First of all, understanding pathophysiology is vital for us to

First of all, understanding pathophysiology is vital for us to develop the critical thinking and clinical reasoning that leads to correct judgements in our nursing practices. Through this 12-weeks course of advanced pathophysiology, I have learned the physiological processes, the alterations from these processes, and the scientific concepts related these processes. I especially enjoyed learning through our case studies in weekly discussions. I believe that once I start to having clinicals, it will give me the great opportunity to apply my knowledge that I gained from this course into my clinical practice. I also expect to learn the new skills, to influence advanced nursing knowledge, and to gain experience in a new practice role as a nurse practitioner student (NPS) from the clinical practice (Phillips et al., 2020). I also expect to have a challenge for me to move from thinking as a nurse to thinking and acting as the role of NPS (Phillips et al., 2020).

As a nurse, I assess and provide care to my patients following the orders I received. As a NPS, I will expect to learn from the clinical practice: Obtaining patients’ health and history, performing physical examination, making a diagnosis, presenting my findings to my preceptor, and developing a treatment plan (Phillips et al., 2020). According to Howard and Collis (2019), performing of suturing, abscess and incision draining, pelvic examinations, prostate examinations, joint injections, and standardized patient examinations to apply critical thinking in a clinical setting are the entry-level competencies for FNP students. An on-site residency is required for us in Wilkes University nurse practitioner program prior to clinical practice. I believe that on-site residency will prepare for me to start clinical practice and clinical practice will enhance my knowledge of advanced pathophysiology through directly seeing the patients.

References

Howard, S., & Collins, T. (2019). A simulated clinical experience for nurse practitioner students to develop skill-based competencies. Journal of Nursing Education, 58(11), 674–674. https://doi.org/10.3928/01484834-20191021-12

Phillips, T. A., George, T. P., Munn, A. C., & Townsend, A. (2020). Assessing the impact of a preclinical immersion on nurse practitioner student confidence for the initial clinical experience. Nurse Educator, 46(3), 184–186. https://doi.org/10.1097/nne.0000000000000918