Applied evidence based praticum
NRS-465 Individual Success Plan REQUIRED PRACTICE HOURS: • 100 direct clinical experience (50 hours community/50 hours leadership) • 25 indirect care experience hours P Complete Contact Information R A Student Information C Name: T I GCU E-mail: C Phone Number: E Course Faculty Information GCU Name: E X P E-mail: Phone Number: R Practicum Preceptor Information I Name: E E-mail: E N C Practice Setting Phone Number: E © 2024. Grand Canyon University. All Rights Reserved. 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, 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 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. 2 Topic Topic 1 Graded Assignment Indirect Care Experience Assignments 1. 1. List of potential topics for the change proposal 1. 2. Search the literature for supporting journal articles Topic selection based on assessment of clinical site 1. Search the literature for supporting journal articles 1. 2. Implementation Plan with objectives and measurable outcomes taking into account sociocultural and linguistic considerations Midterm Clinical Evaluation Tool Individual Success Plan (ISP) Topic 2 Topic 3 1. 2. PICOT Question Development Reflection Journal Entry Topic 4 1. Literature Evaluation Table Topic 5 Topic 6 1. Literature Review 1. List of resources Topic 7 1. Reflection Journal Entry 1. 2. Development of evaluation plan Remediation-if required Topic 8 1. Written Capstone Project Change Proposal Topic 9 1. Reflection Journal Entry 1. Professional Presentation development Topic 10 1. 2. 3. Finalized ISP Scholarly Activity Summary Benchmark – Reflection Journal Summary 1. 2. 3. Dissemination reflection Final Clinical Evaluation Tool Practice Clinical Evaluation Tool-Student Evaluation of Preceptor and Site 3 Application-based Learning Course Assignments List of Current Course Objectives Assignment Date Due Self-Assessment: Programmatic Domains and Competencies (see Appendix A) Completion of ISP Capstone Project Topic Selection and Approval PICOT Question Development Topic 3 Reflection Journal Literature Evaluation Table Implementation Plan List of Resources Literature Review Topic 7 Reflection Journal Evaluation Plan Written Capstone Project Change Proposal Topic 9 Reflection Journal Presentation Development Presentation Dissemination and Reflection Scholarly Activity Summary Clinical Practice Hours 4 Self-Assessment: GCU RN-to-BSN University Mission Critical Competencies (see Appendix A) Date Assignment Completed Midterm and Final Clinical Evaluation Tool Completion Student Evaluation of Preceptor and Agency 5 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. 6 APPENDIX A: GCU RN-to-BSN Domains and 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: 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] © 2024. Grand Canyon University. All Rights Reserved. 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 2 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] 3
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