DNP 815 Week 1 Assignment Individual Success Plan (ISP)

Individual Success Plan (including Pre and Post Conference documentation)

Course # 801A PRACTICE!! -No submission 801A

Target Practice Hours 0 (Based on individual hours required to total 1,000 post-baccalaureate hours. Please refer to your course syllabus regarding hours built into your specific class. Please note, some students require more hours based on what they transferred in. Please contact your SSA for incoming hours.)

P R A C T I C E I M M E R S I O N	Complete Contact Information
	Learner Information	GCU
	Name:
	E-mail:
	Phone Number:
	Course Faculty/Chair Information	GCU
	Name:
	E-mail:
	Phone Number:
	Mentor/Content Expert/Preceptor Information	Practice Setting
	Name:	ENTER MENTOR INFORMATION HERE IF YOU HAVE ONE! OR “No mentor yet”
	E-mail:
	Phone Number:

Updates and Modifications to this Individual Success Plan: Always check the DC Network for updated versions of this plan for each course.

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Instructions

Use this form to develop your Individual Success Plan (ISP) for each course, starting in DNP-805A through graduation. An individual success plan maps out what you, the DNP Learner, needs 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 except DNP-955A, 960A, and 965A it is due week 16). * Mentors are REQUIRED by DNP-815A. If you do not have a mentor in DNP 805A or DNP-810A you will still turn in your ISP’s week one and week eight and for the mentor signature you type “I do not have a mentor.” You cannot take courses after DNP-810A without a mentor.

In addition to the ISP, all DNP learners in DNP-815A, DNP-830A, DNP- 840A, DNP-955A, DNP-960A, DNP-965A, and extension courses will schedule a mid-conference between the faculty/Chair, mentor (preceptor), and learner before week five for 815A, 840A, and 830A. Week 8 will be the due date for 900 level courses as they are 16 weeks in length. 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.

Application-based learning assignments are listed in the specific course syllabus. Use the syllabus as a reminder for you to complete a weekly corresponding Case Log in Typhon or into Lopes tracker. It is the learner’s responsibility to enter the hours into Typhon/Lopestracker and ensure all hours are signed off before completion of the course. Faculty are not responsible to go back and approve hours later entered. Any independent study assignments in this course will require your collaboration with the course faculty and mentor, preceptor, or CE early on to establish a plan for successful completion of mutually identified and agreed upon deliverables and must relate to your current course objectives. Independent study assignments must be submitted to your instructor via the Private Forum if no dropbox is available.

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 Dean’s review at the end of the program may require additional extension courses to meet programmatic requirements prior to Dean’s approval.

The syllabus will list the immersion hours for each course and may be different based on the curriculum. For example, DNP-815 may state 50 hours, while DNP-815A is 100 hours broken down into “Direct” or “Indirect” immersion” hours. Direct hours are completed at the project site with the mentor. Indirect hours are used towards assignments, as the syllabus indicates. All actual hours are recorded into Typhon or Lopestracker substantively. Note that required practice hours vary from learner to learner and are determined by your MSN transcripts. Please contact your SSC for the number of practice immersion hours required to complete your DNP program. It is your responsibility to obtain this information and create a plan for your individual success.

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, Independent Study, Project Site Visits Challenges (list under assignment)	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)	Date Complete



























Programmatic Planning for DPI project See DNP Program Milestones document in the DC Network	Date Due	Summary of Past Feedback	Self-Assessed GCU DNP Domains & Competencies (see appendix)	Date Complete

Direct Practice Improvement Project Planning and Progression

Elements of the design, development, and construction of the DPI project are integrated throughout the program curriculum. As you progress through the courses, use the following form to document your progress and preparation for the DPI project.

Intended Site for DPI (Make sure this is approved through OFE)	GCU
Site Name:
Does your site have an IRB and or QI process? If yes, what is the process? Create a plan (including a timeline) for preparing for site QI/IRB requirements.*
Contact Information:
PICOT Question	Department Feedback
Name:
E-mail:		Date:
Phone Number:
Mentor, Preceptor, or Content Expert Information	Practice Setting
Name:	ENTER MENTOR INFORMATION HERE IF YOU HAVE ONE! OR “No mentor yet”
E-mail:
Phone Number:

Note: Learners should not recruit, implement, or collect data until after both site and GCU QI/IRB designations have been given. GCU QI/IRB occurs in DNP-960AA.

By typing in his/her signature below, the learner agrees to have read, understood, and be accountable for the instructions, assignments, and hours are 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.

Learner Signature:
Name:
Date:
Mentor, Preceptor, or Content Expert Signature [Upon Starting the Course: DUE WEEK 1]
Name:	MENTOR REQUIRED TO SIGN HERE IF YOU HAVE ONE! OR “No mentor yet”
Date:
Mentor, Preceptor, or Content Expert Signature [Upon Completion of Course: DUE WEEK 8]
Name:	MENTOR REQUIRED TO SIGN HERE IF YOU HAVE ONE! OR “No mentor yet”
Date:

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 _____ Instructions for GCU Practicum/Clinical Tracking System

_____ 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 all DNP courses 805A-965A including extension courses. 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. * DNP- 801A learners should practice filling this form out but they will not be required to submit the document.

A pre, mid, and post-conference or evaluation between students, faculty, and preceptors are mandatory for students enrolled in all DNP project courses (DNP-815A, DNP-830A, DNP-840A, DNP-955A, DNP-960A, DNP-965A, and extension courses). 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 this immersion 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 immersion 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 is mandatory and will occur no later than week five of all project courses DNP-815A, DNP-830A, DNP-840A, DNP-955A, DNP-960A, DNP-965A, and extension courses. This meeting is intended for the student, faculty, and mentor (preceptor) to discuss student progress toward meeting the course goals. 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, is mandatory and will occur at the end of each course beginning in DNP-805A through graduation using the ISP Form. This is intended for the student and mentor (preceptor) to review and evaluate the completion of the ISP. The faculty 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 and Mentor evaluation, and proof of entered and approved immersion hours into the course drop boxes by week eight with the other required deliverables. Faculty will review this before filling out the Faculty evaluation of the learner in Typhon, which the learner will also upload in week eight. The course faculty completes a separate evaluation of the learner’s performance in the classroom. The faculty is responsible for any course grading, final course grade, and validation of the students’ completed practicum hours.

Individual Success Plan (including Pre and Post Conference documentation)

Course # __805A_______

P R A C T I C E I M M E R S I O N	Complete Contact Information
	Learner Information	GCU
	Name:
	E-mail:
	Phone Number:
	Course Faculty/Chair Information	GCU
	Name:
	E-mail:
	Phone Number:
	Mentor/Content Expert/Preceptor Information	Practice Setting
	Name:	ENTER MENTOR INFORMATION HERE IF YOU HAVE ONE! OR “No mentor yet”
	E-mail:
	Phone Number:

Updates and Modifications to this Individual Success Plan: Always check the DC Network for updated versions of this plan for each course.

Application Based Learning Course Assignments, Independent Study, Project Site Visits Challenges (list under assignment)	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)	Date Complete























Programmatic Planning for DPI project See DNP Program Milestones document in the DC Network	Date Due	Summary of Past Feedback	Self-Assessed GCU DNP Domains & Competencies (see appendix)	Date Complete

Direct Practice Improvement Project Planning and Progression

Intended Site for DPI (Make sure this is approved through OFE)	GCU
Site Name:
Does your site have an IRB and or QI process? If yes, what is the process? Create a plan (including a timeline) for preparing for site QI/IRB requirements.*
Contact Information:
PICOT Question	Department Feedback
Name:
E-mail:		Date:
Phone Number:
Mentor, Preceptor, or Content Expert Information	Practice Setting
Name:	ENTER MENTOR INFORMATION HERE IF YOU HAVE ONE! OR “No mentor yet”
E-mail:
Phone Number:

Note: Learners should not recruit, implement, or collect data until after both site and GCU QI/IRB designations have been given. GCU QI/IRB occurs in DNP-960A.

By typing in his/her signature below, the learner agrees to have read, understood, and be accountable for the instructions, assignments, and hours as 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.

Learner Signature:
Name:
Date:
Mentor, Preceptor, or Content Expert Signature [Upon Starting the Course: DUE WEEK 1]
Name:	MENTOR REQUIRED TO SIGN HERE IF YOU HAVE ONE! OR “No mentor yet”
Date:
Mentor, Preceptor, or Content Expert Signature [Upon Completion of Course: DUE WEEK 8]
Name:	MENTOR REQUIRED TO SIGN HERE IF YOU HAVE ONE! OR “No mentor yet”
Date:

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 _____ Instructions for GCU Practicum/Clinical Tracking System

_____ Faculty Contact Information

Individual Success Plan (including Pre and Post Conference documentation)

Course # __810A________

P R A C T I C E I M M E R S I O N	Complete Contact Information
	Learner Information	GCU
	Name:
	E-mail:
	Phone Number:
	Course Faculty/Chair Information	GCU
	Name:
	E-mail:
	Phone Number:
	Mentor/Content Expert/Preceptor Information	Practice Setting
	Name:	ENTER MENTOR INFORMATION HERE IF YOU HAVE ONE! OR “No mentor yet”
	E-mail:
	Phone Number:

Updates and Modifications to this Individual Success Plan: Always check the DC Network for updated versions of this plan for each course.

Application Based Learning Course Assignments, Independent Study, Project Site Visits Challenges (list under assignment)	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)	Date Complete























Programmatic Planning for DPI project See DNP Program Milestones document in the DC Network	Date Due	Summary of Past Feedback	Self-Assessed GCU DNP Domains & Competencies (see appendix)	Date Complete

Direct Practice Improvement Project Planning and Progression

Intended Site for DPI (Make sure this is approved through OFE)	GCU
Site Name:
Does your site have an IRB and or QI process? If yes, what is the process? Create a plan (including a timeline) for preparing for site QI/IRB requirements.*
Contact Information:
PICOT Question	Department Feedback
Name:
E-mail:		Date:
Phone Number:
Mentor, Preceptor, or Content Expert Information	Practice Setting
Name:	ENTER MENTOR INFORMATION HERE IF YOU HAVE ONE! OR “No mentor yet”
E-mail:
Phone Number:

Note: Learners should not recruit, implement, or collect data until after both site and GCU QI/IRB designations have been given. GCU QI/IRB occurs in DNP-960A.

Learner Signature:
Name:
Date:
Mentor, Preceptor, or Content Expert Signature [Upon Starting the Course: DUE WEEK 1]
Name:	MENTOR REQUIRED TO SIGN HERE IF YOU HAVE ONE! OR “No mentor yet”
Date:
Mentor, Preceptor, or Content Expert Signature [Upon Completion of Course: DUE WEEK 8]
Name:	MENTOR REQUIRED TO SIGN HERE IF YOU HAVE ONE! OR “No mentor yet”
Date:

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 _____ Instructions for GCU Practicum/Clinical Tracking System

_____ Faculty Contact Information

Individual Success Plan (including Pre and Post Conference documentation)

Course # __815A________

Target Practice Hours______ (Based on individual hours required to total 1,000 post-baccalaureate hours. Please refer to your course syllabus regarding hours built into your specific class. Please note, some students require more hours based on what they transferred in. Please contact your SSA for incoming hours.)

P R A C T I C E I M M E R S I O N	Complete Contact Information
	Learner Information	GCU
	Name:
	E-mail:
	Phone Number:
	Course Faculty/Chair Information	GCU
	Name:
	E-mail:
	Phone Number:
	Mentor/Content Expert/Preceptor Information	Practice Setting
	Name:	REQUIRED FROM HERE TO GRADUATION!
	E-mail:
	Phone Number:

Updates and Modifications to this Individual Success Plan: Always check the DC Network for updated versions of this plan for each course.

Application Based Learning Course Assignments, Independent Study, Project Site Visits 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	Nov 10, 2021	The purpose and plan is to write down an Individual Success Plan (ISP) in connection to the faculty. The document’s main function is to create a plan which should lead to a successful completion of the required deliverables with the major picture of meeting the set requirement. Three main requirements are targeted, including a) successful completion of the predetermined practice immersion hours, b) successfully completing the work connected to program competencies, 3) the work connected with successful completion of the Direct Practice Improvement Project.	N/A	–	–
Reflective Analysis Case Report Component Paper	5 hrs	Nov 10, 2021	Entails formulating a reflective analysis that incorporates a personal nursing philosophy. Addresses areas such as the central belief about individual as a person, how personal world view influences the approach to patinets, description of environment and how environment and individual interact. Also describes a personal view of health, how health relate to illnesses and central reason for the existence of nursing.	1.1: Integrate nursing science with knowledge from ethics, the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of nursng 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.		Jan 12, 2022
DPI Project Milestone : Outline of 10 Strategic Points	5 hrs	Nov 17, 2021	Involves accessing the DC network and downloading the 10 strategic points table and completing it	1.1: Integrate nursing science with knowledge from ethics, the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of nursng 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.		Jan 12, 2022
Topic 3 Assignment: Connecting Nursing Theory and Evidence-Based Change Models	5hrs	24 Nov, 2021	Focuses on discussing the nursing theory and evidence-based change model to be uses as the theoretical foundations for the DPI project	1.1: Integrate nursing science with knowledge from ethics, the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of nursng 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.		Jan 12, 2022
Topic 4 Assignment : PICOT D question submission	5 hrs	Dec 1 2021	Focuses on presenting the final PICOT-D question for the direct practice improvement project to the faculty for possible changes required before the final PICOT-D submission for program approval.	1.1: Integrate nursing science with knowledge from ethics, the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of nursng 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.		12 Jan, 2022
Topic 5 Assignment: DPI Project Milestone: Outline of 10 Strategic Points – Revision	10 hrs	Dec 8, 2021	The assigment’s focus is to incorporate the feedback received on the DPI project milestone submitted in Topic and revise the document, integrating all the revisions and changes.	1.1: Integrate nursing science with knowledge from ethics, the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of nursng 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.		12 Jan, 2022
Final Picot D approval	5 hrs	Dec 22, 2021	Focuses on submitting the final PICOT for the Direct Practice Improvement to be reviewed and approved by the college	1.1: Integrate nursing science with knowledge from ethics, the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of nursng 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.		12 Jan 2022
Topic 7 Assignment: Case Report: Application of Theory to Organizational Mission, Vision, and the Christian Worldview	7 hrs	Dec 22, 2021	Entails application of how personal skills and knowledge obtained in this course assist in solving the direct practice improvement project practice problem. In addition, it focuses on how the Christian worldview is supported within the project’s purpose and the project site’s organizational vision and mission.	1.1: Integrate nursing science with knowledge from ethics, the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of nursng 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.		12 Jan 2022
Postconference evaluation success plan (ISP)	0	Jan 12 2022	requires a collaboration with the course faculty early on to establish a plan for successful completion of mutually identified and agreed-upon specific deliverables for your programmatic requirements. Programmatic requirements are: (1) completion of required practice immersion hours, (2) completion of work associated with program competencies, and (3) work associated with completion of your Direct Practice Improvement (DPI) Project.	–		Jan 12 2022
Topic 8 reflective journal	4hrs	Jan 12, 2022	Entails a reflective journal that integrates self relfection and inquiry demonstrated in the currect DNP course	1.1: Integrate nursing science with knowledge from ethics, the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of nursng 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.		Jan 12 2022

Programmatic Planning for DPI project See DNP Program Milestones document in the DC Network	Number of Planned Immersion Hours Associated with each Assignment/Project Site	Date Due	Summary of Past Feedback	Self-Assessed GCU DNP Domains & Competencies (see appendix)	Actual Practice Immersion Hours Completed Associated with each assignment (blank until end-of-course)	Date Complete
MILESTONE: creation, refinement and aligning of the outline and working on the ten strategic points. In addition a performance of literature review with the DPI project will be undertaken and improved	5	Nov17, 2021	–	1.1: Integrate nursing science with knowledge from ethics, the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of nursng 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.		12 Jan, 2022
A description of the nursing theory and evidence-based change model to be applied as the theoretical foundation of the DPI project. Four peer-reviewed articles will be used to refine the theory and model	5	Nov24, 2021	–	1.1: Integrate nursing science with knowledge from ethics, the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of nursng 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.		12 Jan, 2022
Submission of the final PICOT question for the Direct practice improvement prohect to the faculty for any changes using the PICOT-D question template	3	Nov24, 2021	–	1.1: Integrate nursing science with knowledge from ethics, the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of nursng 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.		12 Jan, 2022
Submission of the Lopes activity tracker submission earned so far.	3	Dec1, 2021	–	1.1: Integrate nursing science with knowledge from ethics, the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of nursng 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.		12 Jan, 2022
Revision of the DPI project milestons: outline 10 stategic points assignments using the feedback obtained and sumitting the document.	5	Dec8, 2021	–	1.1: Integrate nursing science with knowledge from ethics, the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of nursng 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.		12 Jan, 2022
Completion of the mid-term individual success plan	3	Dec8, 2021	–	1.1: Integrate nursing science with knowledge from ethics, the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of nursng 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.		12 Jan, 2022
Submission of the final PICOT-D question for college review.	2	Dec22, 2021	–	1.1: Integrate nursing science with knowledge from ethics, the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of nursng 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.		12 Jan, 2022
Submission of the Postconference Evaluation: Individual Success Plan (ISP)	2	Jan 12, 2022	–	1.1: Integrate nursing science with knowledge from ethics, the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of nursng 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.		12 Jan, 2022
Completion and submission of the Professionalism Assignment	2	Jan 12, 2022	–	1.1: Integrate nursing science with knowledge from ethics, the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of nursng 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.		12 Jan, 2022

Description of Challenges And How To Overcome Them

Even though every level of study has various challenges that a student has to conquer or overcome to successfully complete that particular course, studies at the doctoral levels can be the most challenging since the student is expected to be more independent minded in accomplishing various activities connected or related to the completion of a particular course. As such, various challenges are expected during the course. One of such challenges is striking an effective time balance of time to create enough time for the course activities and engage in other life activities and job requirements. This challenge will me solved by formulating a workable and appropriate timetable that enhances sufficient planning and goal accomplishments. The other possible barrier is a potential loss of focus. Due to demanding nature of DNP program and other commitments which may need an attention, there are high chances that an individual loses focus. This will be overcome by focusing on the main and important activities while avoiding any other activity that is likely to cause distraction. I will also coordinate with peer and discuss with them how they manage to maintain focus.

Direct Practice Improvement Project Planning and Progression

Intended Site for DPI (Make sure this is approved through OFE)	GCU
Site Name:
Does your site have an IRB and or QI process? If yes, what is the process? Create a plan (including a timeline) for preparing for site QI/IRB requirements.*
Contact Information:
PICOT Question	Department Feedback
Name:
E-mail:		Date:
Phone Number:
Mentor, Preceptor, or Content Expert Information	Practice Setting
Name:
E-mail:
Phone Number:

Note: Learners should not recruit, implement, or collect data until after both site and GCU QI/IRB designations have been given. GCU QI/IRB occurs in DNP-960A.

Learner Signature:
Name:
Date:
Mentor, Preceptor, or Content Expert Signature [Upon Starting the Course: DUE WEEK 1]
Name:
Date:
Mentor, Preceptor, or Content Expert Signature [Upon Completion of Course: DUE WEEK 8]
Name:
Date:

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 _____ Instructions for GCU Practicum/Clinical Tracking System

_____ Faculty Contact Information

Mid-term conference: Student-Faculty-Mentor (preceptor)

Review progress towards meeting goals/objectives with rationales provided by the student at the mid-term conference:

Project updates: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Concerns: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Preceptor Signature: ________________________________________ Date: _______________

Student Signature: ________________________________________ Date: _______________

Please upload to the week five dropbox as indicated in the syllabus

Individual Success Plan (including Pre and Post Conference documentation)

Course # __820A_______

P R A C T I C E I M M E R S I O N	Complete Contact Information
	Learner Information	GCU
	Name:
	E-mail:
	Phone Number:
	Course Faculty/Chair Information	GCU
	Name:
	E-mail:
	Phone Number:
	Mentor/Content Expert/Preceptor Information	Practice Setting
	Name:
	E-mail:
	Phone Number:

Updates and Modifications to this Individual Success Plan: Always check the DC Network for updated versions of this plan for each course.

Application Based Learning Course Assignments, Independent Study, Project Site Visits Challenges (list under assignment)	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)	Date Complete























Programmatic Planning for DPI project See DNP Program Milestones document in the DC Network	Date Due	Summary of Past Feedback	Self-Assessed GCU DNP Domains & Competencies (see appendix)	Date Complete

Direct Practice Improvement Project Planning and Progression

Intended Site for DPI (Make sure this is approved through OFE)	GCU
Site Name:
Does your site have an IRB and or QI process? If yes, what is the process? Create a plan (including a timeline) for preparing for site QI/IRB requirements.*
Contact Information:
PICOT Question	Department Feedback
Name:
E-mail:		Date:
Phone Number:
Mentor, Preceptor, or Content Expert Information	Practice Setting
Name:
E-mail:
Phone Number:

Note: Learners should not recruit, implement, or collect data until after both site and GCU QI/IRB designations have been given. GCU QI/IRB occurs in DNP-960A.

Learner Signature:
Name:
Date:
Mentor, Preceptor, or Content Expert Signature [Upon Starting the Course: DUE WEEK 1]
Name:
Date:
Mentor, Preceptor, or Content Expert Signature [Upon Completion of Course: DUE WEEK 8]
Name:
Date:

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 _____ Instructions for GCU Practicum/Clinical Tracking System

_____ Faculty Contact Information

Individual Success Plan (including Pre and Post Conference documentation)

Course # __825A________

P R A C T I C E I M M E R S I O N	Complete Contact Information
	Learner Information	GCU
	Name:
	E-mail:
	Phone Number:
	Course Faculty/Chair Information	GCU
	Name:
	E-mail:
	Phone Number:
	Mentor/Content Expert/Preceptor Information	Practice Setting
	Name:
	E-mail:
	Phone Number:

Updates and Modifications to this Individual Success Plan: Always check the DC Network for updated versions of this plan for each course.

Application Based Learning Course Assignments, Independent Study, Project Site Visits Challenges (list under assignment)	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)	Date Complete























Programmatic Planning for DPI project See DNP Program Milestones document in the DC Network	Date Due	Summary of Past Feedback	Self-Assessed GCU DNP Domains & Competencies (see appendix)	Date Complete

Direct Practice Improvement Project Planning and Progression

Intended Site for DPI (Make sure this is approved through OFE)	GCU
Site Name:
Does your site have an IRB and or QI process? If yes, what is the process? Create a plan (including a timeline) for preparing for site QI/IRB requirements.*
Contact Information:
PICOT Question	Department Feedback
Name:
E-mail:		Date:
Phone Number:
Mentor, Preceptor, or Content Expert Information	Practice Setting
Name:
E-mail:
Phone Number:

Note: Learners should not recruit, implement, or collect data until after both site and GCU QI/IRB designations have been given. GCU QI/IRB occurs in DNP-960A.

Learner Signature:
Name:
Date:
Mentor, Preceptor, or Content Expert Signature [Upon Starting the Course: DUE WEEK 1]
Name:
Date:
Mentor, Preceptor, or Content Expert Signature [Upon Completion of Course: DUE WEEK 8]
Name:
Date:

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 _____ Instructions for GCU Practicum/Clinical Tracking System

_____ Faculty Contact Information

Individual Success Plan (including Pre and Post Conference documentation)

Course # __835A________

P R A C T I C E I M M E R S I O N	Complete Contact Information
	Learner Information	GCU
	Name:
	E-mail:
	Phone Number:
	Course Faculty/Chair Information	GCU
	Name:
	E-mail:
	Phone Number:
	Mentor/Content Expert/Preceptor Information	Practice Setting
	Name:
	E-mail:
	Phone Number:

Updates and Modifications to this Individual Success Plan: Always check the DC Network for updated versions of this plan for each course.

Application Based Learning Course Assignments, Independent Study, Project Site Visits Challenges (list under assignment)	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)	Date Complete























Programmatic Planning for DPI project See DNP Program Milestones document in the DC Network	Date Due	Summary of Past Feedback	Self-Assessed GCU DNP Domains & Competencies (see appendix)	Date Complete

Direct Practice Improvement Project Planning and Progression

Intended Site for DPI (Make sure this is approved through OFE)	GCU
Site Name:
Does your site have an IRB and or QI process? If yes, what is the process? Create a plan (including a timeline) for preparing for site QI/IRB requirements.*
Contact Information:
PICOT Question	Department Feedback
Name:
E-mail:		Date:
Phone Number:
Mentor, Preceptor, or Content Expert Information	Practice Setting
Name:
E-mail:
Phone Number:

Note: Learners should not recruit, implement, or collect data until after both site and GCU QI/IRB designations have been given. GCU QI/IRB occurs in DNP-960A.

Learner Signature:
Name:
Date:
Mentor, Preceptor, or Content Expert Signature [Upon Starting the Course: DUE WEEK 1]
Name:
Date:
Mentor, Preceptor, or Content Expert Signature [Upon Completion of Course: DUE WEEK 8]
Name:
Date:

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 ______ Instructions for GCU Practicum/Clinical Tracking System

_____ Faculty Contact Information

Individual Success Plan (including Pre and Post Conference documentation)

Course # __840A________

P R A C T I C E I M M E R S I O N	Complete Contact Information
	Learner Information	GCU
	Name:
	E-mail:
	Phone Number:
	Course Faculty/Chair Information	GCU
	Name:
	E-mail:
	Phone Number:
	Mentor/Content Expert/Preceptor Information	Practice Setting
	Name:
	E-mail:
	Phone Number:

Updates and Modifications to this Individual Success Plan: Always check the DC Network for updated versions of this plan for each course.

Application Based Learning Course Assignments, Independent Study, Project Site Visits 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





















Programmatic Planning for DPI project See DNP Program Milestones document in the DC Network	Number of Planned Immersion Hours Associated with each Assignment/Project Site	Date Due	Summary of Past Feedback	Self-Assessed GCU DNP Domains & Competencies (see appendix)	Actual Practice Immersion Hours Completed Associated with each assignment (blank until end-of-course)	Date Complete

Direct Practice Improvement Project Planning and Progression

Intended Site for DPI (Make sure this is approved through OFE)	GCU
Site Name:
Does your site have an IRB and or QI process? If yes, what is the process? Create a plan (including a timeline) for preparing for site QI/IRB requirements.*
Contact Information:
PICOT Question	Department Feedback
Name:
E-mail:		Date:
Phone Number:
Mentor, Preceptor, or Content Expert Information	Practice Setting
Name:
E-mail:
Phone Number:

Note: Learners should not recruit, implement, or collect data until after both site and GCU QI/IRB designations have been given. GCU QI/IRB occurs in DNP-960A.

By typing in his/her signature below, the learner agrees to have read, understood, and be accountable for the instructions, assignments, and hours are 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 upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.

Learner Signature:
Name:
Date:
Mentor, Preceptor, or Content Expert Signature [Upon Starting the Course: DUE WEEK 1]
Name:
Date:
Mentor, Preceptor, or Content Expert Signature [Upon Completion of Course: DUE WEEK 8]
Name:
Date:

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 _____ Instructions for GCU Practicum/Clinical Tracking System

_____ Faculty Contact Information

Mid-term conference: Student-Faculty-Mentor (preceptor)

Review progress towards meeting goals/objectives with rationales provided by the student at the mid-term conference:

Preceptor Signature: ________________________________________ Date: _______________

Student Signature: ________________________________________ Date: _______________

Please upload to the week five dropbox as indicated in the syllabus

Individual Success Plan (including Pre and Post Conference documentation)

Course # __830A________

P R A C T I C E I M M E R S I O N	Complete Contact Information
	Learner Information	GCU
	Name:
	E-mail:
	Phone Number:
	Course Faculty/Chair Information	GCU
	Name:
	E-mail:
	Phone Number:
	Mentor/Content Expert/Preceptor Information	Practice Setting
	Name:
	E-mail:
	Phone Number:

Updates and Modifications to this Individual Success Plan: Always check the DC Network for updated versions of this plan for each course.

Application Based Learning Course Assignments, Independent Study, Project Site Visits 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





















Programmatic Planning for DPI project See DNP Program Milestones document in the DC Network	Number of Planned Immersion Hours Associated with each Assignment/Project Site	Date Due	Summary of Past Feedback	Self-Assessed GCU DNP Domains & Competencies (see appendix)	Actual Practice Immersion Hours Completed Associated with each assignment (blank until end-of-course)	Date Complete

Direct Practice Improvement Project Planning and Progression

Intended Site for DPI (Make sure this is approved through OFE)	GCU
Site Name:
Does your site have an IRB and or QI process? If yes, what is the process? Create a plan (including a timeline) for preparing for site QI/IRB requirements.*
Contact Information:
PICOT Question	Department Feedback
Name:
E-mail:		Date:
Phone Number:
Mentor, Preceptor, or Content Expert Information	Practice Setting
Name:
E-mail:
Phone Number:

Note: Learners should not recruit, implement, or collect data until after both site and GCU QI/IRB designations have been given. GCU QI/IRB occurs in DNP-960A.

Learner Signature:
Name:
Date:
Mentor, Preceptor, or Content Expert Signature [Upon Starting the Course: DUE WEEK 1]
Name:
Date:
Mentor, Preceptor, or Content Expert Signature [Upon Completion of Course: DUE WEEK 8]
Name:
Date:

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 _____ Instructions for GCU Practicum/Clinical Tracking System

_____ Faculty Contact Information

Mid-term conference: Student-Faculty-Mentor (preceptor)

Review progress towards meeting goals/objectives with rationales provided by the student at the mid-term conference:

Preceptor Signature: ________________________________________ Date: _______________

Student Signature: ________________________________________ Date: _______________

Please upload to the week five dropbox as indicated in the syllabus

Individual Success Plan (including Pre and Post Conference documentation)

Course # __955A________

P R A C T I C E I M M E R S I O N	Complete Contact Information
	Learner Information	GCU
	Name:
	E-mail:
	Phone Number:
	Course Faculty/Chair Information	GCU
	Name:
	E-mail:
	Phone Number:
	Mentor/Content Expert/Preceptor Information	Practice Setting
	Name:
	E-mail:
	Phone Number:

Updates and Modifications to this Individual Success Plan: Always check the DC Network for updated versions of this plan for each course.

Application Based Learning Course Assignments, Independent Study, Project Site Visits 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





















Programmatic Planning for DPI project See DNP Program Milestones document in the DC Network	Number of Planned Immersion Hours Associated with each Assignment/Project Site	Date Due	Summary of Past Feedback	Self-Assessed GCU DNP Domains & Competencies (see appendix)	Actual Practice Immersion Hours Completed Associated with each assignment (blank until end-of-course)	Date Complete

Direct Practice Improvement Project Planning and Progression

Intended Site for DPI (Make sure this is approved through OFE)	GCU
Site Name:
Does your site have an IRB and or QI process? If yes, what is the process? Create a plan (including a timeline) for preparing for site QI/IRB requirements.*
Contact Information:
PICOT Question	Department Feedback
Name:
E-mail:		Date:
Phone Number:
Mentor, Preceptor, or Content Expert Information	Practice Setting
Name:
E-mail:
Phone Number:

Note: Learners should not recruit, implement, or collect data until after both site and GCU QI/IRB designations have been given. GCU QI/IRB occurs in DNP-960A.

Learner Signature:
Name:
Date:
Mentor, Preceptor, or Content Expert Signature [Upon Starting the Course: DUE WEEK 1]
Name:
Date:
Mentor, Preceptor, or Content Expert Signature [Upon Completion of Course: DUE WEEK 16]
Name:
Date:

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 _____ Instructions for GCU Practicum/Clinical Tracking System

_____ Faculty Contact Information

Mid-term conference: Student-Faculty-Mentor (preceptor)

Review progress towards meeting goals/objectives with rationales provided by the student at the mid-term conference:

Preceptor Signature: ________________________________________ Date: _______________

Student Signature: ________________________________________ Date: _______________

Please upload to the week eight dropbox as indicated in the syllabus

Individual Success Plan (including Pre and Post Conference documentation)

Course # __960A________

P R A C T I C E I M M E R S I O N	Complete Contact Information
	Learner Information	GCU
	Name:
	E-mail:
	Phone Number:
	Course Faculty/Chair Information	GCU
	Name:
	E-mail:
	Phone Number:
	Mentor/Content Expert/Preceptor Information	Practice Setting
	Name:
	E-mail:
	Phone Number:

Updates and Modifications to this Individual Success Plan: Always check the DC Network for updated versions of this plan for each course.

Application Based Learning Course Assignments, Independent Study, Project Site Visits 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





















Programmatic Planning for DPI project See DNP Program Milestones document in the DC Network	Number of Planned Immersion Hours Associated with each Assignment/Project Site	Date Due	Summary of Past Feedback	Self-Assessed GCU DNP Domains & Competencies (see appendix)	Actual Practice Immersion Hours Completed Associated with each assignment (blank until end-of-course)	Date Complete

Direct Practice Improvement Project Planning and Progression

Intended Site for DPI (Make sure this is approved through OFE)	GCU
Site Name:
Does your site have an IRB and or QI process? If yes, what is the process? Create a plan (including a timeline) for preparing for site QI/IRB requirements.*
Contact Information:
PICOT Question	Department Feedback
Name:
E-mail:		Date:
Phone Number:
Mentor, Preceptor, or Content Expert Information	Practice Setting
Name:
E-mail:
Phone Number:

Note: Learners should not recruit, implement, or collect data until after both site and GCU QI/IRB designations have been given. GCU QI/IRB occurs in DNP-960A.

Learner Signature:
Name:
Date:
Mentor, Preceptor, or Content Expert Signature [Upon Starting the Course: DUE WEEK 1]
Name:
Date:
Mentor, Preceptor, or Content Expert Signature [Upon Completion of Course: DUE WEEK 16]
Name:
Date:

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 ______ Instructions for GCU Practicum/Clinical Tracking System

_____ Faculty Contact Information

Mid-term conference: Student-Faculty-Mentor (preceptor)

Review progress towards meeting goals/objectives with rationales provided by the student at the mid-term conference:

Preceptor Signature: ________________________________________ Date: _______________

Student Signature: ________________________________________ Date: _______________

Please upload to the week eight dropbox as indicated in the syllabus

Individual Success Plan (including Pre and Post Conference documentation)

Course # __965A________

P R A C T I C E I M M E R S I O N	Complete Contact Information
	Learner Information	GCU
	Name:
	E-mail:
	Phone Number:
	Course Faculty/Chair Information	GCU
	Name:
	E-mail:
	Phone Number:
	Mentor/Content Expert/Preceptor Information	Practice Setting
	Name:
	E-mail:
	Phone Number:

Updates and Modifications to this Individual Success Plan: Always check the DC Network for updated versions of this plan for each course.

Application Based Learning Course Assignments, Independent Study, Project Site Visits 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





















Programmatic Planning for DPI project See DNP Program Milestones document in the DC Network	Number of Planned Immersion Hours Associated with each Assignment/Project Site	Date Due	Summary of Past Feedback	Self-Assessed GCU DNP Domains & Competencies (see appendix)	Actual Practice Immersion Hours Completed Associated with each assignment (blank until end-of-course)	Date Complete

Direct Practice Improvement Project Planning and Progression

Intended Site for DPI (Make sure this is approved through OFE)	GCU
Site Name:
Does your site have an IRB and or QI process? If yes, what is the process? Create a plan (including a timeline) for preparing for site QI/IRB requirements.*
Contact Information:
PICOT Question	Department Feedback
Name:
E-mail:		Date:
Phone Number:
Mentor, Preceptor, or Content Expert Information	Practice Setting
Name:
E-mail:
Phone Number:

Note: Learners should not recruit, implement, or collect data until after both site and GCU QI/IRB designations have been given. GCU QI/IRB occurs in DNP-960A.

Learner Signature:
Name:
Date:
Mentor, Preceptor, or Content Expert Signature [Upon Starting the Course: DUE WEEK 1]
Name:
Date:
Mentor, Preceptor, or Content Expert Signature [Upon Completion of Course: DUE WEEK 16]
Name:
Date:

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 _____ Instructions for GCU Practicum/Clinical Tracking System

_____ Faculty Contact Information

Mid-term conference: Student-Faculty-Mentor (preceptor)

Review progress towards meeting goals/objectives with rationales provided by the student at the mid-term conference:

Preceptor Signature: ________________________________________ Date: _______________

Student Signature: ________________________________________ Date: _______________

Please upload to the week eight dropbox as indicated in the syllabus

Direct and Indirect Hours

DNP-Course	No Transfer Hours Indirect Immersion Hours Course Assignments		No Transfer Hours Direct Immersion Hours At the project site with mentor developing, implementing, and evaluating the project	Direct Immersion Hours Mentor/Learner Acceptable Course Activities
815A	50	Indirect hours split between writing assignments	50 Scientific Underpinnings 1.1 1.3 1.4	Speak with the immersion sites Quality Review Department. What is their purpose, what projects are they working on? Could they help you gather data? Speak to nursing educators; what is there role in implementing EBP change? How are new practices developed and evaluated at the immersion site using nursing or borrowed theories? Construct/refine PICOT question or Clinical Question using data and resources at the clinical site Develop the problem and purpose statements and clinical questions. Ensure alignment. Meet with a Nursing Scientist to discuss how they integrate nursing science and knowledge from ethics, the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of nursing practice. Work with the mentor and possibly a Nursing Scientist at the immersion site to discuss their process for Quality Improvement Projects and Internal Review Board Determinations. Present your PICOT, problem, purpose, clinical; question at the immersion site. Attend conference/workshop in person or virtually related to EBP or focus of the DPI project. Watch IRB video in DC Network on the “feasibility of projects.” Review/evaluate EBP material (e.g., web, print), determine what the project could use. Research the method of obtaining written approval for EBP tools, educational materials, scales. Construct, appraise, and refine a literature search. Outline DPI themes and sub-themes and subthemes with references on the Ten Strategic Points. Synthesize the literature review, summarize the themes (subthemes). Research theories that are appropriate to project and define the seminal works of the theorist. Ensure the theory chosen aligns with the population, problem, and outcome of the DPI. Download the Prospectus from the DC Network and review components with the mentor (preceptor) to align the Ten Strategic Points components. Research out a conceptual framework and change models that are appropriate to use for the DPI. Research and read literature on using Caring From a Christian Worldview 1.4 Spend time at the clinical site with mentor learning site processes, how and EBP is conducted start to finish at the organization, how practice gaps are identified. How are outcomes measured? Any other Faculty/Chair APPROVE Direct Immersion experiences that align with the course outcomes.
840A	50	Indirect hours split between writing assignments	50 Leadership and transformational change 2.1 2.2 2.4 Systems management 3.3 3.4 Population management 4.1 Analytical Foundations for Practice 5.2 5.3	Students should attend a quality improvement meeting at the immersion site Present the proposed DPI project including the problem, purpose, clinical question at the immersion site at a quality meeting, at the unit, clinic, floor of implementation (DO NOT RECRUIT PARTICIPANTS) and elicit feedback Meet with the mentor and discuss how nursing leaders learn to: Conduct an assessment of the practice setting. Determine how to design, select, use, and evaluate programs that monitor outcomes of care, care systems, and quality improvement, including consumer use of health care information systems. Develop a business plan Identify the need for, the implementation, evaluation, and dissemination of a rapid cycle improvement project, explore the purpose of this quality improvement method Develop and review a budget Discuss what a SWOT analysis is, are they used at the immersion site, why or why not? Meet with a mentor or other senior leaders who can help identify stakeholders for your DPI, determine why this is important in any project implemented in healthcare Assess the cultural diversity at the immersion site. Determine the need to develop, implement, and/or disseminate a cultural or diversity intervention or awareness intervention at the site or in regard to the DPI 2.1 Discuss the 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. Outline as it pertains to micro, meso, and macrosystem levels 2.2 Research, discuss and outline how leadership, influence, and advocacy in the development and implementation of institutional, local, state, federal, and/or international health policy occurs. 2.4 Explore the methods used to provide leadership in the evaluation and resolution of policy, ethical, and legal issues within healthcare systems and/or immersion site 3.3 Work with mentor, nursing informatics staff, and/or the information technology department to determine how to analyze and communicate critical elements necessary to the selection, use, and evaluation of health information systems and patient care technology. 4.1 Schedule to meet with the mentor or appropriate immersion site leader who can discuss how Advance Practice Nurses analyze epidemiological, biostatistical, environmental, and other appropriate scientific data related to individual, aggregate, and population health 5.2 Determine how they may 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. Participate in data analysis at immersion site Attend an immersion site or meet with another Internal Review Board to discuss aggregate data, vulnerable populations. Consult with a statistician regarding the project and how to set up your data collection sheets 5.3 Schedule a meeting with an APRN at the site, or interview an APRN/Nurse Leader to discuss the methods of designing, directing, and evaluating quality improvement methodologies to promote safe, timely, effective, efficient, equitable, and patient-centered care. Any other Faculty/Chair APPROVE Direct Immersion experiences that align with the course outcomes.
830A	50	Indirect hours split between writing assignments	75 Scientific Underpinnings for Practice 1.1 1.4 Domain 3: Systems Management 3.1 3.2 3.3 3.4 Analytic Foundations for Practice 5.1 5.4 5.5	1.1 Meet with a Nursing Scientist to discuss how they integrate nursing science and knowledge from ethics, the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of nursing practice. Research theories that are appropriate to project and define the seminal works of the theorist. Ensure the theory chosen aligns with the population, problem, and outcome of the DPI 1.4 Spend time at the clinical site with mentor learning site processes, how and EBP is conducted start to finish at the organization, how practice gaps are identified. How are outcomes measured? 3.1 Schedule a meeting with a Nurse Leader, mentor, or Quality to discuss the concepts and skills needed to develop the skills and knowledge to 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 · Consult with content experts: in person, by phone or by email 3.3 Work with mentor, nursing informatics staff, and/or the information technology department to determine how to analyze and communicate critical elements necessary to the selection, use, and evaluation of health information systems and patient care technology. 3.4 Determine how to design, select, use, and evaluate programs that monitor outcomes of care, care systems, and quality improvement, including consumer use of health care information systems. 5.1: Apply analytic methods to critically appraise existing literature and other evidence to identify and implement health care best practices. · Schedule meeting with a Nurse Researcher, librarian, or other people who regularly conducts literature reviews. · Attend a live or virtual training on analytical methods to appraise literature; determine inclusion and exclusion criteria 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 at the immersion site, conference, poster presentation, or scholarly writing. 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. · Consult with the mentor, IT, Nursing Informaticist, quality, or a research department. Any other Faculty/Chair APPROVE Direct Immersion experiences that align with the course outcomes.
955A	100	Mid-conference assignment week 5 needs to be added and 10 points assigned complete 10, incomplete 0	125 Scientific Underpinnings for Practice 1.1 1.4 Leadership and Transformational Change 2.3 Population Management 4.3	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. 1.4: Develop and evaluate new practice approaches based on nursing theories and theories from other disciplines. 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 4.3: Synthesize concepts to develop, implement, and evaluate interventions to improve individual, aggregate, and population health management. Develop tools for project sustainability AFTER the DPI (e.g., toolkits, PowerPoints, audit tools, etc.) Determine and obtain the EBP educational components, tools, and related permissions required to use.
960A	100	Mid-conference assignment week 5 needs to be added and 10 points assigned complete 10, incomplete 0	125 Analytic Foundations for Practice 5.1 5.2 5.3 5.4 5.5	5.1: Apply analytic methods to critically appraise existing literature and other evidence to identify and implement health care best practices. · Schedule meeting with a Nurse Researcher (DNP/PhD.), librarian, or other people who regularly conducts literature reviews. · Attend a live or virtual training on analytical methods to appraise literature; determine inclusion and exclusion criteria · Implement the DPI project Meet with the immersion sites IRB or research what an IRB is and requirements for QI vs. IRB. Review the DC Networks IRB page, watch videos and take notes on submission process and requirements Attend an IRB class meeting. Develop tools for project sustainability AFTER the DPI (e.g., toolkits, PowerPoints, audit tools, etc.) Determine and obtain the EBP educational components, tools, and related permissions required to use. • Disseminate DNP project findings internally or externally 5.2 Determine how they may 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. Participate in data analysis at immersion site Attend an immersion site or meet with another Internal Review Board to discuss aggregate data, vulnerable populations. Consult with a statistician regarding the project and how to set up your data collection sheets 5.3 Schedule a meeting with an APRN at the site or interview an APRN/Nurse Leader to discuss the methods of designing, directing, and evaluating 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 at the immersion site, conference, poster presentation, or scholarly writing. 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. · Consult with the mentor, IT, Nursing Informaticist, quality, or a research department. Any other Faculty/Chair APPROVE Direct Immersion experiences that align with the course outcomes.
965A	100	Mid-conference assignment week 5 needs to be added and 10 points assigned complete 10, incomplete 0	125 Population Management 4.1 4.5 Analytic Foundations for Practice 5.1 5.4 5.5	4.1 Schedule to meet with the mentor or appropriate immersion site leader who can discuss how Advance Practice Nurses analyze epidemiological, biostatistical, environmental, and other appropriate scientific data related to individual, aggregate, and population health · Participate in an interprofessional team in a member, leader, or consultant role. 4.5 Advocate for social justice, equity, and ethical policies within all healthcare arenas. · Assess clients, populations or organizations in practice settings to determine needs · Identify gaps in care for individuals, communities, and populations and determine programs needed for promotion/disease prevention interventions · Implement the DPI · Disseminate knowledge to other healthcare providers · Consultation with experts regarding nursing practice · Mentor other healthcare providers (not to include precepting nursing students or hours teaching a class for nursing students)*cannot be in the same program. 5.1: Apply analytic methods to critically appraise existing literature and other evidence to identify and implement health care best practices. · Schedule meeting with a Nurse Researcher (DNP/PhD.), librarian, or another person who regularly conducts literature reviews. · Attend a live or virtual training on analytical methods to appraise literature; determine inclusion and exclusion criteria · Collect and analyze data sets from the project to determine clinical and statistical significance. Meet with the immersion sites IRB or research what an IRB is and requirements for QI vs. IRB. Review the DC Networks IRB page, watch videos and take notes on submission process and requirements Attend an IRB class meeting. Develop tools for project sustainability AFTER the DPI (e.g., toolkits, PowerPoints, audit tools, etc.) Determine and obtain the EBP educational components, tools, and related permissions required to use. 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 at the immersion site, conference, poster presentation, or scholarly writing. 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. Consult with the mentor, IT, Nursing Informaticist, quality, or a research department. Any other Faculty/Chair APPROVE Direct Immersion experiences that align with the course outcomes.

APPENDIX A:

GCU DNP Domains & Competencies

University’s Mission Critical Competencies

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:

Competencies:

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:

Competencies:

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:

Competencies:

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:

Competencies:

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:

Competencies:

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.

Details:

The Individual Success Plan (ISP) assignment necessitates early collaboration with course faculty to develop a strategy for successful completion of mutually identified and agreed-upon specific deliverables for your programmatic requirements. Programmatic requirements include: (1) completion of required practice immersion hours, (2) completion of work related to program competencies, and (3) completion of work related to your Direct Practice Improvement Project.

General Requirements:

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

Locate and download the Individual Success Plan (ISP) document in the DNP Program Documents folder in the DNP Program Materials section of the DC Network.
Review the DNP Program Milestones document in the DC Network and identify which milestones apply to this course. Note: Not all courses have milestones.
Determine what practice experiences you plan to seek in order to address each competency. Include how many hours you plan to set aside to meet your goals. Learners will apply concepts from each of their core courses to reflect upon, critically examine, and improve current practice. Learners 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 hours and for how competencies will be met. Show all of the major milestones and deliverables.

Margaret I agree with you that theories synthesize and guide knowledge generation for any discipline. For instance, nursing as a discipline enjoys from various nursing theories. Nursing theories have specific reliable information. Healthcare professionals are involved in generating and using different theories. Nursing has been changing (Keys et al., 2018). As a result, of changes historical adjustments and other events have occurred that has impacted nursing theories and their developments. Rogers’ Innovation-Decision process change theory advocated for change through innovation. The change theory assumes that technology is transforming healthcare services. Therefore, healthcare systems ought to create space for change. COVID-19 pandemic interfered with the global health system (Ledger & Bakhai, 2021). However, technology was gradually introduced in various responsive activities. Theories have impacted on nursing research. Different academicians involved in nursing research use available nursing theories. Hence, as theories change nursing research depicts the same behavior.

DNP 815 Week 1 Assignment Individual Success Plan (ISP) References

Keys, E. M., & Benzies, K. M. (2018). A proposed nursing theory: Infant sleep and development. Nursing Science Quarterly, 31(3), 279-286. https://doi.org/10.1177/0894318418774947

Ledger, J., & Bakhai, M. (2021). The Temporal Dimensions of Health Technology Adoption During the Covid-19 Pandemic: Revisiting Roger’s Diffusionist Innovation Theory. In Organising Care in a Time of Covid-19 (pp. 245-273). Palgrave Macmillan, Cham. DOI: 10.1007/978-3-030-82696-3_12

Within the ISP, ensure you identify specific deliverables which can include the following: Individualized

dnp 815 week 1 assignment individual success plan (isp) — DNP 815 Week 1 Assignment Individual Success Plan (ISP)

DNP practice immersion contracts; comprehensive clinical log of hours applied to doctoral level learning outcomes; learner evaluations; mentor evaluations; current and updated CV; scholarly activities; GCU DNP competency self-assessment; reflective journal; course goals and plan for how competencies and practice immersion hours will be met; faculty and mentor approvals of course goals and documented practice immersion hours; and DPI project milestones.

Identify the specific deliverables you will complete throughout this course from those defined above or others negotiated with your faculty. You must turn in a new ISP in each course.
Identify the remaining deliverables you will complete in the upcoming courses.
List the challenges you expect to encounter as you continue the practice hour and competency requirements throughout this course? How might you overcome these challenges?
You can renegotiate these deliverables with your faculty throughout this course and update your ISP accordingly.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.

Directions:

Complete the Contact Information table at the beginning of the ISP document and type in your signature and the date on which you completed the table.

Read the information in the ISP document including the following:

Learner Expectations
Derivation of the ISP
Instructions for Completing the ISP

Follow the instructions and complete the ISP.

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: DNP 815 Week 1 Assignment Individual Success Plan (ISP)

Important information for writing discussion questions and participation

Welcome to class

Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to

I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.

Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.

If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.

Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.

Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.

I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!

Hi Class,

Please read through the following information on writing a Discussion question response and participation posts.

Contact me if you have any questions.

Important information on Writing a Discussion Question

Your response needs to be a minimum of 150 words (not including your list of references)
There needs to be at least TWO references with ONE being a peer reviewed professional journal article.
Include in-text citations in your response
Do not include quotes—instead summarize and paraphrase the information
Follow APA-7th edition
Points will be deducted if the above is not followed

Participation –replies to your classmates or instructor

A minimum of 6 responses per week, on at least 3 days of the week.
Each response needs at least ONE reference with citations—best if it is a peer reviewed journal article
Each response needs to be at least 75 words in length (does not include your list of references)
Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of “I agree” or “great post” does not count for the word count.
Follow APA 7th edition
Points will be deducted if the above is not followed

Remember to use and follow APA-7th edition for all weekly assignments, discussion questions, and participation points.
Here are some helpful links
Student paper example
Citing Sources
The Writing Center is a great resource

DNP 815 Week 1 Assignment Individual Success Plan (ISP) Assignment Rubric

	Excellent	Good	Fair	Poor
Summarize your interpretation of the frequency data provided in the output for respondent’s age, highest school grade completed, and family income from prior month.	32 (32%) – 35 (35%)The response accurately and clearly explains, in detail, a summary of the frequency distributions for the variables presented. The response accurately and clearly explains, in detail, the number of times the value occurs in the data. The response accurately and clearly explains, in detail, the appearance of the data, the range of data values, and an explanation of extreme values in describing intervals that sufficiently provides an analysis that fully supports the categorization of each variable value. The response includes relevant, specific, and appropriate examples that fully support the explanations provided for each of the areas described.	28 (28%) – 31 (31%)The response accurately summarizes the frequency distributions for the variables presented. The response accurately explains the number of times the value occurs in the data. The response accurately explains the appearance of the data, the range of data values, and explains extreme values in describing intervals that provides an analysis which supports the categorization of each variable value. The response includes relevant, specific, and accurate examples that support the explanations provided for each of the areas described.	25 (25%) – 27 (27%)The response inaccurately or vaguely summarizes the frequency distributions for the variables presented. The response inaccurately or vaguely explains the number of times the value occurs in the data. The response inaccurately or vaguely explains the appearance of the data, the range of data values, and inaccurately or vaguely explains extreme values. An analysis that may support the categorization of each variable value is inaccurate or vague. The response includes inaccurate and irrelevant examples that may support the explanations provided for each of the areas described.	0 (0%) – 24 (24%)The response inaccurately and vaguely summarizes the frequency distributions for the variables presented, or it is missing. The response inaccurately and vaguely explains the number of times the value occurs in the data, or it is missing. The response inaccurately and vaguely explains the appearance of the data, the range of data values, and an explanation of extreme values, or it is missing. An analysis that does not support the categorization of each variable values is provided, or it is missing. The response includes inaccurate and vague examples that do not support the explanations provided for each of the areas described, or it is missing.
Summarize your interpretation of the descriptive statistics provided in the output for respondent’s age, highest school grade completed, race and ethnicity, currently employed, and family income from prior month.	45 (45%) – 50 (50%)The response accurately and clearly summarizes in detail the interpretation of the descriptive statistics provided. The response accurately and clearly evaluates in detail each of the variables presented, including an accurate and complete description of the sample size, the mean, the median, standard deviation, and the size and spread of the data.	40 (40%) – 44 (44%)The response accurately summarizes the interpretation of the descriptive statistics provided. The response accurately explains evaluates each of the variables presented, including an accurate description of the sample size, the mean, the median, standard deviation, and the size and spread of the data.	35 (35%) – 39 (39%)The response inaccurately or vaguely summarizes the interpretation of the descriptive statistics provided. The response inaccurately or vaguely evaluates each of the variables presented, including an inaccurate or vague description of the sample size, the mean, the median, the standard deviation, and the size and spread of the data.	0 (0%) – 34 (34%)The response inaccurately and vaguely summarizes the interpretation of the descriptive statistics provided, or it is missing. The response inaccurately and vaguely evaluates each of the variables presented, including an inaccurate and vague description of the sample size, the mean, the median, the standard deviation, and the size and spread of the data, or it is missing.
Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.	5 (5%) – 5 (5%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.	4 (4%) – 4 (4%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.	3 (3%) – 3 (3%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment is vague or off topic.	0 (0%) – 2 (2%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion was provided.
Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation	5 (5%) – 5 (5%)Uses correct grammar, spelling, and punctuation with no errors.	4 (4%) – 4 (4%)Contains a few (1 or 2) grammar, spelling, and punctuation errors.	3 (3%) – 3 (3%)Contains several (3 or 4) grammar, spelling, and punctuation errors.	0 (0%) – 2 (2%)Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list.	5 (5%) – 5 (5%)Uses correct APA format with no errors.	4 (4%) – 4 (4%)Contains a few (1 or 2) APA format errors.	3 (3%) – 3 (3%)Contains several (3 or 4) APA format errors.	0 (0%) – 2 (2%)Contains many (≥ 5) APA format errors.
Total Points: 100

APA Writing Checklist

Use this document as a checklist for each paper you will write throughout your GCU graduate program. Follow specific instructions indicated in the assignment and use this checklist to help ensure correct grammar and APA formatting. Refer to the APA resources available in the GCU Library and Student Success Center.

☐ APA paper template (located in the Student Success Center/Writing Center) is utilized for the correct format of the paper. APA style is applied, and format is correct throughout.

☐ The title page is present. APA format is applied correctly. There are no errors.

☐ The introduction is present. APA format is applied correctly. There are no errors.

☐ Topic is well defined.

☐ Strong thesis statement is included in the introduction of the paper.

☐ The thesis statement is consistently threaded throughout the paper and included in the conclusion.

☐ Paragraph development: Each paragraph has an introductory statement, two or three sentences as the body of the paragraph, and a transition sentence to facilitate the flow of information. The sections of the main body are organized to reflect the main points of the author. APA format is applied correctly. There are no errors.

☐ All sources are cited. APA style and format are correctly applied and are free from error.

☐ Sources are completely and correctly documented on a References page, as appropriate to assignment and APA style, and format is free of error.

Scholarly Resources: Scholarly resources are written with a focus on a specific subject discipline and usually written by an expert in the same subject field. Scholarly resources are written for an academic audience.

Examples of Scholarly Resources include: Academic journals, books written by experts in a field, and formally published encyclopedias and dictionaries.

Peer-Reviewed Journals: Peer-reviewed journals are evaluated prior to publication by experts in the journal’s subject discipline. This process ensures that the articles published within the journal are academically rigorous and meet the required expectations of an article in that subject discipline.

Empirical Journal Article: This type of scholarly resource is a subset of scholarly articles that reports the original finding of an observational or experimental research study. Common aspects found within an empirical article include: literature review, methodology, results, and discussion.

Adapted from “Evaluating Resources: Defining Scholarly Resources,” located in Research Guides in the GCU Library.

☐ The writer is clearly in command of standard, written, academic English. Utilize writing resources such as Grammarly, LopesWrite report, and ThinkingStorm to check your writing.

DNP 815 Week 1 Assignment Individual Success Plan (ISP)

DNP 815 Week 1 Assignment Individual Success Plan (ISP)

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Important information for writing discussion questions and participation

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Important information on Writing a Discussion Question

Participation –replies to your classmates or instructor

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