Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success
REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.
NRS-493 Individual Success Plan
REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.
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P R A C T I C E E X P E R I E N C E |
Complete Contact Information |
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Student Information |
GCU |
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Course Faculty Information |
GCU |
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Phone Number: |
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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-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, 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.
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 complete each 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 your ISP 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.
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Topic |
Graded Assignment |
Indirect Clinical Assignments |
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Topic 1 |
1. Individual Success Plan 2. Reflection Journal Entry |
1. List of potential topics for the change proposal |
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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 |
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Topic 3 |
1. PICOT Question Paper 2. Reflection Journal Entry |
1. List of objectives |
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Topic 4 |
1. Literature Evaluation Table 2. Reflection Journal Entry |
1. List of measurable outcomes |
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Topic 5 |
1. Reflection Journal Entry |
1. Summary of the strategic plan 2. Midterm Evaluation Tool |
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Topic 6 |
1. Literature Review Table 2. Reflection Journal Entry |
1. List of resources |
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Topic 7 |
1. Reflection Journal Entry |
1. Summary of the evaluation plan 2. Remediation-if required |
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Topic 8 |
1. Benchmark Written Capstone Project Change Proposal 2. Reflection Journal Entry |
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Topic 9 |
1. Reflection Journal Entry |
1. Professional Presentation |
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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 |
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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 |
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.
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Student Signature |
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Date: |
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Preceptor Signature [Upon Initiation of Course] |
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Name: |
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Date: |
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Preceptor Signature [Upon Completion of Course] |
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Name: |
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Date: |
© 2015. Grand Canyon University. All Rights Reserved.
© 2015. Grand Canyon University. All Rights Reserved.
APPENDIX A:
GCU RN-to-BSN Domains & Competencies
A. 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.
B. 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.
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 interprofessional 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.
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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
Preconference Call 8/16/2020 1:1 MC1
Develop Individual Success Plan
Create a plan for successful completion of the course.
8/16/2020 1:1; 2:1 MC1;MC2; MC5
Identify Capstone Change Project Topics
Demonstrate interprofessional collaboration during the creation of the capstone project change proposal.
8/16/2020 1:1; 1:2; 1:3
2:1; 2:2; 2:3
3:2; 3:4
MC1; MC2; MC4;MC5
Reflective Journal Writing Integrate reflective practice in the form of a reflective journal.
8/16/2020 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
MC1; MC2; MC4; MC5
Week 2
Capstone Topic Summary
community or leadership
Demonstrate interprofessional collaboration during the creation of the capstone project change proposal.
8/23/2020 1:2; 1:3; 1:4
2:3
3:2
5:2; 5:4
MC1; MC2; MC5
Capstone Project Topic Selection and Approval
search the literature for supporting journal articles
Demonstrate interprofessional collaboration during the creation of the capstone project
8/23/2020 1:1; 1:2; 1:3; 1:4
2:1; 2:2; 2:3
5:1; 5:4
MC1; MC2; MC3; MC4; MC5
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change proposal.
Develop a solution to address a clinical practice issue to improve patient outcomes.
Connect the developed solution of a clinical practice issue with how it will affect nursing practice.
Identify a clinical practice problem or an organizational issue within a community clinical practice setting.
Connect the identified clinical practice problem or organization issue to the implications it would have on nursing practice.
Reflective Journal Writing Integrate reflective practice into the practicum reflective journal.
8/23/2020
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
MC1; MC2; MC4; MC5
Week 3
Develop PICOT question and write paper
Create a PICOT question incorporating an evidence-based nursing practice
8/30/2020 1:1; 1:2; 1:3; 1:4; 1;5
2:1; 2:2; 2:3
3:1; 3:2; 3:4
MC1; MC2; MC3; MC4; MC5
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intervention. 4:1; 4:3
5:1; 5:4
Benchmark – Capstone Change Project Objectives
list of objectives
Critique evidence- based research to support the development of the capstone project change proposal.
Create objectives for an evidence-based nursing practice change proposal.
Demonstrate interprofessional collaboration during the creation of the capstone project change proposal.
8/30/2020 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
MC1; MC2; MC3; MC4
Reflective Journal Writing Integrate reflective practice into the practicum reflective journal.
8/30/2020 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
MC1; MC2; MC4; MC5
Week 4
Literature Evaluation Table Synthesize evidence- based research data to support the development of the capstone project change proposal.
09/06/2020 1:3; 1:4; 1:5
2:1; 2:2; 2:3
4:1
MC1; MC2; MC4; MC5
Capstone Change Project Outcomes
list of measurable outcomes
Identify a change or nursing theory to support the nursing intervention for the capstone project
09/06/2020 1:1; 1:2; 1:3; 1:4; 1:5
2:1; 2:2; 2:3; 2:4
4:1; 4:3
MC1; MC2; MC3; MC4
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change proposal.
Write measurable outcomes for the evidence-based nursing practice intervention used in the capstone project change proposal.
Demonstrate interprofessional collaboration during the creation of the capstone project change proposal.
5:1; 5:4
Reflective Journal Writing Integrate reflective practice into the practicum reflective journal.
09/06/2020 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
Week 5
Practice Experience Mid- Conference
09/13/2020 1:1 MC1
Midterm Evaluation of Student
09/13/2020
Clinical Practice Experience Remediation – if required
09/13/2020
Strategic Plan Summary Assess the organization and community for key stakeholders.
Assess the culture of the organization for potential challenges in incorporating the
09/13/2020 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
MC1; MC2; MC3; MC4
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nursing practice intervention.
Create a strategic plan defining how the nursing practice intervention would be implemented in the capstone project change proposal.
Demonstrate interprofessional collaboration throughout the creation of the capstone project change proposal.
Reflective Journal Writing Integrate reflective practice into the practicum reflective journal.
09/13/2020 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
MC1; MC2; MC4; MC5
Week 6
Literature Review Table Synthesize evidence- based research data to support the development of the capstone project change proposal.
09/20/2020 1:1; 1:2; 1:3; 1:4; 1:5
2:1; 2:2; 2:3
4:1; 4:3
MC1; MC2; MC4; MC5
Capstone Change Project Resources
list of resources
Identify a change or nursing theory to support the nursing intervention for the capstone project change proposal.
Write measurable outcomes for the
09/20/2020 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
MC1; MC2; MC3; MC4
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evidence-based nursing practice intervention used in the capstone project change proposal.
Demonstrate interprofessional collaboration during the creation of the capstone project change proposal.
Reflective Journal Writing Integrate reflective practice into the practicum reflective journal.
09/20/2020 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
MC1; MC2; MC4; MC5
Week 7
Capstone Change Project Evaluation Plan
summary of evaluation plan
Determine how the capstone project change proposal could be disseminated to leadership.
Create a plan to evaluate outcomes of the proposed nursing practice intervention used in the change proposal.
Demonstrate interprofessional collaboration during the creation of the capstone project change proposal.
09/27/2020 1:1; 1:2; 1:3; 1:4; 1:5
2:1; 2:2; 2:3
4:1; 4:3
5:1; 5:4
MC1; MC2; MC3; MC4;
Reflective Journal Writing Integrate reflective practice into the practicum reflective
09/27/2020 1:1; 1:2; 1:3; 1:4
2:2; 2:2; 2:3
MC1; MC2; MC4; MC5
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journal. 3:2; 3:4
4:1; 4:3
5:1; 5:3; 5:4
Week 8
Benchmark-Capstone Project Change Proposal
Produce a written comprehensive evidence-based capstone project change proposal using components developed in prior topics of the course.
Integrate a plan for evaluating the nursing intervention in the written comprehensive evidence-based capstone project change proposal.
Integrate a change or nursing theory into the written comprehensive evidence-based capstone project change proposal.
Identify potential barriers to the implementation of the change proposal.
Integrate how the identified potential barriers will be overcome.
Demonstrate interprofessional collaboration during the creation of the capstone project
10/04/2020 1:1; 1:2; 1:3; 1:4; 1:5
2:1; 2:2; 2:3
3:1; 3:2; 3:3; 3:4
4:1; 4:2; 4:3
5:1; 5:2; 5:3; 5:4
MC1; MC2; MC3; MC4; MC5
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change proposal.
Reflective Journal Writing Integrate reflective practice into the practicum reflective journal.
10/04/2020 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
MC1; MC2; MC4; MC5
Week 9
Capstone Project Change Proposal Presentation for Faculty Review and Feedback
(professional presentation)
Design a professional presentation for dissemination of the capstone project change proposal.
Demonstrate interprofessional collaboration during the creation of the capstone project change proposal.
10/11/2020 1:1; 1:2; 1:3; 1:4; 1:5
2:1; 2:2; 2:3
3:1; 3:2; 3:3; 3:4
4:1; 4:2; 4:3
5:1; 5:2; 5:3; 5:4
MC1; MC2; MC3; MC4; MC5
Reflective Journal Writing Integrate reflective practice into the practicum reflective journal.
10/11/2020 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
MC1; MC2; MC4; MC5
Week 10
Capstone Project Change Proposal Presentation
summary of presentation
Present the capstone project change proposal to an interprofessional group of leaders.
Demonstrate interprofessional collaboration in the dissemination of the capstone project
10/18/2020 1:1; 1:2; 1:3; 1:4; 1:5
2:1; 2:2; 2:3
3:1; 3:2; 3:3; 3:4
4:1; 4:2; 4:3
5:1; 5:2; 5:3; 5:4
MC1; MC2; MC3; MC4; MC5
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change proposal.
Individual Success Plan
finalized
Demonstrate achievement of the course objectives in the written completion of the Individual Success Plan (ISP).
10/18/2020 1:2; 1:3; 1:4
2:1; 2:3
3:2
4:3
MC1; MC2; MC5
Benchmark – Professional Capstone and Practicum Reflective Journal
summary
Integrate self- reflective practice in summarizing the practicum reflective journal entries.
10/18/2020 1:1; 1:2; 1:3; 1:4; 1:5
2:1; 2:2; 2:3
3:1; 3:2; 3:3; 3:4
4:1; 4:2; 4:3
5:1; 5:2; 5:3; 5:4
MC1; MC2; MC3; MC4; MC5
Scholarly Activity
summary
10/18/2020
Practice Experience Post Conference
10/18/2020
Indirect Clinical Practice Experience
10/18/2020
Student Evaluation of Preceptor and Site
10/18/2020
Final Evaluation of Student by Preceptor
10/18/2020
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NRS-493 Individual Success Plan REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.
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Complete Contact Information
Student Information GCU
Name: Tristine Laffoon
E-mail: [email protected]
Phone Number: 918-441-1017
Course Faculty Information GCU
Name: Teresa Mosley
E-mail: [email protected]
Phone Number: 478-363-6632
Practicum Mentor Information Practice Setting
Name: Christie Turley
E-mail: [email protected]
Phone Number: 918-231-8465
MOU signed & uploaded to Instructor in LoudCloud via Individual Forum
Yes ► X No ►
If no, is an existing Affiliation Agreement on file?
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-BSN student, 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.
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 complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A).
This study source was downloaded by 100000820201108 from CourseHero.com on 05-18-2022 22:0
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