NRS 493 Individual Success Plan

NRS 493 Assignment: Individual Success Plan (ISP)

NRS 493 Individual Success Plan Assessment Description

The completed Individual Success Plan (ISP) signed off by the preceptor must be submitted to the digital classroom for faculty approval. Student expectations and instructions for completing the ISP document are provided on the “NRS-493 Individual Success Plan” document. Faculty must approve of the completed ISP. Obtaining preceptor feedback and signature is the responsibility of the student.

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The “NRS-493 Individual Success Plan” is a clinical document that is necessary to meet clinical requirements for this course. Therefore, the form should be submitted with the preceptor’s hand-written signature. A typed electronic signature will not be accepted.

APA style is not required, but solid academic writing is expected.

You are not required to submit this assignment to LopesWrite.

NRS 493 Individual Success Plan Sample 

REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.

P R A C T I C E   E X P E R I E N C E	Complete Contact Information
	Student Information	GCU
	Name:
	E-mail:
	Phone Number:
	Course Faculty Information	GCU
	Name:
	E-mail:
	Phone Number:
	Practicum Preceptor Information	Practice Setting
	Name:
	E-mail:
	Phone Number:

ISP Instructions

Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSNstudent, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish. NRS 493 Individual Success Plan

In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will completeeach assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A).

General Requirements

Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:

• Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.

Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).

Completing yourISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.

• Within the Individual Success Plan, ensure you identify all graded course assignments and indirect clinical assignments listed in the table on the next page.

Topic	Graded Assignment	Indirect Clinical Assignments
Topic 1	1.      Individual Success Plan 2.      Reflection Journal Entry	1.      List of potential topics for the change proposal
Topic 2	1.      Topic Selection Approval Paper 2.      Reflection Journal Entry	1.      Search the literature for supporting journal articles 2.      Summary of topic category; community or leadership
Topic 3	1.      PICOT Question Paper 2.      Reflection Journal Entry	1.      List of objectives
Topic 4	1.      Literature Evaluation Table 2.      Reflection Journal Entry	1.      List of measurable outcomes
Topic 5	1.      Reflection Journal Entry	1.      Summary of the strategic plan 2.      Midterm Evaluation Tool
Topic 6	1.      Literature Review Table 2.      Reflection Journal Entry	1.      List of resources
Topic 7	1.      Reflection Journal Entry	1.      Summary of the evaluation plan 2.      Remediation-if required
Topic 8	1.      Benchmark Written Capstone Project Change Proposal 2.      Reflection Journal Entry
Topic 9	1.      Reflection Journal Entry	1.      Professional Presentation
Topic 10	1.      Finalized ISP 2.      Scholarly Activity Summary 3.      Benchmark-Reflection Journal Summary	1.      Summary of presentation 2.      Final Clinical Evaluation Tool 3.      Practice Clinical Evaluation Tool-Agency 4.      Practice Clinical Evaluation Tool-Preceptor

Application-based Learning Course Assignments	List of Current Course Objectives	Assignment Date Due	Self-Assessment: Programmatic Domains & Competencies (see Appendix A)	Self-Assessment: GCU RN-to-BSN University Mission Critical Competencies (see Appendix A)	Date Assignment Completed
Week 1 1.      Preconference call     2.      Individual Success Plan         3.      List of Capstone Change Project Topics               4.      Reflective Journal Entry	Working together with my preceptor to undertake organizational needs assessment.     Designing a guide to support successful completion of the course.     Listing of the expected topics to be addressed by capstone change project.   Portraying skills for interprofessional collaboration from the start of the capstone project.     Submission of a reflective journal on the week’s project practice.		1:1         1:1; 2;1           1:1; 1:2; 1:3 2:1; 2:2; 2:3 3:2; 3:4             1:1; 1:2; 1:3; 1:4 2:1; 2:2; 2:3 3:2; 3:4 4:1; 4:3	MC1         MC1;MC2;MC5           MC1; MC2; MC4;MC5                 MC1; MC2; MC4; MC5
Week 2 1.      Capstone Project Topic Selection and Approval     NRS 493 Individual Success Plan                                 2.      Summary of Topic Category             3.      Reflective Journal Entry	Identification of clinical practice concerns in the hospital or community. Illustrating how the identified clinical concerns influence the nursing practice. Creation of an intervention to deal with the identified clinical issue. Demonstrating how the intervention is likely to influence nursing practice.   Portraying interprofessional potential in the development of planned change project.     Submission of a reflective journal on the week’s project practice.		1:1; 1:2; 1:3; 1:4 2:1; 2:2; 2:3 5:1; 5:4                           1:2; 1:3; 1:4 2:3 3:2 5:2; 5:4       1:1; 1:2; 1:3; 1:4 2:1; 2:2; 2:3 3:2; 3:4 4:1; 4:3	MC1; MC2; MC3; MC4; MC5.                             MC1; MC2; MC5                 MC1; MC2; MC4; MC5.
Week 3 1.      PICOT Question paper         2.      List of Objectives                           3.      Reflective Journal Entry	Creation of a PICOT question detailing the proposed nursing intervention for EBP project.     Highlighting the goals of the capstone project. Exhibiting inter-professional collaboration in the development of the change planned project. Implementing evidence-based research to provide the foundation and sustenance of the planned change proposal.     Submission of a reflective journal on the week’s project practice.		1:1; 1:2; 1:3; 1:4; 1;5 2:1; 2:2; 2:3       1:1; 1:2; 1:3; 1:4 2:1; 2:2; 2:3 3:2; 3:4 4:1; 4:3                       1:1; 1:2; 1:3; 1:4 2:1; 2:2; 2:3 3:2; 3:4 4:1; 4:3	MC1; MC2; MC3; MC4; MC5         MC1; MC2; MC4                             MC1; MC2; MC4; MC5
Week 4 1.      Literature Evaluation Table                                           2.      List measurable outcomes                           3.      Reflective Journal Entry	Proposing strategies for effective realization of the project intervention.   Demonstrating clinical judgment, inter-professional thinking, and patient-centered care to guide project planning, implementation, and evaluation of health outcomes.   Reviewing EBP research and other applicable resources to guide the development of the change project.   Demonstrating competency in assessment of levels of evidence.   Listing measurable outcomes for the proposed intervention in the change proposal. Identification of a change or nursing theory to foster the selected nursing intervention. Exhibiting inter-professional collaboration in the creation of the change planned project.     Submission of a reflective journal on the week’s project practice.		1:1; 1:2; 1:3; 1:4 2:1; 2:2; 2:3 3:2; 3:4 4:1; 4:3 5:1; 5:3; 5:4                                     1:1; 1:2; 1:3; 1:4; 1:5 2:1; 2:2; 2:3; 2:4 4:1; 4:3 5:1; 5:4                     1:1; 1:2; 1:3; 1:4 2:1; 2:2; 2:3 3:2; 3:4 4:1; 4:3	MC1; MC2; MC3; MC4; MC5                                           MC1; MC2; MC3; MC4                             MC1; MC2; MC4; MC5
Week 5 1.      Summary of the Strategic Plan                                             2.      Midterm Assessment Tool         3.      Reflective Journal Entry	Evaluating the organizational culture and environment to determine potential project implementation barriers.   Conducting organizational and community assessment to recognize key stakeholders.   Developing a strategic plan that highlights the procedure of integrating proposed intervention into the EBP project.   Demonstrating inter-professional collaboration in the development of the change planned project.     Creating the midterm evaluation tool       Submission of a reflective journal on the week’s project practice.		1:1; 1:2; 1:3; 1:4; 1:5 2:1; 2:2; 2:3; 2:4 4:1; 4:3 5:1; 5:4                                       1:1; 1:2; 1:3; 1:4; 1:5 2:1; 2:2; 2:3; 2:4 4:1; 4:3 5:1; 5:4   1:1; 1:2; 1:3; 1:4 2:1; 2:2; 2:3 3:2; 3:4 4:1; 4:3	MC1; MC2; MC3; MC4                                               MC1; MC2; MC3; MC4           MC1; MC2; MC4; MC5
Week 6 1.      Literature Review Table                             2.      List of project resources             3.      Reflective Journal Entry	Investigating data on EBP research to promote the development of the capstone project.   Developing a plan to review different literature sources to assist in the development of the proposed change project.   Demonstration of inter-professional collaboration in the development of the change planned project.   Listing  resources that are needed  in the implementation of the proposed change, anchored on the results of evaluation of strategic plan   Submission of a reflective journal on the week’s project practice.		1:1; 1:2; 1:3; 1:4 2:1; 2:2; 2:3 3:2; 3:4 4:1; 4:3                       2.1; 2.2; 2.3 3.1; 3.2; 3.3; 3.4 4.1; 4.2; 4.3       1:1; 1:2; 1:3; 1:4 2:1; 2:2; 2:3 3:2; 3:4 4:1; 4:3	MC1, MC2, MC5                               MC1; MC2; MC4; MC5               MC1; MC2; MC3; MC4
Week 7 1.      Project Evaluation Plan                                                 2.      Reflective Journal Entry	Development of plans for integrating the change project into leadership.   Selection of the principles for evaluating the identified nursing intervention.   Provision of a review of the assessment plan.   Demonstration of inter-professional collaboration in the development of the change planned project.   Exhibiting clinical judgment, patient-centered care, and inter-professional thinking, to guide planning, implementation, and evaluation of health outcomes.       Submission of a reflective journal on the week’s project practice.		1:1; 1:2; 1:3; 1:4 2:1; 2:2; 2:3 3:2; 3:4 4:1; 4:3 5:1; 5:3                                           1:1; 1:2; 1:3; 1:4 2:1; 2:2; 2:3 3:2; 3:4 4:1; 4:3	MC1; MC2; MC4; MC5                                                   MC1; MC2; MC4; MC5
Week 8 1.      Benchmark Written Capstone Project Change Proposal                                                     2.      Reflective Journal Entry	Provision of a detailed written change project based on components identified in the topics previously discussed.   Recommendation of plans for reviewing the proposed nursing intervention.   Selection of a nursing or change theory in the proposed project.   Proposing possible barriers to the implementation of the project.   Identification of strategies for dealing with the barriers to project implementation.   Utilization of clinical judgment, patient-centered care, and inter-professional thinking, to guide planning, implementation, and evaluation of health outcomes.   Submission of a reflective journal on the week’s project practice		1:1; 1:2; 1:3; 1:4 2:2; 2:2; 2:3 3:2; 3:4 4:1; 4:3 5:1; 5:3; 5:4                                                   1:1; 1:2; 1:3; 1:4 2:1; 2:2; 2:3 3:2; 3:4 4:1; 4:3	MC1; MC2; MC4; MC5                                                           MC1; MC2; MC4; MC5
Week 9 1.      Professional Presentation         2.      Reflective Journal Entry	Designing of strategies for professional presentation to disseminate the proposed change project.   Submission of a reflective journal on the week’s project practice		2.1; 2.2; 2.3 3.1; 3.2; 3.3; 3.4 4.1; 4.2; 4.3     1:1; 1:2; 1:3; 1:4 2:1; 2:2; 2:3 3:2; 3:4 4:1; 4:3	MC1; MC2; MC4           MC1; MC2; MC4; MC5
Week 10 1.      Project Evaluation and Dissemination                               2.      Final Clinical Evaluation Tool         3.      Finalized ISP           4.      Practice Clinical Evaluation Tool-Agency       5.      Final Evaluation of Student by Preceptor       6.      Final Reflective Journal Entry	Presentation of the proposed EBP project to different leaders in the inter-professional team for appraisal.   Submission of a summary of the presentation.   Demonstrate use of clinical judgment, patient-centered care, and interprofessional thinking, to guide planning, implementation, and evaluation of health outcomes.     Utilization of the completed clinical assessment tool.         Demonstrate the grasp of the course objectives through presentation of a written final ISP.     Ensuring that the nursing practice clinical evaluation tool is filled by the agency.   Liaising with the preceptor to fill the nursing practice clinical evaluation tool.     Submission of a final practice reflection that summarizes the whole practicum reflective journal entries.		1:1; 1:2; 1:3; 1:4 2:1; 2:2; 2:3 3:2; 3:4 4:1; 4:3 5:1; 5:3; 5:4                         1:1; 1:2; 1:3; 1:4 2:1; 2:2; 2:3 3:2; 3:4 4:1; 4:3 5:1; 5:3; 5:4     1:2; 1:3; 1:4 2:1; 2:3 3:2 4:3     1:1; 1:2; 1:3; 1:4 2:1; 2:2; 2:3 3:2; 3:4 4:1; 4:3   1:1; 1:2; 1:3; 1:4 2:1; 2:2; 2:3 3:2; 3:4 4:1; 4:3     1:1; 1:2; 1:3; 1:4 2:1; 2:2; 2:3 3:2; 3:4 4:1; 4:3 5:1; 5:3; 5:4	MC1; MC2; MC4; MC5                                 MC1; MC2; MC4; MC5             MC1; MC2; MC5           MC1, MC2, MC5         MC1, MC2, MC5           MC1; MC2; MC4; MC5

NRS 493 Individual Success Plan By typing in his/her signature below, the student agrees to have read, understood, and be accountable for the instructions, assignments, and hours shown above and that all questions have been satisfactorily answered by the faculty.

Preceptors will sign upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.

Student Signature
Name:
Date:
Preceptor Signature [Upon Initiation of Course]
Name:
Date:
Preceptor Signature [Upon Completion of Course]
Name:
Date:

APPENDIX A:

GCU RN-to-BSN Domains & Competencies

1. University’s Mission Critical Competencies

How does this Individual Success Plan support the GCU Mission?

MC1: Effective Communication: Therapeutic communication is central to baccalaureate nursing practice. Students gain an understanding of their ethical responsibility and how verbal and written communication affects others intellectually and emotionally. Students begin to use nursing terminology and taxonomies within the practice of professional and therapeutic communication. Courses require students to write scholarly papers, prepare presentations, develop persuasive arguments, and engage in discussion that is clear, assertive, and respectful.

MC2: Critical Thinking: Courses require students to use critical thinking skills by analyzing, synthesizing, and evaluating scientific evidence needed to improve patient outcomes and professional practice.

MC3: Christian Worldview: Students will apply a Christian worldview within a global society and examine ethical issues from the framework of a clearly articulated system of professional values. Students will engage in discussion of values-based decisions made from a Christian perspective.

MC4:Global Awareness, Perspectives, and Ethics: The concept of global citizenship is introduced to baccalaureate students in the foundational curriculum. Some courses will focus on the human experience across the world health continuum. The World Health Organization (WHO) definitions of health, health disparities, and determinants of health are foundational to nursing practice.

MC5: Leadership: Students are required to develop skills and knowledge associated with their professional role. Courses require students to develop self-leadership skills such as time management, setting priorities, self-control, and evaluation of their abilities and performance.

1. Domains and Competencies

How does this Individual Success Plan support the Program Domains and Competencies?

Domain 1: Professional Role

Graduates of Grand Canyon University’s RN-BSN program will be able to incorporate professional values to advance the nursing profession through leadership skills, political involvement, and life-long learning.

Competencies:

1.1:      Exemplify professionalism in diverse health care settings.

1.2:      Manage patient care within the changing environment of the health care system.

1.3:      Exercise professional nursing leadership and management roles in the promotion of patient safety and quality care.

1.4:      Participate in health care policy development to influence nursing practice and health care.

1.5:      Advocate for autonomy and social justice for individuals and diverse populations.

NRS 493 Individual Success Plan Domain 2: Theoretical Foundations of Nursing Practice

Graduates of Grand Canyon University’s RN-BSN program will have acquired a body of nursing knowledge built on a theoretical foundation of liberal arts, science, and nursing concepts that will guide professional practice.

Competencies:

2.1:      Incorporate liberal arts and science studies into nursing knowledge.

2.2:      Comprehend nursing concepts and health theories.

2.3:      Understand and value the processes of critical thinking, ethical reasoning, and decision making.

Domain 3: Nursing Practice

Graduates of Grand Canyon University’s RN-BSN program will be able to utilize the nursing process to provide safe quality care based on nursing best practices.

Competencies:

3.1:      Utilize the nursing process to provide safe and effective care for patients across the lifespan

3.2:      Implement patient care decisions based on evidence-based practice.

3.3:      Provide individualized education to diverse patient populations in a variety of health care settings.

3.4:      Demonstrate professional standards of practice.

Domain 4: Communication/Informatics

Graduates of Grand Canyon University’s RN-BSN program will be able to manage information and technology to provide safe quality care in a variety of settings. In addition, graduates will be able to communicate therapeutically and professionally to produce positive working relationships with patients and health care team members.

Competencies:

4.1:      Utilize patient care technology and information management systems.

4.2:      Communicate therapeutically with patients.

4.3:      Promote inter-professional collaborative communication with health care teams to provide safe and effective care.

Domain 5: Holistic Patient Care

Graduates of Grand Canyon University’s RN-BSN program will be able to provide holistic individualized care that is sensitive to cultural and spiritual aspects of the human experience.

Competencies:

5.1:      Understand the human experience across the health-illness continuum.

5.2:      Assess for the spiritual needs and provide appropriate interventions for individuals, families, and groups.

5.3:      Provide culturally sensitive care.

5.4:      Preserve the integrity and human dignity in the care of all patients.