List your practicum objectives that you have identified. The number of practicum

List your practicum objectives that you have identified. The number of practicum objectives will vary based on your practicum experience.
Describe key activities associated with your practicum objectives. Be specific.
For context I am doing my practicum on a cardiac unit in a teaching hospital. Please expand on that and please include references. I included a paper below that you did just for context, of course it cannot be the same thing. The goal is for us to complete a clinical practice project over the next few months. I have to meet with my preceptor 2-3 times a week for 160 credits to be completed by January. The class is 11 weeks long started on 11/29. I am assigned with a nurse director on a cardiac floor to see how best I could help with a process improvement. So for this paper we have to do a 1-2 page paper to build on the objective of this practicum experience, Please include references
Practicum Experience: Practice Gaps
Student\’s Name
Department and University Name
Course Number and Name
Instructor\’s Name
Date
Practicum Experience: Practice Gaps
I am currently doing a practicum in a teaching hospital that has experienced tremendous staff turnover since the pandemic. As a result, the institution has had multiple opportunities to call for rapid response, resulting in practice gaps. This experience has made me realize that timely rapid response activation relies on the nurses\’ ability and willingness to make quick decisions. For instance, studies have shown that rapid response is fundamental to reducing mortality and hospital transfer rates (Hall et al., 2020). Therefore, it is essential to promote a safety culture within a hospital.
Furthermore, during my stay at the facility, I identified some thematic barriers for nurses who have served less than three years in the facility. These barriers are; lack of knowledge and experience, lack of self-confidence, and lack of perceived support. For instance, a lack of self-confidence influences nurses\’ ability to respond to multiple clinical challenges due to anxiety and helplessness (Yao et al., 2018). For this reason, I firmly believe that one of the solutions that can help address the problem of practice gaps in the institution is for the leadership to find educational solutions. For example, studies have shown that leadership and mentoring strengthen nurses\’ clinical practice and healthcare research (Hafsteinsdóttir et al., 2020). Therefore, I believe that the hospital\’s leadership should begin by trying to help nurses, especially those that have lasted less than three years, to develop self-confidence and to build their knowledge and skills through high-fidelity simulation education.
Additionally, building knowledge and skills and supporting nurses will give them the confidence they require and reduce the barriers to timely activation and effective use of rapid response teams. Also, receiving support from senior nurses will enable new nurses to improve their attentiveness and the ability to make immediate decisions based on their own assessment (Tang et al., 2018). Besides, the hospital\’s leadership may need to advocate for more teamwork and ensure that all nurses learn individual and team skills like communication, leadership, situation recognition, and all nurses\’ ability to activate a rapid response. This would go a long way in reducing complications and even reduce the deaths of patients going to the ICU. It would also decrease morbidities among hospitalized patients and improve overall health outcomes for the hospital\’s patients.
References
Hall, K. K., Lim, A., & Gale, B. (2020). The use of rapid response teams to reduce failure to rescue events: A systematic review. Journal of Patient Safety, 16(3 1 Suppl), S3. https://doi.org/10.1097/PTS.0000000000000748
Hafsteinsdóttir, T. B., Schoonhoven, L., Hamers, J., & Schuurmans, M. J. (2020). The leadership mentoring in nursing research program for postdoctoral nurses: A development paper. Journal of Nursing Scholarship, 52(4), 435-445. https://doi.org/10.1111/jnu.12565
Tang, C. J., Zhou, W. T., Chan, S. W. C., & Liaw, S. Y. (2018). Interprofessional collaboration between junior doctors and nurses in the general ward setting: A qualitative exploratory study. Journal of nursing management, 26(1), 11-18. https://doi.org/10.1111/jonm.12503
Yao, Y., Zhao, S., Gao, X., An, Z., Wang, S., Li, H., & Dong, Z. (2018). General self-efficacy modifies the effect of stress on burnout in nurses with different personality types. BMC health services research, 18(1), 1-9. https://doi.org/10.1186/s12913-018-3478-y