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Clinical Rotation Reflection

Clinical rotations are instrumental for my nursing education and career because they have enabled me to integrate theoretical knowledge with practical skills. As a result, they have improved my competence in handling moderate and extremely challenging situations in various healthcare settings. One of the most interesting clinical rotations is the one I have just finished, which have made me consider collaboration as an important aspect of managing patients. In this paper, I will explain what resources I have found useful at the doctor’s office as a clinical setting, my collaboration with a physician during the rotation, and the role change from an experienced registered nurse to a novice nurse practitioner, as well as will discuss one interesting experience from the practicum.


During my clinical rotation, I found two resources at the doctor’s office useful. They were indispensable in delivering proper medical and nursing care. In my career as a skilled registered nurse, I have often performed physical examinations and taken patient history to make appropriate nursing diagnoses. However, the doctor as the first resource enabled me to learn how to do it based on patient symptoms, which are necessary for the right diagnosis, as emphasized by Lipsky et al. (2012). Moreover, charts at the doctor’s office helped me in diagnostics as well. Thus, the office has resources useful for any nurse seeking to come up with appropriate clinical and nursing diagnoses.

During the rotation, I collaborated with other staff members and encountered different situations that motivated and challenged me. A positive interaction involved the doctor who was willing to teach me. He did not seem tired when I asked any questions that could help me diagnose patients clinically. He also advised me on the prescription of drugs. Zakerimoghadam, Ghiyasvandian, and Leili (2015) contend that this collaboration is essential since it guarantees patient satisfaction. Therefore, I believe the skills I have learned are critical in delivering competent nursing care. The challenge that faced and demotivated me involved one of the nurses in the clinic who expected me to perform duties competently, yet I was learning. In spite that negative interaction, I recognize that people have different personalities and that I have to consider them to qualify as a nurse practitioner.

I noticed that transitioning from a qualified registered nurse to a novice nurse practitioner came with the challenge of employing competent critical thinking skills. In some cases, I had to make diagnoses independently. Thomas et al. (2012) ascertain that it is one of the core competencies of nurse practitioners. In the process, I noticed that I needed to employ critical thinking skills continuously. This obligation was not easy, and I had to read and practice more to master it.

One interesting experience I have learned from the rotation is the benefit of on-the-job training. When attending to some patients, the doctor managed them in a shorter time after referring to the notes I had taken regarding patient history. He also delegated to me some clinical duties that he had taught me, such as drug prescription, which enabled to serve many patients in a short period. Consequently, I noticed that on-the-job-learning saved time and ensured efficient service delivery.

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To develop various competencies that are necessary for transitioning from a registered nurse to a novice nurse practitioner, the application of theory in practice is inevitable. Doing so, nurses have to collaborate with other clinicians to ensure adequate service delivery. During my clinical rotation, I worked with the doctor, who mentored me to deliver various healthcare services to patients. Besides encountering negative experience, I have learned much about work at the office of the doctor that I can apply in my subsequent patient care as a nurse practitioner.

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