As a future advanced practice nurse, it is important that you are able to connect your classroom experience to your Practicum Experience. By applying the concepts you

As a future advanced practice nurse, it is important that you are able to connect your classroom experience to your Practicum Experience. By applying the concepts you

study in the classroom to clinical settings, you enhance your professional competency. In each of the next eight weeks, you complete a Journal entry that prompts you

to reflect on your Practicum Experiences and relate them to the material presented in the classroom.
This week, in preparation for your final Practicum Experience, you reflect on your previous clinical settings and consider what you have and have not experienced.

Ensuring a well-rounded Practicum Experience is essential, and now is the time to consider the strengths and weaknesses in your overall Practicum Experience throughout

this program.
To prepare for this course’s Practicum Experience, address the following in your Practicum Journal:
Select a nursing theory or model and explain how it will guide your clinical practice.
Develop goals and objectives for the Practicum Experience in this course. Consider the Nurse Practitioner Core Competencies, as well as your personal strengths and

weaknesses in terms of your Practicum Experiences (e.g., what have you done, what have you not done, where are your gaps, etc.).

Readings
Green, J., & Tones, K. (2010). Health promotion: Planning and strategies (2nd ed.). Thousand Oaks, CA: Sage.
Chapter 1, “Health and Health Promotion” (pp. 7–56)

This chapter explores concepts of health and health promotion. It also examines different models of health promotion, including the empowerment model.
Chapter 6, “Health Public Policy” (pp. 248–296)

This chapter examines essential components of public policy, including the role of the government and key stakeholders. It also explores the development of healthy

public policy, with an emphasis on health education, advocacy, and assessment of policy.
The Association of Faculties of Medicine of Canada. (n.d.). Basic concepts in prevention, surveillance, and health promotion. AFMC Primer on Population Health.

Retrieved from http://phprimer.afmc.ca/Part1-TheoryThinkingAboutHealth/Chapter4BasicConceptsInPreventionSurveillanceAndHealthPromotion/Thestagesofprevention

Read the section “The Stages of Prevention” only.

This article explores stages of prevention and identifies primary, secondary, and tertiary prevention interventions for individuals and populations.
Centers for Disease Control and Prevention. (2013). Behavioral risk factor surveillance system. Retrieved from http://www.cdc.gov/brfss/

This website provides articles related to health conditions and risk behaviors in the United States. The featured articles use data collected from an ongoing telephone

health survey system.
The National Organization of Nurse Practitioner Faculties. (2012). Nurse practitioner core competencies. Retrieved from

This article outlines the core competencies for nurse practitioners, including leadership, quality, policy, ethics, and independent practice competencies.
Robert Wood Johnson Foundation. (2013). Interactive map: Injury prevention in the United States. Retrieved from http://www.rwjf.org/en/about-rwjf/newsroom/newsroom-

content/2013/01/interactive-the-facts-hurt.html

This website provides an interactive map that reports on injury deaths by state. It also examines states according to the 10 key indicators of injury prevention.

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