Bon Secours Memorial College of nursing has provided me with a

wealth of practical experiences. Eight separate clinical classes, totaling

more than 900 hours, and fifteen simulations in the schools state-of-

the-art simulation labs have shaped me into a confident prospective

RN. As capable as I feel now however, I remember like it was

yesterday, the trepidation I experienced the first time I entered a

patients room.

My first clinical was called Nursing Competencies, and un-

affectionately dubbed, bed, bath, and beyond. I got my feet wet,

sometime literally, into the basics of floor nursing. I began to learn

assessment skills and safety measures. I learned how to administer

intramuscular and subcutaneous injections, and some basic charting.

Back then, emptying a foley was serious business, and I remember

thinking the prospect of changing a bed with someone still in it was

some kind of joke.

Adult Nursing science and Competencies II were much more

involved. In ANS I, I was assigned my own patients and had the

opportunity to build my skill set. I learned how to time manage on a

busy step down unit, how to start IVs, administer medications, chart

assessments, and much more. In Competencies one, I learned about

blood administrations, pneumonia and sepsis. I was taught how to

safely administer IV medications, manage COPD exacerbations, and

approach end of life situations. The competencies curriculum was back

by simulations in which we had the opportunity to practice the skills we

had learned during recorded senarios. These simulations included and

IV medication administration, blood administration, pneumonia

admission, adult prioritization and an end of life care. The simulations

gave me a lot of anxiety during the program, but I always surprised

myself by the appropriate choices I made, and conclusions I arrived at,

while operating in such a high-pressure environment. Despite my

growing knowledge base and increasing freedom in the clinical setting,

I remained task oriented and clung to procedure books and policies to

guide my practice.

Adult nursing science II was a game changer. For the first time I

had true independence during clinical to really learn, and a professor

who pushed me to believe in myself. My confidence grew exponentially.

I fell in love with that autonomy, and especially with critical care

nursing during that semester. I felt comfortable administering most

medications, could chart with minimal correction from my instructor,

and began seeing my patients and their health problems in a broader,

more holistic way.

My mental health, OB, and pediatric clinical classes exposed me

to the seemingly infinite avenues a nursing career can take. The nature

of the patient populations I saw enabled me to provide patient

education and build meaningful relationships with patients in a much

more in-depth way than I had previously. Slowly, but surely I became
less task oriented more fluid and goal oriented in my practice.

Simulations re-enforced the didactic and clinical lessons I was taught. I

had the opportunity to experience what a schizophrenic patient might

while attempting to perform simple, every day tasks. I wore

headphones with recorded voices that said terrible things to me while I

was prompted to perform simple math, answer current event

questions, and carry on a conversation. The simulation was powerful

and very moving as I was virtually unable to function. An asthma

exacerbations, DKA, RSV and prioritization simulation reinforced my

pediatric education. My OB class was enhanced by similar simulation

opportunities to include a precipitous birth and hemorrhage, a labor

and delivery, and an LGA birth. The opportunity to work through these

senarios in the safety of the simulation lab helped me to feel more

comfortable when presented with similar situations while in the

hospital.

My immersion experience, and final clinical was unlike any other,

and by far the most impactful. Immersion gave me the opportunity to

work one on one with an assigned preceptor, nurse for full 12 hour

shifts, and practice independently for the first time. The relationship I

built with my preceptor facilitated my learning, helped me to develop

my critical thinking skills and begin to trust my self as a practitioner. I

strengthened my time management and assessment skills as I

assumed total care of my assigned patients. I improved the

thoroughness of my charting and the effectiveness of my

communication skills by communicating with other nurses and the

interdisciplinary team.

My numerous clinical opportunities proved to be invaluable

additions to my nursing education. I am a tactile learner, so having the

opportunity to apply what I learned in lecture into practice clinical

amplified my understanding and helped me to build my clinical

knowledge base. I have a lot still left to learn as I begin my nursing

career, but I feel confident that the growth and development I have

accomplished while in nursing school has prepared me for this

challenge.