meets Expectations or Exceeds
Expectations should be addressed.)

Plan of Action:
(Include specific student responsibilities, preceptor responsibilities and dates.)

Student Signature:______________________________________ Date:___________________

Preceptor Signature:_____________________________________ Date:___________________

CLINICAL PRACTICUM II PROPOSAL

24

MSN Nurse Educator Practicum Final Evaluation

Student:________________________ Preceptor:________________________ Date:________
The student will rate herself in each competency and also include activities completed to meet
each outcome, allowing for self-reflection. After student has completed, please provide a
numeric rating for each competency. The student must Meet Expectations or Exceed
Expectations to pass the course.
Grading Rubric:
1= Exceeds Expectations 2= Meets Expectations 3= Needs Improvement 4= Unsatisfactory
ANA Scope & Standards of Practice: Nursing Professional Development

Standard 2: Identification of Issues and Trends

Derives target audience needs and abilities from the assessment data
Activities Completed to Meet Outcome:

Validates identified needs with the nurse, consumer, content experts, and other
educators or disciplines when possible and appropriate
Activities Completed to Meet Outcome:

Student Comments:
Preceptor Comments:
Standard 3: Outcomes Identification
Revises outcomes based on changes in trends, evidence, or stakeholders
expectations
Activities Completed to Meet Outcome:

Student

Preceptor

CLINICAL PRACTICUM II PROPOSAL

Uses outcomes to demonstrate that programs are meeting intended purpose and
quality
Activities Completed to Meet Outcome:

Student Comments:

Preceptor Comments:

Standard 4: Planning
Individualizes content to the target audience (e.g., educational level, experience,
and preferred method of learning), the resources available, and the domains of
learning
Activities Completed to Meet Outcome:

Considers adult learning concepts and instructional design principles when

planning an activity
Activities Completed to Meet Outcome:

25

CLINICAL PRACTICUM II PROPOSAL

Student Comments:

Preceptor Comments:

Standard 5B: Learning and Practice Environment

Selects appropriate psychomotor, cognitive, and affective educational content,
materials, techniques, and strategies for a positive learning environment
Activities Completed to Meet Outcome:

Creates opportunities for feedback and evaluation of the effectiveness of the

educational content, materials, techniques, strategies, and learning environment
Activities Completed to Meet Outcome:

Student Comments:

Preceptor Comments:

Standard 9: Professional Practice Evaluation

Seeks feedback regarding her own practice from learners, professional partners,
peers, and supervisors or other administrators, as appropriate
Activities Completed to Meet Outcome:

26

CLINICAL PRACTICUM II PROPOSAL

Interacts with peers and colleagues to enhance her own NPD practice and role
performance
Activities Completed to Meet Outcome:

Student Comments:
Preceptor Comments:

Additional Student Comments:

Preceptor Feedback
Strengths:

Areas for Growth:

Additional Comments and Suggestions:

27

CLINICAL PRACTICUM II PROPOSAL

28

Student Signature: ________________________________________ Date: _______________

Preceptor Signature: _______________________________________ Date: _______________

Appendix D: Resource List

Cora Beute. GRCC Nursing Professor.
NDNQI. (2014). NDNQI can help you stay on top of the nursing-sensitive quality measures in
your hospital. Retrieved from http://www.nursingquality.org/
Amanda VandenBerg. Helen DeVos Childrens Hospital Nurse Educator.
Alligood, M. R. & Tomey, A. M. (2010). Nursing theorists and their work (7th ed.). Maryland
Heights, MO: Mosby Elsevier.
American Nurses Association. (2010). Nursing professional development: Scope & standards
of practice. Silver Springs, MD: NursesBooks.org.
Baas, D., Castelijns, J., Vermeulen, M., Martens, R., & Segers, M. (2014). The relation between
Assessment for Learning and elementary students cognitive and metacognitive strategy
use. British Journal of Educational Psychology. doi: 10.1111/bjep.12058
Baxter, P. E. (2010). Providing orientation programs to new graduate nurses: Points to consider.
Journal for Nurses in Staff Development, 26(4), p. E12-E17.
Benner, P. (1982). From novice to expert. The American Journal of Nursing, 82(3), p. 402-407.
Billings, D. M. & Halstead, J. A. (2012). Teaching in nursing: A guide for faculty (4th ed.). St.
Louis, MO: Elsevier Saunders.
Bowles, C. E., & Candela, L. E. (2005). First job experiences of recent RN graduates:

CLINICAL PRACTICUM II PROPOSAL

29

Improving the work environment. The Journal of Nursing Administration, 35(3), 130137.
Clark, C. M., & Springer, P. J. (2011). Nurse residentsfirst-hand accounts on transition to
practice. Nursing Outlook, 60(12), E2-E8.
Ferguson, L. M. (2011). From the perspective of new nurses: What do effective mentors look
like in practice? Nurse Education in Practice, 11(2), 119-123.
Friedman, M. I., Delaney, M. M., Schmidt, K., Quinn, C., & Macyk, I. (2013). Specialized new
graduate RN pediatric orientation: A strategy for nursing retention and its financial
impact. Nursing Economics, 31(4), p. 162-171.
Gaberson, K. B. & Oermann, M. H. (2010). Clinical teaching strategies in nursing (3rd ed.).
New York, NY: Spangler Publishing Company.
Goodrich, R. S. (2014). Transition to academic nurse educator: A survey exploring readiness,
confidence, and locus of control. Journal of Professional Nursing, 30(3), 203-212.
Gomes, M. M., Higgins, A. L., Butler, R., & Farzaneh, J. R. (2009). Anatomy of a staged
orientation process. Nurse Educator, 35(6), p. 575-560.
Govranos, M. & Newton, J. M. (2014). Exploring ward nurses perceptions of continuing
education in clinical settings. Nurse Education Today, 24 (2014), p. 655-660.
Klein, G. S. (2009). Beyond orientation: Developing and retaining new graduate nurses.
Nursing Management, p. 10-14.
Mitchell, M. L. & Courtney, M. (2005). Improving transfer from the intensive care unit: The
development, implementation and evaluation of a brochure based on Knowles Adult
Learning Theory. International Journal of Nursing Practice, 11(6), p. 257-268.
Nugent, E. (2008). Implementing changes in educational strategies based on orientation
experiences of the new graduate. Journal for Nurses in Staff Development, 24(5), p. E13E18.
Olmstead, J., MacCartney, V., & Little, J. (2013). Worlds best orientation progress grading
sheet: Handling employees demonstrating failure to progress through orientation.
Journal of Emergency Nursing, 39(1), p. 82-85.

CLINICAL PRACTICUM II PROPOSAL

30

Omansky, G. L. (2010). Staff nurses experience as preceptors and mentors: An integrative

review. Journal of Nursing Management, 18, p. 697-703.
Pinchera, B. J. (2012). Newly licensed nurses: A look at their first 18 months. Nursing, 42(5), 1822.
Salera-Vieira, J. (2009). The collegial clinical model for orientation of new graduate nurses: A
strategy to improve the transition from student nurse to professional nurse. Journal for
Nurses in Staff Development, 25(4), p. 174-181.
Santos, M. C. (2012). Nurses barriers to learning. Journal for Nurses in Staff Development,
28(4), p. 182-185.
Schipper, L. M. (2011). The socialization process of newly graduated nurses into a clinical
setting. Journal for Nurses in Staff Development, 27(5), p. 216-219.
Spence Laschinger, H. K., Finegan, J., & Wilk, P. (2009). New graduate burnout: The impact of
professional practice environment, workplace civility, and empowerment. Nursing
Economics, 27(6), p. 377-384.
Wang, E. E. (2011). Simulation and adult learning. Disease a Month, 57, p. 664-678.
Zigmont, J. J., Kappus, L. J., & Sudikoff, S. N. (2011). Theoretical foundations of learning
through simulation. Perinatology, 35, p. 47-51.