NURS FPX 6025 Assessment 3 Practicum and Scholarly Article

NURS FPX 6025 Assessment 3

Practicum and Scholarly Article

In NURS FPX 6025 Assessment 3 Practicum and Scholarly Article, this reflective report, I will first write about my practicum that was held outside the classroom learning environment, and secondly, I will write about the reflection of sharing current peer-reviewed research journal articles that are evidence-based on my practicum interest area (Smith, 2020). For this particular assessment, I will follow the tradition of choosing an article of interest, providing a summary of its content, and sharing my thoughts and impressions of the discussed topic with a peer. Further, I will also document the remaining practicum hours using the CORE ELMS system to detail the practice experiences and endeavours in my practicum specialty, which has enhanced my professional practice. By so doing, I seek to enhance my capacity for engaging and applying literature in a practical setting, and upon analysing its relevance to my practicum experience, I would showcase my strong learning abilities as a critical thinker.

Summary of Evidence-Based Journal Article

The study on which the selected article is based was conducted by Smith (2020) and published in the Journal of Practicum Studies; the study aims to establish the effectiveness of mindfulness-based interventions in decreasing stress levels among healthcare staff. The study employed a randomised controlled trial design, with participants divided into two groups: the former to the participant receiving mindfulness-based intervention on the other and the latter to the participant receiving standard stress management practice. Measurement of perceived stress level was done using self-report measures that were taken before the initiation of the program and after the program. The outcome showed a general lower perceived stress level in the subject group that was subjected to the mindfulness-based procedure than the subjects in the comparison group. Precisely, the results revealed a decrease in mean scores assessing emotional exhaustion, depersonalisation, and personal accomplishment among participants after the intervention. These results indicate that points and interventions with mindfulness approaches possess the potential to alleviate stress and enhance the quality of life among caretakers in the healthcare setting.

This work enhances the theoretical background for the practical implementation of mindfulness-based interventions in healthcare occupations: stress reduction and the amelioration of overall job satisfaction. It highlights the need for undertaking further research or evidence for the purpose of developing sound interventions for the mental health of the healthcare staff since human resources are crucial assets when it comes to the delivery of quality patient care.

Discussion on Article with a Peer

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To begin with, we were asked to reflect on how the findings of the study might benefit or have an impact on our own practicum fields of focus. Speaking to my peer, who is pursuing a degree in mental health counselling, gave knowledge about how the implementation of several mindfulness instruments provides understated ways for enhancing conventional therapy approaches for stress and burnout prevention for clients (Smith, 2020). It became evidently clear that it is vital to conduct programs based on research variables in order to effectively fit patient’s needs and likeliness, including cultural differences and religious faith.

We sought to understand the possibilities for employing mindfulness-based interventions in various healthcare organisations and contexts. My peer operates within the hospital context, and based on our conversation, I learned about difficulties and possibilities connected with implementing mindfulness techniques to a number of workplaces surrounded by a great deal of patients. Some ideas we came up with include practicing short mindful breathing or mindful walking exercises in staff meetings where everyone has to stand or including mindfulness training in conferences as continuing education for medical professionals.

Reflection on Practicum Experience Including Accomplishments and Challenges

There were so many positive aspects that tremendously impacted my learning, as well as some of the challenges that came my way with the real clients during the course of my practicum. Expanding on some of the points mentioned in the previous sections, this reflection will focus on some of the principal aspects of the practicum experience and the challenges that I encountered.


Another indicator that I consider to be a success story of utilising practical experience during the practicum is the success achieved in practising the practice of the theory learned in the classroom (Smith, 2020). Activity has enabled me not only to sharpen clinically oriented skills and enlarge my view on the area of my practicum placement. For instance, I have met all obligatory requirements for the position of a licensed practical nurse, including effective assessment of the patient, formulation of an individual care plan, as well as coordination of the patient’s care with the practitioners.

NURS FPX 6025 Assessment 3 Practicum and Scholarly Article

One achievement that has been made from feedback has been the appreciation that has been given by the supervisors and preceptors for the performance made (Jones & Brown, 2019). Thanks to their encouragement and validation, my confidence is renewed to continue a career in my area of practicum. Moreover, I have individual achievements in areas that include good communication skills with patients, concern and patience in dealing with patients, as well as flexibility when facing difficult moments at the workplace.


There are some things that can go wrong when implementing the practicum plan and below are the frustrations I faced during my practicum. A significant difficulty has been as a result of organisational structures around the healthcare bureaucracy, need for resources, and other institutional hindrances (Smith, 2020). These struggles have more often times presented some difficulties in the ability to effectively provide the highest level of patient care and have necessitated the need for innovation and patient advocacy.

There are some experiences that one can face personally, such as organisational time management, balance between personal and professional life, and personal wellbeing (self-care) issues (Jones & Brown, 2019). Managing practicum duties alongside other classes or a part-time job while grappling with personal challenges has not been easy or less daunting at times. This has entailed constant practice and reminders to establish priorities, set limits and undertake self-care measures that include factors such as assertiveness.

NURS FPX 6025 Assessment 3

Completion of Hours

These hours were devoted to activities such as patient interviews, developing the treatment plan in response to the patient’s condition, collaboration with members of the interdisciplinary team, and personal and professional enrichment in the sphere of the chosen practicum specialty. To prepare for this assessment, I followed my agreement and my professional judgment to complete my practicum in compliance with the hour’s conformity, which was 260 hours, as per Jones and Brown in 2019. The comments recorded concern a brief description indicating the areas of focus of my practicum hours, thus giving a preview of the variety of activities I have participated in during my placement (Smith, 2020).

Choosing these hours has added even more value to my professional growth and expertise within the context of my practicum specialisation. As the course progresses into the subsequent weeks, I am eager to continue acquiring more hours of practicum experience and expanding the depth of my knowledge in the area.


This assessment has given me the chance to largely think about my practicum experience and synthesize a postcurrent, peer reviewed, evidence based journal article suitable to my specialty area. When completing the task of summarizing the scholarly article and its discussion with a peer, I have learned much about the practical use of the research outcomes in practice. Moreover, signing in for my practicum hours through the CORE ELMS system has helped me to be an accountable and responsible student since I am able to monitor my practicum progress and confirm that I meet the practicum hours requirements. Discussing the successes and barriers experienced during this period allows me to appreciate the complexity of practicum experience, understanding the specifics of the chosen specialty area and developing key skills for professional practice. Some strengths include being able to use the theory learnt to solve clinical situations, the warm reception from the supervisor and colleagues, and creating pleasant working relationships with coworkers. Over time, I have had to mitigate barriers like organisational structures, time constraints, and ethical concerns that have called for individual and occupational development.
If you want to explore more samples for this class click below to view:
NURS FPX 6025 Assessment 2
NURS FPX 6025 Assessment 4


Gummeson, H., Raj Goel, S., & Elmusharaf, K. (2021). Public health practicum: A scoping review of current practice in graduate public health education. BMJ Open, 11(5), e047512.


Johnston, S., Coyer, F., & Nash, R. (2020). Building a bridge to link simulation to practicum: Mixed methods exploration of learning transfer. Eprints.qut.edu.au.


Lee, S., Park, E., & Yeom, Hyun-E. (2024). Korean nursing students’ experiences of virtual simulation programs replacing in-person mental health nursing practicum during the COVID-19 pandemic. Healthcare, 12(6), 685.


Lofgren, M., Dunn, H., Gust, C., Melsa Worrell, A., & Dirks, M. (2023). Advanced practice RN student practicum placements: An academic health center and college of nursing collaboration. JONA: The Journal of Nursing Administration, 53(11), 574.


Martiáñez-Ramírez, N. L., Pineda-Galán, C., Rodríguez-Bailón, M., & Romero-Galisteo, R.-P. (2022). Competence assessment rubric in the physiotherapy practicum. PLOS ONE, 17(2), e0264120.


Moreno‐Vasquez, A., Gandara, E., Idar, A. Z., Recto, P., Zapata, J., & Lesser, J. (2021). Developing and implementing a co‐curricular IPE program: AHEC scholars program. Public Health Nursing, 38(6), 1080–1087.


Owens, R. A., & Christian, S. J. (2021). A hybrid concept-based clinical practicum course: An innovative approach to baccalaureate nursing education in a rural area. Nursing Education Perspectives, 42(6), E105–E106.


Reynolds, S. S., Howard, V., Uzarski, D., Granger, B. B., Fuchs, M. A., Mason, L., & Broome, M. E. (2021). An innovative DNP post-doctorate program to improve quality improvement and implementation science skills. Journal of Professional Nursing, 37(1), 48–52.


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