Running head: PRACTICUM PROPOSAL
Practicum Proposal
Beth Kalkman
Ferris State University
1
PRACTICUM PROPOSAL
2
Abstract
Nurse educators are charged with preparing student nurses for a career in an increasingly
complex healthcare system. It is essential, therefore, that novice nurse educators receive
purposeful preparation for their new role in academia (Benner, Sutphen, Leonard, & Day, 2010).
To this end, Ferris State University in Big Rapids, Michigan requires all graduate students
seeking a Master of Science in Nursing degree with an education focus to complete a 300 hour
mentored practicum following completion of their didactic courses. The purpose of this
practicum is to "synthesize and apply advanced specialty role knowledge from practice, theory,
and research within a practice setting"(Ferris State University School of Nursing [FSU SON],
n.d., p.1). This proposal defines the practicum experience to be undertaken by Beth Kalkman
BSN, RNC-OB at Grand Valley State University's Kirkhof College of Nursing during the fall
semester of 2013.
PRACTICUM PROPOSAL
3
Practicum Proposal
Nurse educators are charged with preparing student nurses for a career in the fast-paced,
technologically challenging, and medically complex healthcare system of the future. Purposeful
preparation of the nurse educator, therefore, is essential (Benner, Sutphen, Leonard, & Day,
2010). As Cangelosi, Crocker, and Sorrell (2009) state, "Teaching is not a natural byproduct of
clinical expertise, but requires a skill set of its own" (p. 369). To this end, Ferris State University
(FSU) in Big Rapids, Michigan provides an online Master of Science in Nursing (MSN) degree
with an educational emphasis as a means to prepare expert nurses for a new role in nursing
education (Ferris State University Master of Science in Nursing website, n.d).
Although, the theory-practice gap is often used to describe the experience of
undergraduate students entering clinical practice, this gap also exists for graduate students as
they assume new roles as nurse educators (Cangelosi et al., 2009). Full comprehension of the
role of teacher cannot be gained through lecture or vicarious experience (Landers, 2000). In
order to understand the art of teaching, one must teach. For this reason, FSU graduate students
are required to complete a 300 hour mentored practicum within their chosen field of study. The
purpose of this practicum is to "synthesize and apply advanced specialty role knowledge from
practice, theory, and research within a practice setting"(Ferris State University School of Nursing
[FSU SON], n.d., p. 1). In addition to providing background information related to my previous
experience and education, this proposal will further define the practicum experience by
describing its setting, goals and objectives, identified preceptor, roles and activities, timeline, and
method of evaluation. At the completion of this proposal, the reader will have a comprehensive
understanding of the individualized practicum experience.
PRACTICUM PROPOSAL
4
Background Information
I walked with the graduating class of Calvin College in Grand Rapids, Michigan in the
spring of 1992, but having experienced an appendectomy with subsequent abscess formation the
prior semester, I had missed over a month of academics and my schooling was far from done.
Not only did I need to attend summer courses in order to complete my English degree but, due in
part to my recent experiences as a patient, I had also made the decision to pursue a career in
nursing. It was a moment that Carper (2013) might describe as knowing one's self; I was
overwhelmed by the journey I had already endured, but certain of the road I still needed to travel.
The following fall, I began the Bachelor of Science in Nursing (BSN) program at Grand
Valley State University's Kirkhof School of Nursing (GVSU KSON) and completed the program
in May of 1995. This has resulted in a successful career as a baccalaureate educated registered
nurse: four years in Holland Hospital's surgical services arena as a certified nurse of the
operating room (CNOR) and my current role as a certified inpatient obstetric nurse (RNC-OB)
within the same facility. When reflecting on my career, I have often quoted Fredrick Buechner
(1993): "The place God calls you to is where your deep gladness and the world's deep hunger
meet" (p.119). This has been true in my 18 years of clinical practice and I feel it is what now
draws me to become a nurse educator.
Since entering FSU's MSN program in 2011, I have found myself validating Benner's
(2001) theory of skill acquisition; I have been reduced to novice while learning the new role of
teacher in nursing. This fall, after successfully completing six semesters (or 28 credits) of online
graduate studies in order to lay the foundational framework for successful role transition, I will
be undertaking a teaching practicum experience at GVSU. This practicum will allow me to
integrate theory into practice, thereby furthering my progression along the continuum of nurse
educator skill acquisition (Ramsburg & Childress, 2012).
PRACTICUM PROPOSAL
5
Setting
According to Anderson (2009), nurses transitioning to the educator role find "a
disconnect between expectations and the reality of the experience" (p. 204). This is a common
theme in nursing literature. In addition to stressors such as learning new skills, familiarizing
one's self with program and university policies, and teaching in front of a class for what may be
the first time, novice educators are also stepping out of a known environment into one that is
unknown (Anderson, 2009). For this practicum, a return to where I received my BSN may help
alleviate some of this "disconnect."
Practicum Environment
Grand Valley State University's Kirkhof College of Nursing (KCON) located in the
Cook-Devos Center for Health Sciences in Grand Rapids, Michigan will be the setting for this
practicum. KCON is accredited by the Commission on Collegiate Nursing Education (CCNE)
and has "faculty acclaimed for both their scholarship and real-world experience"(Grand Valley
State University [GVSU], 2012, para. 2). Recognition of the significant contribution of both
research and practice in nursing education pays homage to Boyer's re-envisioning of scholarship
(Finke, 2012).
KCON's mission is to "provide quality nursing education to a diverse population of
students. Kirkhof College of Nursing strives to improve the well-being of people through
leadership in nursing education, professional practice, and scholarship" (Grand Valley State
University [GVSU], 2012, para. 1). The college offers a variety of educational programs
resulting in the BSN, MSN, or the Doctorate of Nursing Practice (DNP) degrees. Having the
opportunity to work within an academic environment that facilitates multiple levels of advanced
learning will provide me the opportunity to observe and interact with students and faculty at
different stages of professional development. Furthermore, class sizes at KCON are intentionally
PRACTICUM PROPOSAL
6
small to enhance student-faculty interaction (GVSU, 2012, p. 2). The creation of smaller class
helps facilitate an environment where students are successful and can feel supported. The
undergraduate outcomes of KCON are:
1. Provide nursing care based on expanding clinical judgments within parameters of
functional capacity of individuals, families, groups, and communities in multiple settings
that incorporate knowledge from the liberal arts and knowledge unique to nursing.
(designer/manager/coordinator of care)
2. Coordinate health care with individuals, families, groups, and communities across the
lifespan, using communication skills, in collaboration with members of the health care
team. (coordinator of care)
3. Assume ethical, legal, and professional accountability for the development of practice of
nursing in a changing health care environment (member of the profession)
(Grand Valley State University [GVSU], 2013, para. 5).
To meet these program outcomes, in addition to didactic sessions and laboratory skills,
KCON provides students with clinical practice sites in acute care, ambulatory care, health
agencies and community services (GVSU, 2013). These placements highlight the varied and
continually evolving roles required of the professional nurse; future nurses must be prepared to
provide care outside of the traditional healthcare settings (Finke, 2012). I will have the
opportunity to teach students in all of these settings: didactic, laboratory, and clinical practice
sites.
Practicum Focus Students
KCON's BSN degree is a four year program with students taking four semesters of
prerequisite coursework in the sciences and liberal arts before beginning nursing classes (Kirkhof
PRACTICUM PROPOSAL
7
College of Nursing [KCON], 2012). This practicum experience will involve teaching
undergraduate KCON students beginning their junior year of the nursing program. It is at this
time that students are introduced to the unique needs and care provision of childbearing families.
Because labor and delivery is my area of expertise, I am excited to have the opportunity to teach
and interact with students as they engage in learning experiences related to childbirth. At the
beginning of the semester, learning will consist of two days a week dedicated to two hours of
lecture followed by two hours of skills laboratory. During the second half of the semester,
additional hands-on opportunities will be provided in the clinical setting at Spectrum Health in
Grand Rapids, Michigan. Returning RN to BSN students join the class for the second half of the
semester. Because of KCON's second degree and RN to BSN programs, I may have not only a
culturally, but generationally, diverse classroom as well.
Goals and Objectives; Clinical Project
Previous Coursework
Four core courses lay the groundwork for the MSN degree at FSU followed by four
additional courses related to the specialty role. These courses are grounded on competencies set
forth by the National League for Nursing (NLN) and the American Nurses Association (ANA).
The intention of these competencies, as they relate to nursing education, is to "identify the
essential knowledge, skill, and attitudes relevant to the educator role" (Ramsburg & Childress,
2012, p. 313). Through these classes and a variety of teaching modalities such as online
discussion posts, group work, PowerPoint presentations, research, observations, and interviews
of advanced practice nurses, graduate students become more aware of the unique challenges
facing advanced nursing in today's healthcare system.
The first core course is NURS 500: Advanced Roles in Professional Nursing Practice.
This class provides an introduction to the many advanced professional roles available to the
PRACTICUM PROPOSAL
8
MSN prepared nurse (Ferris State University College of Allied Health [FSU CAH], 2012). In
NURS 510: Theoretical Foundations in Nursing Practice, graduate students explore the work of
nurse theorists, consider how nursing theory evolves, and identify the use of theory in practice.
NURS 520: Health Care Delivery Systems and Nursing Practice examines issues in nursing such
as the political, economic, and organizational concerns that face healthcare. Finally, in NURS
530: Nursing Research Design, Methods, & Analysis graduate students gain introductory
experience in creating a research proposal and explore the unique challenges of research
development (FSU CAH, 2012).
In concert with the four core courses, four additional courses related to the MSN
specialty focus are undertaken. Because my area of specialty focus is nursing education these
courses have included: NURS 600: Issues & Trends in Nursing Education; NURS 610:
Instructional Design in Nursing Education; EDUC 570: Teaching and Learning Theories in the
Classroom; and an elective, EDUC 540: Technology in the Classroom. While the titles of the
education department classes are self-explanatory, further description will be given related to the
nursing classes.
The two specialty nursing courses (NURS 600 and NURS 610) build upon each other.
In NURS 600, graduate students create a fictitious school of nursing which requires developing
program outcomes, designing curriculum, gaining university approval, meeting state board of
nursing requirements, and creating a course of study with individual course objectives. Then, in
NURS 610, the focus is on elaborating on a specific course previously created in NURS 600.
This involves creating the syllabus, selecting textbooks, explaining learning activities and
evaluation methods and finally, developing and delivering a class session. NURS 610 also
provides an opportunity for graduate students to observe the role of the nurse educator in the
didactic and clinical realm.
PRACTICUM PROPOSAL
9
Theoretical Framework
David Kolb (1984) asserts, "Learning is the process whereby knowledge is created
through the transformation of experience"(1984, p. 41). As Lisko (2010) explains, this
transformation occurs through extension and intention. Extension refers to activity - doing and
participating; intention suggests reflection or thinking about the experience. According to Kolb's
theory there are four stages involved in the cyclical learning process: concrete experience
(doing), abstract conceptualization (thinking), active experimentation (planning, revising), and
reflective observation (watching) (Lisko & O’Dell, 2010). Exploring the role of teacher is not
the same as being a teacher. Therefore, using Kolb's (1984) experiential learning theory as a
framework for the practicum and embracing his vision of the four stage learning cycle (see
Appendix A), I plan to fully immerse in the role of nurse educator.
The knowledge gained through the eight foundational courses and used to establish an
understanding of the role of nurse educator will be utilized throughout the practicum. Anderson
(2009) describes the transition from staff nurse to educator as a "dynamic, developmental
process with associated emotional work, critical tasks, and a diffusion through role boundaries to
assume the new identity, values and knowledge base of the new role" (p.203). In order to both
promote and ease the transformation, I will engage in daily journaling to reflect on the
experience. This will allow identification of ongoing areas for growth, evaluation of the learning
process, and continual assimilation of theory with practice.
Due to the ever-changing nature of the healthcare environment, ongoing education is an
expectation at all levels of nursing (ANA, 2010; NLN, 2005). I would be remiss, therefore, to
assume that this practicum will answer all of the remaining questions related to becoming a nurse
educator. It will provide an introduction to the academic world and help me "flesh out" the
graduate experience, but following the practicum there will still be much to learn.
PRACTICUM PROPOSAL
10
Goals and Objectives
Identification of Areas for Growth
After completing a self-assessment of strengths and weaknesses related to the NLN's
(2005) Scope of practice for academic nurse educators, two competencies were identified as
particular areas for growth. These are competency 3: "Uses assessment and evaluation
strategies" (NLN, 2005, p. 18) and competency 8: "Functions within the educational
environment" (NLN, 2005, p. 23). Shortfalls in these areas are due, in part, to an absence of
experience in the academic setting. Therefore, this practicum experience will be designed to
specifically address these two competencies even though I recognize as a novice educator I will
continue to need growth in all areas of the NLN (2005) competencies. A practicum planning
guide and timeline for completion has been developed to establish the goals, objectives, and
activities related to meeting these competencies during the practicum experience (see Appendix
B).
Clinical Project
Another aspect of the practicum experience is the development of a clinical project. The
purpose of the project is to ensure the graduate student undertakes an active role within the
academic setting. To this end, at least one class session will be developed in a topic discussed
and approved by the preceptor. This experience is consistent with Kolb's (1984) theory of
experiential learning. Using what I have learned in previous courses, I will undertake the
process of determining clear class objectives, implementing effective teaching strategies for adult
learners, creating learning activities to meet the needs of diverse students and then evaluating
whether learning has occurred. This will afford the opportunity to experience a full cycle of
learning. In addition, students will be asked to complete an assessment of my effectiveness as a
teacher in order that I may continue to develop my teaching skills.
PRACTICUM PROPOSAL
11
Identification of Preceptor
Research supports the mentoring of novice nurse educators by expert faculty (Anderson,
2009; Flood & Powers, 2012; Cangelosi, Crocker, & Sorrell, 2009). In a literature review
completed by Anderson (2009), two aspects of successful role transition for the novice nurse
educator are identified: a psychological element and a social component. The psychological
element is related to dealing with change--leaving the security of a known profession for one that
is unknown and therefore, uncomfortable; and, the social component which is related to wanting
to establish relationship and credibility with colleagues, students, and the academic institution
(Anderson, 2009). To ease in this transition, it is recommended that seasoned faculty members
mentor novice educators (Cangelosi et al., 2009). Dr. Karyn Butler PhD, CNM has been
identified as the preceptor for my practicum.
Dr. Butler received her BSN through Wayne State University in 1994 (K. Butler,
personal communication, June 10, 2013). In 2003, she completed her MSN Nurse-Midwifery
program at the University of Michigan and in 2011, she earned her Doctor of Philosophy (PhD)
degree in nursing from Wayne State University. Her dissertation research is entitled "Cortisol
and Estradiol Circadian Rhythms in Healthy Women." During her professional career, she has
assumed the role of clinical instructor, lecturer, education coordinator, midwife and staff nurse
prior to taking on her current role as a faculty member at GVSU in 2011(K. Butler, personal
communication, June 10, 2013).
Roles and Activities
On July 10, I met with Dr. Butler to discuss her teaching and clinical commitments this
fall. She will be teaching Nurs 366: Professional Nursing III and Nurs 367: Clinical Nursing III
(K. Butler, personal communication, July 10, 2013). These courses incorporate learning in the
didactic, laboratory, and clinical setting and are taught using a team approach. Therefore, I will
PRACTICUM PROPOSAL
12
have the opportunity to observe several different educators within the didactic setting. Although
there is no syllabus available yet, based upon a course schedule, Dr. Butler and/or I will be
responsible for providing 5 lectures related to obstetrics during the 15 week semester. Topics
covered during these lectures will include: pain, metabolic regulation, inflammation, immunity,
and cognition (K. Butler, personal communication, July 10, 2013). In conjunction to this, I will
be participating in the laboratory setting as students practice their skills. Beginning October 28,
Dr. Butler and I will begin leading clinical groups in obstetrics at Spectrum Health.
The studies I have completed thus far have all led me to believe that it is imperative for
me to become immersed in the process of learning. As stated in Janzen (2010), "situating
themselves in a context of academia teaches clinical nurse educators to think in the ways of
academicians" (p. 521). Therefore, I have created a planning guide that allows for deeper
immersion into the role of educator over the course of the practicum while also allowing time for
reflection and personal appraisal. During our meeting, Dr. Butler and I were able to review the
practicum planning guide and discuss what the fall semester will entail. Although there is still
some uncertainty related to the fall schedule, we were able to review the text; review the
tentative didactic, laboratory, and clinical schedules; and, lay the ground work for a collegial
learning experience. I have requested a copy of the syllabus when it becomes available.
When I am deemed ready by Dr. Butler, I will begin to assist in the evaluation and
interpretation of student learning. Ten quizzes, three tests, an essay, and a final exam are used
for student evaluation throughout the semester (K. Butler, personal communication, July 10,
2013). I will participate in the administration, reading, and grading of these assessments. Near,
or at, this same time, I will begin to participate in student counseling and/or interventions.
Finally, I will develop assessment/evaluation tools for the class session(s) I will be delivering
PRACTICUM PROPOSAL
13
towards the end of the practicum. These steps, I feel, will help me to address NLN (2005) nurse
educator competency 3: Uses assessment and evaluation strategies.
Furthermore, during the practicum, it is my goal to attend faculty commitments with, or
under the direction of, Dr. Butler. This will allow me to observe and appreciate the
administrative aspect of academia and thereby address competency 8: Functions within the
educational environment (NLN, 2005, p. 23). Again, the purpose of this practicum is to allow
me to use the skills and knowledge I have gained during previous course work to now fully take
on the role of nurse educator.
Dates and Timelines
This practicum will begin on August 26 at the start of the fall semester at GVSU. I am
estimating 20-30 hours a week will be devoted to this experience which will translate into a 1012 week practicum. Some of these hours will involve familiarizing myself with the resources
and structure of GVSU's nursing program in addition to preparing for class delivery. If this
schedule is acceptable with Dr. Butler, the practicum will end approximately the last week of
November. The proposed dates are subject to change, however, based upon on-going mentorstudent evaluation of my readiness to move forward. Both Dr. Butler and I will need to
recognize the "tentativeness" of the dates while we also use them as a guide to be intentional in
accomplishing the desired tasks during our 300 hours together. Ultimately, my goal is to
continually move towards greater responsibility and independence in the role of educator.
Evaluation
In order to document and evaluate my learning during this practicum experience, I will
create a journal in which I will reflect on my daily activities within the educational environment.
At the end of each week, I will write a lengthier summary of the activities accomplished during
the week and how they specifically relate to the NLN (2005) competencies for nurse educators. I
PRACTICUM PROPOSAL
14
will not only review competencies 3 and 8, but will also address attainment of the other nurse
educator competencies as well. Kirkpatrick, DeWitt, and Yeager (2012) emphasize the use of
journaling to strengthen critical thinking and self-evaluation. I believe journaling is consistent
with Kolb's (1984) theory of learning and his description of the learning cycle: Journaling
causes reflection upon a classroom or clinical experience; reflection then leads to
conceptualization of what changes need to be made to improve upon the past experience; from
there, activities are planned to affect these changes; and finally, these changes are then
demonstrated at the next teaching/learning opportunity and the cycle begins again.
Finke (2012) asserts teaching effectiveness can be evaluated from a variety of sources
including "student evaluations, peer and colleague observation, and teaching products"(p. 19).
To address these methods of evaluation, I will provide my lesson plans from the class session(s)
that I will be teaching as evidence of its fruition. In addition, I will submit evaluations from the
students and Dr. Butler related to my performance (see Appendix C).
As a summative evaluation of my performance in the role of nurse educator, I will
request Dr. Butler provide a narrative related to her observations of the practicum experience.
Using the previously identified evaluation form as a template, I will ask her to address the NLN
competencies identified for my personal growth, the outcomes identified as evidence for having
met those competencies, and also the eight competencies set forth by the NLN for nurse
educators including my strengths, weaknesses, and continued areas for growth.
Summary
Although there are some questions left unanswered related to this practicum experience, I
realize that much is discovered within the journey itself. This paper has identified the setting,
goals and objectives, highly qualified preceptor, roles and activities, timeline, and method of
evaluation by which the individual practicum will be guided. In addition, my background
PRACTICUM PROPOSAL
15
information and educational experience leading to this practicum have been discussed. Time has
been spent carefully creating an academic opportunity which will be both meaningful and
contributive towards my educational pursuit. Using this practicum proposal as a framework, I
look forward, nervously, to the adventure ahead.
"Two roads diverged in a wood, and I--I took the one less traveled by, and that has made
all the difference." Robert Frost.
PRACTICUM PROPOSAL
16
References
American Nurses Association. (2010). Nursing: Scope and standards of practice (2nd ed.).
Silver Spring, MD: Nursebooks.
Anderson, J. K. (2009). The work-role transition of expert clinician to novice academic educator.
Journal of Nursing Education, 48(4), 203-208. Retrieved from http://0web.ebscohost.com.libcat.ferris.edu/ehost/pdfviewer/pdfviewer?sid=a20e5b61-0dad4491-9c89-d56e45732022%40sessionmgr113&vid=2&hid=127
Benner, P. E. (2001). From novice to expert: Excellence and power in clinical nursing practice
(Commemorative ed.). Upper Saddle River, NJ: Prentice-Hall.
Benner, P., Sutphen, M., Leonard, V., & Day, L. (2010). Educating nurses: A call for radical
transformation. San Francisco, CA: Jossey-Bass.
Buchholz, E. (1998). The call of solitude. Psychology Today, 31(1). 50-54, 80-82. Retrieved
from http://www.psychologytoday.com/articles/authors/ester-buchholz
Buechner, F.(1993). Wishful thinking: A seeker’s ABC (revised ed.). New York, NY:
HarperCollins.
Cangelosi, P. R., Crocker, S., & Sorrell, J. M. (2009). Expert to novice: Clinicians learning new
roles as clinical nurse educators. Nursing Education Perspectives, 30(6), 367-371.
Carper, B. A. (2013). Fundamental patterns of knowing in nursing. In W. K. Cody (Ed.),
Philosophical and theoretical perspectives for advanced nursing practice (5th ed.), (pp.
23-33). Burlington, MA: Jones & Bartlett Learning.
Ferris State University Master of Science in Nursing website (n.d.). Nursing MSN. Retrieved
from http://www.ferris.edu/HTMLS/statewide/programs/masters/msn.htm
PRACTICUM PROPOSAL
17
Finke, L. M. (2012). Teaching in nursing: The faculty role. In D. M. Billings, & J. A. Halstead
(Eds.), Teaching in nursing: A guide for faculty (4th ed.), (pp. 1-14). St. Louis, MO:
Elsevier.
Flood, L. S., & Powers, M. E. (2012). Lessons learned from an accelerated post-master’s nurse
educator certificate program: Teaching the practicum course. Nursing Education
Perspectives, 33(1), 40-44.
Grand Valley State University. (2012). Kirkhof college of nursing frequently asked questions.
Retrieved from http://www.gvsu.edu/kcon/faq-bsn-239.htm
Grand Valley State University. (2012). Kirkhof college of nursing mission statement. Retrieved
from http://www.gvsu.edu/kcon/mission-statement-46.htm
Grand Valley State University. (2013). Bachelor of science in nursing-program description.
Retrieved from http://catalog.gvsu.edu/preview_program.php?catoid=25&poid=4408
Janzen, K. J. (2010). Alice through the looking glass: The influence of self and student
understanding on role actualization among novice clinical nurse educators. The Journal
of Continuing Education in Nursing, 41(11), 517-523.
http://dx.doi.org/10.3928/00220124-20100701-07
Kirkhof College of Nursing. (2012). Suggested pattern of undergraduate coursework. Retrieved
from Grand Valley State University website:
http://www.gvsu.edu/cms3/assets/E3FC1EE9-D017-53126CE2CCD74F0B8393/spc_new_curriculum.pdf
Kirkpatrick, J. M., & DeWitt, D. A. (2012). Strategies for assessing and evaluating learning
outcomes. In D. M. Billings, & J. A. Halstead (Eds.), Teaching in nursing: A guide for
faculty (4th ed.) (pp. 441-463). St. Louis, MO: Elsevier.
PRACTICUM PROPOSAL
18
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and
development. Englewood Cliffs, NJ: Prentice Hall.
Landers, M. G. (2000). The theory-practice gap. Journal of Advanced Nursing, 32(6), 15501556.
Lisko, S. A., & O’Dell, V. (2010). Integration of theory and practice: Experiential learning
theory and nursing education. Nursing Education Perspectives, 31(2), 106-108.
National League for Nursing. (2005). The scope and practice for academic nurse educators.
New York, NY: National League for Nursing.
Ramsburg, L., & Childress, R. (2012). An initial investigation of the applicability of the Dreyfus
skill acquisition model to the professional development of nurse educators. Nursing
Education Perspectives, 33(5), 312-316.
Stokes, L., & Kost, G. (2012). Teaching in the clinical setting. In D. M. Billings, & J. A.
Halstead (Eds.), Teaching in nursing: A guide for faculty (4th ed.) (pp. 311-334). St.
Louis, MO: Elsevier.
PRACTICUM PROPOSAL
19
Appendix A
Adapted from Kolb, D.A. (1984) Experiential learning: Experience as the source of learning and
development. Englewood Cliffs: London: Prentice-Hall.
In my learning related to the graduate role of nurse educator, I apply the theory as follows:
Reflective Observation: Experiencing teaching through the role of student. Internalizing
observations/interactions with own professors and interviews with, and observations of nurse
educators. Drawing conclusions and meaning through reflection.
Abstract Conceptualization: Refers to the knowledge obtained thus far in the MSN program
through the core and specialty courses and through the application of my previous experience as
a staff nurse.
Active Experimentation: Based on previous stages, assess learning needs and areas for growth.
Concrete Experience: Actively engage in experience to develop competency and address
learning needs and areas for growth (e.g., the practicum experience).
PRACTICUM PROPOSAL
20
Appendix B
NURS 730 Practicum Proposal Planning Guide
Goals
Objectives
Activities
Timeline
Goal 1: Demonstrate
skill in the use of
various assessment and
evaluation strategies
during the fall semester
of 2013 to address NLN
nurse educator core
competency 3: Uses
assessment and
evaluation strategies.
1.1: Identify appropriate
assessment tools to
address the targeted
learning domains for
clinical and/or didactic
realms.
1.1 Observe and discuss
with preceptor choices
made for assessment tools
related to the specific
clinical and didactic
learning experiences.
1.1 August 26 and
ongoing throughout
practicum.
1.2: Accurately evaluate,
interpret and share
results of assessments
with the faculty
preceptor and students.
1.2a Discuss and assist
preceptor in evaluation/
interpretation of
assessment process.
1.2a August 26 and
ongoing throughout
practicum.
1.3: Demonstrate skill in
developing
assessment/evaluation
tools for diverse learners.
1.3 Develop assessment/
evaluation tool for class
session in specific clinical
and/or didactic session
implemented by graduate
student.
1.3 Estimated due date
September 16, however
date to be ultimately
determined by
preceptor and graduate
student based upon
class session delivery.
2.1: Incorporates goals/
objectives of specific
nursing course and
nursing program when
creating lesson plans.
2.1 Develop lesson plan
for class session identified
by preceptor and obtain
preceptor approval for
delivery.
2.1 Estimated due date
October 22, however
due date ultimately to
be determined mutually
by preceptor and
graduate student.
2.2: Develop networks
and collaborative
2.2 Attend faculty,
curricular, or program
Goal 2: Demonstrate
skill in the role of nurse
educator in the
academic setting during
the fall semester of
2013 to address NLN
nurse educator core
competency 8: Function
within the educational
1.2b Participate in student
counseling/intervention as
needed and approved by
preceptor
1.2b September 16 and
ongoing throughout
practicum.
2.2 To be determined
by meeting schedule.
PRACTICUM PROPOSAL
environment.
relationships with
academic nurse educators
to provide ongoing
mentoring of self in
nurse educator role.
21
meetings with preceptor
based upon the
expectations of
preceptor's position.
Participation to be
determined by preceptor
judgment.
PRACTICUM PROPOSAL
22
Appendix C
Evaluation of Performance in Nurse Educator Role
Using the National League for Nursing's (2005) The Scope of Practice for Academic Nurse
Educators as a guide, please evaluate the graduate student's performance in the role of nurse
educator in your facility. Please provide a numeric rating: 1-4 where: 1 = exceeds expectations;
2= meets expectations; 3= needs improvement; 4= unsatisfactory. Please provide written
comments to enhance the student's learning and enable her growth as an academic nurse
educator.**Please note Competency #3 and competency # 8 are listed first to reflect the student's
identified areas for growth during the practicum.**
Competency
# 3: Use Assessment and
Evaluation Strategies.
#8: Function within the
Educational Environment.
#1: Facilitate Learning
#2: Facilitate Learner
Development and
Socialization.
#4: Participate in Curriculum
Design and Evaluation of
Program Outcomes.
#5: Function as a Change
Agent and Leader.
#6: Pursue Continuous
Quality Improvement in the
Nurse Educator Role.
# 7: Engage in Scholarship.
Numeric
Scale
Comments
PRACTICUM PROPOSAL
23
PRACTICUM PROPOSAL
24
PRACTICUM PROPOSAL
25
Literature Resource List
American Nurses Association. (2010). Nursing: Scope and standards of practice (2nd ed.).
Silver Spring, MD: Nursebooks.org.
Benner, P., Sutphen, M., Leonard, V., & Day, L. (2010). Educating nurses: A call for radical
transformation. San Francisco, CA: Jossey-Bass.
Billings, D. M., & Halstead, J. A. (2009). Teaching in nursing: A guide for faculty (3rd ed.). St.
Louis, MO: Saunders Elsevier.
Bradshaw, M. J., & Lowenstein, A. J. (Eds.). (2011). Innovative teaching strategies in nursing
and related health professions (5th ed.) Sudbury, MA: Jones and Bartlett
Gaberson, K. B., & Oermann, M. H. (2007). Clinical teaching strategies in nursing (2nd ed.).
New York, NY: Springer.
Halstead, J. A. (Ed.). (2007). Nurse educator competencies: Creating an evidence-based practie
for nurse educators. New York, NY: National League for Nursing.
National League for Nursing. (2005). The scope of practice for academic nurse educators (2nd
ed.). New York: Author.
Oermann, M. H., & Gaberson, K. B. (2009). Evaluation and testing in nursing education (3rd
ed.). New York, NY: Springer.
Perry, S. E., Hockenberry, M.J., Lowdermilk, D.L., & Wilson, D. (2010). Maternal child nursing
care. Maryland Heights, MO: Elsevier.
Peterson, S.J., & Bredow, T.S. (2013). Middle range theories: Application to nursing research
(3rd ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.