NRS-465 Individual Success Plan

REQUIRED PRACTICE HOURS:

100 direct clinical experience (50 hours community/50 hours leadership)
25 indirect care experience hours

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	Student Information	GCU
	Name:	John Doe
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	Course Faculty Information	GCU
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	Practicum Preceptor Information	Practice Setting
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ISP Instructions

Use this form to develop your Individual Success Plan (ISP) for NRS-465, the Applied Evidence-Based Project and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, need 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.

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 care experience hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. By the end of the course, your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains and 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 and Competencies (Appendix A) related to this course.
The major deliverables of the course are listed. Show the topic/course objectives that apply to each deliverable and align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).
Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time or time spent with your preceptor outside of scheduled practicum experience time at the practicum site.
Within the Individual Success Plan, ensure you identify all graded course assignments and indirect care experience assignments listed in the table on the next page.

Topic	Graded Assignment	Indirect Care Experience Assignments
Topic 1	1. Individual Success Plan (ISP)	1. List of potential topics for the change proposal
Topic 2		1. Search the literature for supporting journal articles 2. Topic selection based on assessment of clinical site
Topic 3	1. PICOT Question Development 2. Reflection Journal Entry	1. Search the literature for supporting journal articles
Topic 4	1. Literature Evaluation Table
Topic 5		1. Implementation Plan with objectives and measurable outcomes taking into account sociocultural and linguistic considerations 2. Midterm Clinical Evaluation Tool
Topic 6	1. Literature Review	1. List of resources
Topic 7	1. Reflection Journal Entry	1. Development of evaluation plan 2. Remediation-if required
Topic 8	1. Written Capstone Project Change Proposal
Topic 9	1. Reflection Journal Entry	1. Professional Presentation development
Topic 10	1. Finalized ISP 2. Scholarly Activity Summary 3. Benchmark – Reflection Journal Summary	1. Dissemination reflection 2. Final Clinical Evaluation Tool 3. Practice Clinical Evaluation Tool-Student Evaluation of Preceptor and Site

Application-based Learning Course Assignments	List of Current Course Objectives	Assignment Date Due	Self-Assessment: Programmatic Domains and Competencies (see Appendix A)	Self-Assessment: GCU RN-to-BSN University Mission Critical Competencies (see Appendix A)	Date Assignment Completed
Completion of ISP	Create a plan for successful course completion. Propose possible topics for a capstone project change proposal based on a community needs assessment. Collaborate with a preceptor on a capstone project change proposal		1.3, 2.8, 3.2, 3.5, 6.1, 6.2, 6.3, 6.4, 9.4, 9.6, 10.1, 10.2	MC1; MC2
Capstone Project Topic Selection and Approval	Identify a clinical practice problem or an organizational issue within a community clinical practice setting. Discuss the implications a clinical practice problem or issue has on nursing practice.		1.3, 3.1, 3.2, 3.3, 3.5, 4.1, 4.2, 5.1, 6.4, 7.1, 7.3, 9.1, 9.2, 9.3, 9.4, 9.6,	MC1; MC2; MC3; MC4; MC5
PICOT Question Development	Develop a PICOT question for an identified nursing practice problem or issue.		3.1, 3.2, 3.3, 3.5, 4.1, 4.2, 5.1, 6.3, 6.4, 7.1, 7.2, 7.3, 9.1, 9.2, 9.3	MC1; MC2; MC3; MC4; MC5
Topic 3 Reflection Journal	Explain how self-reflection supports ethical comportment and moral courage in decision-making.		1.3, 6.3, 9.6, 10.1, 10.2	MC1; MC2; MC 5
Literature Evaluation Table	Synthesize discovered evidence-based research data for supporting the capstone project change proposal.		1.3, 3.1, 3.2, 3.3, 3.5, 4.1, 4.2, 5.1, 7.1, 7.3, 9.1, 9.2, 9.3, 9.4, 9.5, 9.6	MC1; MC2; MC4; MC5
Implementation Plan	Discuss steps for implementing a proposed nursing practice intervention for a capstone change proposal. Discuss the impact of a proposed nursing practice intervention. Develop a solution for addressing a clinical practice issue to improve patient outcomes.		1.3, 3.1, 3.2, 3.3, 3.5, 4.1, 4.2, 5.1, 6.4, 7.1, 7.3, 9.1, 9.2, 9.3, 9.4, 9.5, 9.6	MC1; MC2; MC3; MC4
List of Resources	Select resources essential for a change proposal in collaboration with a clinical site preceptor. Describe how leadership and economic models of health care improve patient outcomes		1.3, 3.5, 4.1, 4.2, 5.1, 9.5, 9.6	MC1; MC2; MC4;
Literature Review	Synthesize evidence-based research for a capstone project.		1.3, 4.1, 4.2, 5.1, 9.4, 9.5	MC1; MC2; MC4; MC5
Topic 7 Reflection Journal	Reflect on practicum experience for personal and professional growth as a health care professional.		1.3, 2.8, 4.1, 4.2, 6.3, 7.1, 7.3, 10.1, 10.2	MC1; MC2; MC5
Evaluation Plan	Create a plan for evaluating outcomes of a proposed nursing practice intervention for a change proposal. Explain how economics, policy, and regulatory requirements impact care outcomes		1.3, 3.2, 3.3, 4.1, 4.2, 5.1, 6.3, 7.1, 7.3, 9.3, 9.4, 9.5	MC1; MC2; MC4; MC5
Written Capstone Project Change Proposal	Synthesize components of a project change proposal into a culminating project. Identify potential barriers to the implementation of a change proposal. Propose solutions for overcoming potential barriers		1.3, 2.5, 2.8, 3.5, 4.1, 4.2, 5.1, 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 8.1, 8.3, 9.1, 9.2, 9.3, 10.1, 10.2	MC1; MC2; MC3; MC4; MC5
Topic 9 Reflection Journal	Reflect on practicum experience for personal and professional growth as a health care professional.		1.3, 2.8, 4.2, 6.3, 7.1, 7.3, 10.1, 10.2	MC1; MC2; MC5
Presentation Development	Design a professional presentation for the dissemination of the capstone project change proposal		1.3, 2.5, 2.8, 3.5, 4.1, 4.2, 5.1, 6.1, 6.2, 6.3, 6.4, 8.1, 8.3, 9.5, 9.6, 10.1, 10.2	MC1; MC2; MC3; MC4; MC 5
Presentation Dissemination and Reflection	Demonstrate interprofessional collaboration and respect for the perspectives of other professionals in the dissemination of the capstone project change proposal. Reflect on the presentation of the capstone project change proposal.		1.3, 3.4, 4.2, 5.1, 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 8.1, 8.3, 9.3, 9.4, 9.5, 9.6, 10.1, 10.2	MC1; MC2; MC3; MC4; MC 5
Scholarly Activity Summary	Demonstrate interprofessional collaboration and respect for the perspectives of other professionals in the dissemination of the capstone project change proposal. Disseminate a proposed change proposal for an identified nursing issue or problem		1.3, 2.5, 9.2, 9.3.	MC1; MC2; MC5
Clinical Practice Hours	Demonstrate self-efficacy consistent with one’s professional development.		1.3, 2.5, 9.2, 9.3.	MC1; MC2; MC5
Midterm and Final Clinical Evaluation Tool Completion	Demonstrate self-efficacy consistent with one’s professional development.		1.3, 2.5, 4.2, 6.4, 7.1, 7.2, 7.3	MC1; MC2; MC5
Student Evaluation of Preceptor and Agency	Demonstrate self-efficacy consistent with one’s professional development.		1.3, 2.8, 4.1, 4.2, 6.4, 9.1, 9.5, 9.6, 10.2	MC1; MC2; MC5

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 completed with your guidance.

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

The “NRS-465 Individual Success Plan” is a clinical document that is necessary to meet clinical requirements for this course. Therefore, this form should be submitted with the preceptor’s hand-written signature. A typed electronic signature will not be accepted. It is acceptable for the student to type his/her signature as noted above.

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APPENDIX A:

GCU RN-to-BSN Domains and Competencies

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.

Domains and Competencies

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

Domain 1: Knowledge for Nursing Practice

1.3: Demonstrate clinical judgment founded on a broad knowledge base. [AACN 1.3a, 1.3b, 1.3c] – Benchmark

Domain 2: Person-Centered Care

2.5: Develop a plan of care. [AACN 2.5d] – Benchmark

2.8: Promote self-care management. [AACN 2.8d]

Domain 3: Population Health

3.1: Manage population health. [AACN 3.1a, 3.1b, 3.1c, 3.1f, 3.1g]

3.2: Engage in effective partnerships. [AACN 3.2a, 3.2b]

3.3: Consider the socioeconomic impact of the delivery of health care. [AACN 3.3b]

3.5: Demonstrate advocacy strategies. [AACN 3.5a, 3.5b, 3.5c, 3.5d]

Domain 4: Scholarship for the Nursing Discipline

4.1: Advance the scholarship of nursing. [AACN 4.1a, 4.1b, 4.1c, 4.1d, 4.1e, 4.1f, 4.1g] – Benchmark

4.2: Integrate best evidence into nursing practice. [AACN 4.2a, 4.2b, 4.2c, 4.2d, 4.2e] – Benchmark

Domain 5: Quality and Safety

5.1: Apply quality improvement principles in care delivery. [AACN 5.1a, 5.1c, 5.1f, 5.1g, 5.1h] – Benchmark

Domain 6: Interprofessional Partnerships

6.1: Communicate in a manner that facilitates a partnership approach to quality care delivery. [AACN 6.1a, 6.1b]

6.2: Perform effectively in different team roles, using principles and values of team dynamics. [AACN 6.2d]

6.3: Use knowledge of nursing and other professions to address healthcare needs. [AACN 6.3a, 6.3b, 6.3c] – Benchmark

6.4: Work with other professions to maintain a climate of mutual learning, respect, and shared values. [AACN 6.4a, 6.4b, 6.4d] – Benchmark

Domain 7: Systems-Based Practice

7.1: Apply knowledge of systems to work effectively across the continuum of care. [AACN 7.1a, 7.1d] – Benchmark

7.2: Incorporate consideration of cost-effectiveness of care. [AACN 7.2b, 7.2d, 7.2e, 7.2f] – Benchmark

7.3: Optimize system effectiveness through application of innovation and evidence-based practice. [AACN 7.3a, 7.3c] – Benchmark

Domain 8: Informatics and Healthcare Technologies

8.1: Describe the various information and communication technology tools used in the care of patients, communities, and populations. [AACN 8.1a, 8.1b]

8.3: Use information and communication technologies and informatics processes to deliver safe nursing care to diverse populations in a variety of settings. [AACN 8.3a, 8.3d]

Domain 9: Professionalism

9.1: Demonstrate an ethical comportment in one’s practice reflective of nursing’s mission to society. [AACN 9.1b, 9.1d]

9.2: Employ participatory approach to nursing care. [AACN 9.2g]

9.3: Demonstrate accountability to the individual, society, and the profession. [AACN 9.3a, 9.3d, 9.3e, 9.3h]

9.5: Demonstrate the professional identity of nursing. [AACN 9.5d]

9.6: Integrate diversity, equity, and inclusion as core to one’s professional identity. [AACN 9.6b] – Benchmark

Domain 10: Personal, Professional, and Leadership Development

10.2: Demonstrate a spirit of inquiry that fosters flexibility and professional maturity. [AACN 10.2a, 10.2b, 10.2c, 10.2d]

10.3: Develop capacity for leadership. [AACN 10.3c, 10.3d, 10.3e, 10.3f, 10.3g, 10.3h]