Practicum Experiences in Pediatric

My pediatric clinical experience’s concerns and excites

Pediatric clinical experience influences diverse concerns and excitesto me. Dealing with young children is difficult to me. This isbecause they are less able and more dependent in decision-making(Burns et al., 2013). They, therefore, make me more accountable forany decision made. Moreover, the children are mostly unable to speakup for themselves. Furthermore, building a relationship with youngchildren is a big deal. This makes me excited when interacting withchildren.

My strengths when working with children include my socializingability. I find it easy to relate and understand young children(Hagan et al., 2015). Furthermore, I enjoy caring and teaching youngchildren. In addition, I am confident in my capability to createrelationships with children. I am also a good listener, and thisstrength serves me well when working with children. These strengthsinfluence my practicum experience positively. An enhancement of myexperience in the practice is highly influenced by my strengths.

Working with young children may be challenging. My weakness whendealing with children includes daunting my ability to win their trust(Burns et al., 2013). Some children take a long time before trustingsomeone. I lack the patience to wait for the trust to grow for thechildren. My weakness hinders the development of my practicumexperience. This is because I do not explore and interact fully withthe children during the practice.

Nursing theory that guides my practice with pediatric patients

Comfort theory guides my practice with pediatric patients. The theoryhas ease of application and a minimum level of abstraction. Thetheory helps me to understand the discomforts and comforts of youngchildren. It makes me understand each child better and ensure thatthey do not face previous discomforts (Hagan et al., 2015). Inaddition, comfort theory informs me on how to deal with unavoidablediscomforts. This is known as transcendence. Moreover, then theoryenlightens me on how to deal with diverse discomforts and henceeffectiveness in training with pediatric patients.

Practicum experience goals and objectives as a provider

Practicum experience goal is to introduce educational standards thatenhance pediatric practice. The other objective is to improve therelation between young children and providers during training withpediatric patients (Burns et al., 2013). Moreover, practicumexperience aims at understanding and controlling growth in children.Also, the practice equips the practitioners with relevant knowledgeto advance in their profession.

Timeline of Practicum activities according to my practicumrequirements’

Below is a diagram that shows practicum activities and theirallocated time.

Activity

Timeline

Teach nurses in proper relation with young children

To end by March 26, 2016

Make use of previously formed training material to alert providers on the needs of patients

To be accomplished by April 10, 2016

Assist in understanding and applying nursing theory to assist during practice with the patients

To end by April 29, 2016

References:

Burns, C. E., Dunn, A. M., Brady, M. A., Starr, N. B., Blosser, C.G., &amp Garzon, D. L. (2013). Pediatric primary care.Elsevier Health Sciences.

Hagan, J. F., Jr., Shaw, J. S., Duncan, P. M. (Eds.). (2015). Brightfutures: Guidelines for health supervision of infants, children, andadolescents (3rd ed.). Elk Grove Village, IL: American Academy ofPediatrics. “Promoting Family Support” (pp. 13–37)

Agency for Healthcare Research and Quality. (2012). Guidelines andrecommendations. Retrieved fromhttp://www.ahrq.gov/professionals/clinicians-providers/guidelines-recommendations/index.html

U.S. Department of Health and Human Services. (2012). Healthy people2020 topics and objectives. Retrieved fromhttp://www.healthypeople.gov/2020/topicsobjectives2020/default.aspx

National Association of Pediatric Nurse Practitioners. (2016). NAPNAPposition statement on age parameters for pediatric nurse practitionerpractice. Journal of Pediatric Health Care, 22(3), e1–e2. Retrievedfrom the Walden Library databases.