DNP 810 Post-Conference Evaluation: Individual Success Plan (ISP)
Individual Success Plan (including Pre, Mid, and Post Conference documentation)
Course # __DNP-810A_______
Target Practice Hours 50 (DNP with an Emphasis in Educational Leadership Practicum Courses. The Educational Leadership courses require learners to complete a total of 150 practicum hours over three courses, with each course requirement set at 50 hours (DNP-836, 836A, DNP 837, 837A, DNP 838, 838A).
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The practicum hours associated with the Educational Leadership emphasis courses are in addition to the Direct Practice Immersion hour requirement and do not count towards the 1,000 required hours needed towards graduation.
|P R A C T I C E I M M E R S I O N||Complete Contact Information|
|Mentor/Preceptor Information||Practice Setting|
Updates and Modifications to this Individual Success Plan: Always check the DC Network for updated versions of this plan for each course.
Use this form to develop your Individual Success Plan (ISP) for each course, starting in DNP-805 through graduation. An individual success plan maps out what you, the DNP Learner, need to accomplish in order to be successful in your current course and overall program of study. You will also share this document with your mentor, preceptor, or content expert (CE) at the beginning of week one (like a pre-conference) and by the end of week eight of each course (like a post-conference).
In addition to the ISP, all DNP learners in DNP-836, 836A, DNP-837, 837A, DNP-838, and 838A will schedule a mid-conference between the faculty, mentor (preceptor), and learner before week five. This mid-conference document is located at the end of the ISP and will be uploaded into the week five dropbox. Learners will type their names, and the mentor, preceptor, or CE will need to electronically sign with software that uses a displayed digital identifier or written signature.
For you to successfully complete and graduate from the DNP Program, you must meet the following programmatic requirements: (1) completion of required practice immersion hours, (2) completion of work associated with all DNP and GCU program competencies, (3) successful defense and completion of your Direct Practice Improvement Project including signature by the Dean. DNP Learners who are deficient in hours or have a final manuscript deemed “not ready” for the Dean’s review at the end of the program may require additional extension courses to meet programmatic requirements prior to Dean’s approval.
It is your responsibility to obtain the practicum hours, log them correctly, ensure they are signed off, and upload a copy to the week eight (8) drop-box in order to receive a letter grade.
ISP Table Requirements
Use the following information to ensure successful completion of the assignment as it pertains to deliverables due in this course:
• Review the DNP Program Milestones document in the DC Network – Doctoral Program – DNP Program Materials – Folder – DPI Milestones. Please see the DNP Program Timeline in the DC Network for a quick overview.
• Determine what practice experiences you plan to seek in order to address each course objective. Include the estimated number of associated practice immersion hours. Learners will apply objectives and concepts from each of their courses to reflect upon, critically examine, and improve current practice and are required to integrate scholarly readings to develop case reports that demonstrate increasingly complex and proficient practice.
• Use the ISP to develop a personal plan for completing your practice immersion hours and self-assess how you will meet the GCU DNP Domains & Competencies (Appendix A) related to that course. Show all the major milestones (if applicable) and deliverables. ISPs do not earn practice hours, nor does telephone conference time or time spent with the mentor (unless there is National Emergency). Add your pre-, mid-, and post-conference dates and times to this document to ensure you have scheduled the time properly.
The table below should address the following programmatic requirements: (1) completion of required practice immersion hours, (2) completion of work associated with all DNP and GCU program competencies, (3) successful defense, and completion of your Direct Practice Improvement Project, if applicable to the current course.
|Application Based Learning Course Assignments Challenges (list under assignment)||Number of Planned Immersion Hours Associated with each Assignment/Project Site||Date Due||Review Course Objectives and GCU DNP Domains & Competencies. Create a plan for the practice experiences you plan to seek in order to address each course objective. Consider how each assignment may relate back to your current project concept.||Self-Assessed GCU DNP Domains & Competencies (see appendix)||Actual Practice Immersion Hours Completed Associated with each assignment (blank until end-of-course)||Date Complete|
|Individual Success plan||0||06/13/22||An individual success plan is to be written in collaboration with the faculty in an effort to come up with a plan which guides the DNP student to complete the course requirement and the course deliverables. Various requirements are to be considered.||N/A||–||–|
|Topic 1 DQ 1||2||06/11/22||Entails selecting an essential structural element and exploring the implications it has no research, health, and life span. In addition, application areas of the said information by a doctoral-prepared nurse are also to be discussed.||4.1: Analyze epidemiological, biostatistical, environmental, and other appropriate scientific data related to individual, aggregate, and population health. 4.2: Synthesize concepts to develop, implement, and evaluate interventions to improve individual, aggregate, and population health management. 4.3: Cultivate a mindset that is sensitive to the cultural, legal, and ethical differences among stakeholders. 4.4:Advocate for social justice, equity, and ethical policies within all healthcare arenas. 4.5: Develop and evaluate care delivery models and/or strategies for improved individual, aggregate, and population health management.||2||08/03/22|
|Topic 1 DQ 2||2||06/13/22||Involves identifying a particular disease experienced in personal life or clinical practice and discussing if the patient’s understanding of the translation, transcription, and DNA/RNA replication can affect the management of the condition.||4.1: Analyze epidemiological, biostatistical, environmental, and other appropriate scientific data related to individual, aggregate, and population health. 4.2: Synthesize concepts to develop, implement, and evaluate interventions to improve individual, aggregate, and population health management. 4.3: Cultivate a mindset that is sensitive to the cultural, legal, and ethical differences among stakeholders. 4.4:Advocate for social justice, equity, and ethical policies within all healthcare arenas. 4.5: Develop and evaluate care delivery models and/or strategies for improved individual, aggregate, and population health management.||2||08/03/22|
|Topic 1 assignment||3||06/15/22||The assignment entails applying the family health portrait tool for family history and a condition or disease of interest. A summary will then be formulated that includes the discovered heredity patterns, risk of transmission, and how the tool could be used in practice.||4.1: Analyze epidemiological, biostatistical, environmental, and other appropriate scientific data related to individual, aggregate, and population health. 4.2: Synthesize concepts to develop, implement, and evaluate interventions to improve individual, aggregate, and population health management. 4.3: Cultivate a mindset that is sensitive to the cultural, legal, and ethical differences among stakeholders. 4.4:Advocate for social justice, equity, and ethical policies within all healthcare arenas. 4.5: Develop and evaluate care delivery models and/or strategies for improved individual, aggregate, and population health management.||4||08/03/22|
|Topic 2 DQ 1||2||06/18/22||Involves identifying a complex inheritance health issue experienced in clinical practice or personal life and exploring the approach which can be used when dealing with a patient with the complex inheritance issue.||2||08/03/22|
|Topic 2 Q 2||2||06/20/22||While referring to the complex inheritance health issue identified in discussion question one, an exploration of a suitable genetic test to be applied in screening and diagnosis is to be done. The discussion will also focus on how the information can be used by a DNP-prepared nurse.||2||08/03/22|
|Topic 2 assignment 1||3 hrs||06/22/22||A case study involves describing a disease, prevalence, incidence, and laboratory testing. The guidelines and reasons behind the FDA regulation for introducing new pharmaceutical agents and the role which grants and money play in scientific advances are to be discussed. The family’s role in health care discussions is also to be explored.||4||08/03/22|
|Topic 3 DQ 1||2 hrs||06/25/22||Entails the identification of a relevant model that can be applied in the creation of multigenerational family health history for a patient.||2||08/03/22|
|Topic 3 DQ 2||2 hrs||06/27/22||Involves discussing why it is key to have comprehensive health and physical assessment to cover environmental and genomic influence information. The discussion also covers how the information can be applied by a DNP-prepared nurse in practice.||2||08/03/22|
|Topic 3 assignment||3 hrs||06/29/22||Entails exploring the second part of the case study, which deals with describing if the chromosomal analysis should be used and the possible cause of the disorder. A description of the disorder will then be done, starting from its origin as either a complex inheritance or single-gene inheritance, and a discussion for patient education and practice. In addition, an analysis of the disease gene mutation and whether it is inherited or acquired, and how the mutation happens.||3||08/03/22|
|Topic 4 DQ1||2 hrs||07/02/22||Involves discussing the most notable recent advances in genetics and genomics and how they are applied in prognosis, treatment, diagnosis, and health screening.||2||08/03/22|
|Topic 4 DQ2||2 hrs||07/04/22||This will be a discussion concerning different responses resulting in the tailoring of pharmacologic responses in some patients.||2||08/03/22|
|Topic 4 assignment||4 hrs||07/06/22||Involves exploring a case that can be of benefit to a client from the process of genetic counseling and discussing why genetic counseling is important The possible reactions that the patient may have to the counseling and how to avoid negative reactions are also to be explored.||4||08/03/22|
|Topic 5 DQ1||2 hrs||07/09/22||Entails identification of a health issue that has been impacted positively by nutrition in the clinic and discussing how nutrition improves health||2||08/03/22|
|Topic 5 DQ 2||2 hrs||07/11/22||Involves choosing a malnutrition disorder in the community or clinical setting and exploring how genetics and environment influence the disorder, and discussing the prevalence rates, testing, treatment, and prognosis.||4.1: Analyze epidemiological, biostatistical, environmental, and other appropriate scientific data related to individual, aggregate, and population health.||2||08/03/22|
|Topic 5 assignment||3 hrs||07/13/22||This is the third part of the case study and involves examining how genetics can impact policy issues and discussing the nutritional influences related to the diseases identified earlier. It also entails the nutritional assessment process and counseling and how it is connected to screening, prevention, and health treatment effectiveness monitoring, treatment selection, diagnosis, and prognosis.||3||08/03/22|
|Topic 6 DQ1||2 hrs||07/16/22||Entails discusses the impact of an aging population on waste resources and enhanced health care expenditures and the role played by genetics. Also involves a discussion on how the information can be used by a DNP-prepared nurse.||2||08/03/22|
|Topic 6 DQ2||2 hrs||07/18/22||Involves identifying a method that uses evidence-based data to support new and innovative ways to care for the aging population and the expected outcomes of using such methods. Avenues of applying such information by a DNP-prepared nurse are to be explored too.||2||08/03/22|
|Topic 6 assignment||4 hrs||07/20/22||Involves exploration of the older individuals’ health issues by evaluating literature in terms of public policy integration. In addition, possible barriers to the possible solution are to be discussed.||4||08/03/22|
|Topic 7 DQ 1||2 hrs||07/23/22||Involves discussing the impact of a chronic condition on wasted resources and health care expenditure and the possible role of genetics. A discussion of how the information can be used by a DNP-prepared nurse is also to be explored.||2||08/03/22|
|Topic 7 DQ 2||2 hrs||07/25/22||A discussion involving methods that utilize evidence-based data to support new or innovative ways to care for patients with chronic diseases and possible outcomes of using such methods. A discussion of how the information can be used by a DNP-prepared nurse is also to be explored.||2||08/03/22|
|Topic 8 DQ 1||2hrs||07/30/22||Exploring a story published within the last two years on genetic or genomic technology and describing the issue. An exploration of the ethical, cultural, societal, fiscal, legal, and religious implications of the issue is to be undertaken.||2||08/03/22|
|Topic 8 DQ 2||2 hrs||08/01/22||A discussion entailing issues that undermine a patient’s rights of making genetic and genomic-related decisions in the clinal settings and possible solutions. The discussion also entails exploring the role of the nurse as a patient advocate in both cases.||2||08/03/22|
|Topic 8 assignment||5 hrs||08/03/22||The last part of the case study involves describing the disease, the disease’s general knowledge, prevalence, and incidence. Potential laboratory testing and description of the disorder are explored. The disorder is also explored in terms of gene mutation, ethical consideration, changes in warrants of care, and a plan for education.||4||08/03/22|
|Topic 8 Reflective Journal||3 hrs||08/03/22||Involves a reflective journal that integrates self-reflection and inquiry||3||08/03/22|
|Post-conference ISP||0||08/03/22||The plan is to develop a post-conference individual success plan detailing specific variables to complete throughout the course and expected challenges expected when continuing with practice immersion hor and competency requirements.||–||–||08/03/22|
By typing in his/her signature below, the learner 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 and/or program lead. Additionally, the learner agrees to provide the mentor, preceptor, or content expert (depending on the course) with a copy of the syllabus for the course at or before the time of signature Mentors, preceptors, or content experts will sign digitally or by wet ink upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.
|Mentor/Preceptor Signature [Upon Starting the Course: DUE WEEK 1]|
|Mentor/Preceptor Signature [Upon Completion of Course: DUE WEEK 8]|
Digital signatures with identifiers are accepted or wet ink.
For the Mentor (Preceptor): By initialing below, I signify that I have received the following information from my student and/or through preceptor orientation training before the course:
_____ Copy of or link to Graduate Field Experience Manual _____ I understand I must complete the course-specific evaluations
_____ Copy of or link to the University Policy Handbook _N/A_ Instructions for GCU Practicum/Clinical Tracking System (N/A until 11/2020)
_____ Faculty Contact Information
Mentor-Faculty-Student Conference and Evaluation Information
A pre-and post-conference or evaluation between students and their mentors (preceptors) are mandatory for students enrolled in the educational emphasis courses DNP- 836, 836A, DNP-837, 837A, DNP-838, 838A. This will be considered completed using the Individual Success Plan. Conferences may be conducted face-to-face or via technology. A signature (Electronic with a digital identifier or wet signature) is required from the mentor (preceptor) during the pre- and post-conference periods. The ISP is to be uploaded into the appropriate drop boxes by the due date.
A mid-term conference evaluation between students, faculty, and mentors (preceptors) is mandatory for students enrolled in all Educational Emphasis courses DNP- 836, 836A, DNP-837, 837A, DNP-838, 838A. Conferences may be conducted face-to-face or via technology. A copy of this signed document will be uploaded into the course shell no later than the end of week five in the project courses.
Overall Course and Student Specific Objectives: These objectives should be discussed during each conference, as students are responsible for completing all experiences as mandated for the program.
A pre-conference: This meeting is intended for the student and mentor (preceptor) to review course and student-specific learning objectives: the roles, responsibilities, and expectations of student and mentor (preceptor) during the practicum experience. All faculty and mentor (preceptor) information will be given to each party per the student. Any course or program information requested by the mentor (preceptor) will be provided by the student. During this meeting, the student and mentor (preceptor) will discuss the course and practicum goals, including any projects that are to take place. The faculty will review the submitted document and need to approve proposed projects at this time. The faculty will also send an introductory email to the mentor (preceptor).
A mid-term conference will occur no later than week five. This meeting is intended for the student, faculty, and mentor (preceptor) to discuss student progress toward meeting the course goals and practicum hours. The faculty member will meet with the preceptor to conduct the student’s midterm evaluation (virtually). The mentor (preceptor) will meet with the student to review the evaluation form (in person or virtually). If there are areas that need improvement, the faculty will meet with the student to complete a remediation form.
A post-conference evaluation will occur at the end of the practicum experience. This is intended for the student and mentor (preceptor) to review and evaluate the completion of the ISP. The mentor/preceptor will validate that all areas are at “meets expectations” on the mentor evaluation form located in Typhon or Lopestracker prior to progression. The learner will upload the ISP, Mentor evaluation, faculty evaluation, and signed off Time Logs into the course drop boxes by week 8. Failure to upload required documents will result in an incomplete grade, which may convert to a failing grade for the course if not rectified.
Mid-term conference: Student-Faculty-Mentor (preceptor)
Review progress towards meeting course goals/objectives to include and update on the required 50 practicum hours for the course. Please include the rationales provided by the student at the mid-term conference:
Practicum updates: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Preceptor Signature: ________________________________________ Date: _______________
Student Signature: ________________________________________ Date: _______________
Please upload to the week five dropbox as indicated in the syllabus.
Expected challenges and how to overcome them
DNP learning is a special activity that requires a complete commitment on the part of the DNP student. Such a commitment is key in completing the program and course objects while overcoming potential obstacles that may come along the way. Therefore, there is a need for the DNP student to identify the potential obstacles and suggest strategies for overcoming them. One of the potential challenges or barrier expected is difficulty in balancing work, study, and social life balance. The course entails a lot, hence requiring a complete commitment. The implication is that less time may have to be spent on work and social life. At times it can be challenging to strike the right balance, which can potentially lead to failure in achieving the program goals and objectives. This challenge will be overcome by allocating appropriate time for every activity and staying disciplined, and following the schedule. Another potential problem is a loss of focus which usually comes when the semester goes on. As part of the plan, I will seek the help of a mentor and share experiences with peers on how they are managing to stay focused.
How does this Individual Success Plan support the GCU Mission?
MC1: Effective Communication: Courses require students to engage in active discussion and expression of scholarly ideas in a variety of formats. Emphasis is placed on the dissemination of findings that impact health outcomes.
MC2: Critical Thinking: Courses require students to utilize and refine critical thinking skills by analyzing, synthesizing, integrating, and evaluating scientific evidence. Furthermore, students are expected to apply scientific evidence to practice improvement.
MC3: Responsible Leadership: Courses require students to develop and refine leadership skills. Students must demonstrate accountability to self and others. Courses require collaboration, health care advocacy, and systems thinking.
MC4: Global Citizenship: Global citizenship is incorporated into all courses when preparing responsible nursing leaders to appreciate the cultural, social, economic, and political trends affecting care delivery for disenfranchised or vulnerable populations. The focus is on reducing health disparities and fostering an environment of equitable health for all populations.
MC5: Christian Worldview: A Christian Worldview is expressed through weaving together values and ethics throughout the program. Students are encouraged to engage with populations from the foundation of a Christian worldview and to understand the effect of various worldviews and cultures on current healthcare systems.
- Domains and Competencies
How does this Individual Success Plan support the DNP Domains and Competencies?
Domain 1 – Scientific Underpinnings for Practice: Graduates of Grand Canyon University’s Doctor of Nursing Practice program will be able to:
1.1: Integrate nursing science with knowledge from ethics, the biophysical, psychosocial, analytical, and organizational
sciences as the basis for the highest level of nursing practice.
1.2: Apply science-based theories and concepts to determine the nature and significance of health and health care delivery phenomena.
1.3: Employ science-based theories and concepts to describe the actions and advanced strategies to enhance, alleviate, and ameliorate health and health care delivery phenomena as appropriate.
1.4: Develop and evaluate new practice approaches based on nursing theories and theories from other disciplines.
Domain 2 – Leadership and Transformational Change: Graduates of Grand Canyon University’s Doctor of Nursing Practice program will be able to:
2.1: Employ principles of business, finance, economics, and health policy to develop and implement effective plans for practice-level and/or system-wide practice initiatives that will improve the quality of health care delivery.
2.2: Demonstrate leadership, influence, and advocacy in the development and implementation of institutional, local, state, federal, and/or international health policy.
2.3: Employ consultative and leadership skills to lead intra-professional and interprofessional teams in the analysis and resolution of complex practice and organizational issues to create change in health care and complex healthcare delivery systems.
2.4: Provide leadership in the evaluation and resolution of policy, ethical, and legal issues within healthcare systems.
Domain 3 – Systems Management: Graduates of Grand Canyon University’s Doctor of Nursing Practice program will be able to:
3.1: Demonstrate the conceptual ability and technical skills to develop and execute an evaluation plan involving data extraction from practice information systems and databases.
3.2: Evaluate current consumer health information sources for accuracy, timeliness, and appropriateness.
3.3: Analyze and communicate critical elements necessary to the selection, use, and evaluation of health information systems and patient care technology.
3.4: Design, select, use, and evaluate programs that monitor outcomes of care, care systems, and quality improvement, including consumer use of health care information systems.
Domain 4 – Population Management: Graduates of Grand Canyon University’s Doctor of Nursing Practice program will be able to:
4.1: Analyze epidemiological, biostatistical, environmental, and other appropriate scientific data related to individual, aggregate, and population health.
4.2: Synthesize concepts to develop, implement, and evaluate interventions to improve individual, aggregate, and population health management.
4.3: Cultivate a mindset that is sensitive to the cultural, legal, and ethical differences among stakeholders.
4.4: Advocate for social justice, equity, and ethical policies within all healthcare arenas.
4.5: Develop and evaluate care delivery models and/or strategies for improved individual, aggregate, and population health management.
Domain 5 – Analytic Foundations for Practice: Graduates of Grand Canyon University’s Doctor of Nursing Practice program will be able to:
5.1: Apply analytic methods to critically appraise existing literature and other evidence to identify and implement health care best practices.
5.2: Design and implement processes/strategies that evaluate outcomes of practice, practice patterns, and systems of care for an individual, aggregate, and populations against national benchmarks.
5.3: Design, direct, and evaluate quality improvement methodologies to promote safe, timely, effective, efficient, equitable, and patient-centered care.
5.4: Disseminate and apply relevant findings from evidence-based practice and research to enhance practice guidelines and enrich practice leading to improved healthcare outcomes.
5.5: Employ information technology and research methods to appropriately manage data for the creation, evaluation, and application of evidence that leads to improved health care.
Nurse Educator Core Competency
Competencies for the Academic Nurse Educators
C. Nurse Educator Core Competencies
How does this Individual Success Plan show you will meet the NLN Nurse Educator Core Competencies?
Competency I: Facilitate Learning
Nurse educators are responsible for creating an environment in the classroom, laboratory, and clinical settings that facilitate student learning and the achievement of desired cognitive, affective, and psychomotor outcomes.
Competency II: Facilitate Learner Development and Socialization
Nurse educators recognize their responsibility for helping students develop as nurses and integrate the values and behaviors expected of those who fulfill that role.
Competency III: Use Assessment and Evaluation Strategies
Nurse educators use a variety of strategies to assess and evaluate student learning in the classroom, laboratory, and clinical settings, as well as in all domains of learning.
Competency IV: Participate in Curriculum Design and Evaluation of Program Outcomes
Nurse educators are responsible for formulating program outcomes and designing curricula that reflect contemporary health care trends and prepare graduates to function effectively in the health care environment.
Competency V: Function as a Change Agent and Leader
Nurse educators function as change agents and leaders to create a preferred future for nursing education and nursing practice.
Competency VI: Pursue Continuous Quality Improvements in the Nurse Educator Role
Nurse educators recognize that their role is multidimensional and that an ongoing commitment to develop and maintain competence
in the role is essential.
Competency VII: Engage in Scholarship
Nurse educators acknowledge that scholarship is an integral component of the faculty role, and that teaching itself is a scholarly activity.
Competency VIII: Function Within the Educational Environment
Nurse educators are knowledgeable about the educational environment within which they practice and recognize how political, institutional, social, and economic forces impact their role.
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