Practicumexperiences can also be referred to as field exposure. It givesstudents the opportunity to identify and document the way workingprofessionals are able to execute their responsibilities. Thestudents are also allowed to participate in performing some of thetasks for a particular period. The program professors observe andsupervise the students during the practicum experience (Tillema,Westhuizen, & Smith, 2015).
Asa practicum student in one of the biggest clinical institution, Igained the understanding of clinical training. An exposure in thefield is integral for the understanding of clinical training (Amett,2011). The practicum instilled in me a deeper understanding of thepatients. I participated in various activities in the researchinstitution which imparted in me skills that were crucial inrealizing my professional goals.
Iengaged in several meetings which were mostly interviews thatresulted in new discoveries. The experience allowed me to integratethe theoretical and practical aspects of the training. All studentsin the institution enjoy an inclusive environment through thedevelopment of an authentic relationship. Students familiarizethemselves through professional collaboration and consultation(Eyers, 2012).
Throughseveral personal discussions with my supervisor, I acquired theknowledge and skills related to my developmental needs as a student.My practicum experience in the institution changed my perspective ofhow I used to understand clinical education. I was equally introducedto different ways in which diversity works.
Therefore,the practicum experience helped me understand my professional goalsand what it would take to achieve them. The relationship that Iestablished with my supervisor reinforced my understanding of thementor-mentee relationship. The relationship has been essential in mylearning experience and shaped my professional pursuit.
Practicumexperience gives real world experience to individuals attempting topursue a particular study. It provides students with the skills ofmentoring, enables them to apply the class knowledge, and becomeprofessionals (Lave, 2013).
Arnett, S. (2011). Impact of an early field experience. Cambridge: Cambridge University.
Eyers, V. (2012). Guidelines for quality in the practicum. Chicago: University of Chicago.
Lave, J. (2013). Situated learning: Legitimate peripheral participation. New York: Guilford.
Tillema, H., Westhuizen, G., Smith, K. (2015). Mentoring for learning: Climbing the mountain. Norway: Springer.