NRS 493 Individual Success Plan Assignment

Grand Canyon University NRS 493 Individual Success Plan Assignment-Step-By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University NRS 493 Individual Success Plan Assignment assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for NRS 493 Individual Success Plan Assignment                           

Whether one passes or fails an academic assignment such as the Grand Canyon University NRS 493 Individual Success Plan Assignment depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for NRS 493 Individual Success Plan Assignment                         

The introduction for the Grand Canyon University NRS 493 Individual Success Plan Assignment is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

How to Write the Body for NRS 493 Individual Success Plan Assignment                         

After the introduction, move into the main part of the NRS 493 Individual Success Plan Assignment assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for NRS 493 Individual Success Plan Assignment                         

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for NRS 493 Individual Success Plan Assignment                           

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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Sample Answer for NRS 493 Individual Success Plan Assignment Included After Question

NRS-493 Individual Success Plan

REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.

PRAC T I C E   E X P E R I E N C E	Complete Contact Information
	Student Information	GCU
	Name:
	E-mail:
	Phone Number:
	Course Faculty Information	GCU
	Name:
	E-mail:
	Phone Number:
	Practicum Preceptor Information	Practice Setting
	Name:
	E-mail:
	Phone Number:

 

ISP Instructions

Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSNstudent, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.

In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will completeeach assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A).

General Requirements

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

• Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.

Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).

Completing yourISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.

• Within the Individual Success Plan, ensure you identify all graded course assignments and indirect clinical assignments listed in the table on the next page.

Topic	Graded Assignment	Indirect Clinical Assignments
Topic 1	1.     Individual Success Plan2.     Reflection Journal Entry	1.     List of potential topics for the change proposal
Topic 2	1.     Topic Selection Approval Paper2.     Reflection Journal Entry	1.     Search the literature for supporting journal articles2.     Summary of topic category; community or leadership
Topic 3	1.     PICOT Question Paper2.     Reflection Journal Entry	1.     List of objectives
Topic 4	1.     Literature Evaluation Table2.     Reflection Journal Entry	1.     List of measurable outcomes
Topic 5	1.     Reflection Journal Entry	1.     Summary of the strategic plan2.     Midterm Evaluation Tool
Topic 6	1.     Literature Review Table2.     Reflection Journal Entry	1.     List of resources
Topic 7	1.     Reflection Journal Entry	1.     Summary of the evaluation plan2.     Remediation-if required
Topic 8	1.     Benchmark Written Capstone Project Change Proposal2.     Reflection Journal Entry
Topic 9	1.     Reflection Journal Entry	1.     Professional Presentation
Topic 10	1.     Finalized ISP2.     Scholarly Activity Summary3.     Benchmark-Reflection Journal Summary	1.     Summary of presentation2.     Final Clinical Evaluation Tool3.     Practice Clinical Evaluation Tool-Agency4.     Practice Clinical Evaluation Tool-Preceptor

Application-based Learning Course Assignments	List of Current Course Objectives	AssignmentDate Due	Self-Assessment:Programmatic Domains & Competencies (see Appendix A)	Self-Assessment:GCU RN-to-BSNUniversity Mission Critical Competencies (see Appendix A)	DateAssignmentCompleted
Week 1Preconference callIndividual Success PlanList of Capstone Change Project Topics Reflective Journal Entry	Work with preceptor to perform organizational needs assessment.Create a feasible plan to facilitate successful completion of the course.Propose potential topics that the capstone change project should address.Demonstrate interprofessional collaboration skills from the start of the capstone project. Submit reflective journal on the week’s project practice.		1:1; 1:2; 1:3; 1:42:1; 2:2; 2:33:2; 3:44:1; 4:3 5:1; 5:3; 5:4	MC1; MC2; MC4; MC5
Week  2Capstone Project Topic Selection and ApprovalSummary of Topic CategoryReflective Journal Entry	Select clinical practice issue in the healthcare setting in the community.State the impacts of the selected clinical practice issue on nursing practice.Develop an intervention to tackle the selected clinical issue.Illustrate how the intervention will impact nursing practice. Demonstrate interprofessional capability in the creation of planned change project. Submit reflective journal on the week’s project practice.		1:1; 1:2; 1:3; 1:42:1; 2:2; 2:33:2; 3:44:1; 4:3 5:1; 5:3; 5:4	MC1; MC2; MC4; MC5
Week 3PICOT Question paper   List of Objectives   Reflective Journal Entry	Develop a PICOT question that involves EBP nursing practice interventionPerform review on EBP research to guide the development of change proposal.List the objectives that the EBP project strives to attain.Show interprofessional collaboration in the creation of the change project. Provide practice reflections through a reflective journal.		1:1; 1:2; 1:3; 1:42:1; 2:2; 2:33:2; 3:44:1; 4:3 5:1; 5:3; 5:4	MC1; MC2; MC4; MC5
Week 4Literature Evaluation TableList if Measurable Outcomes.Reflective Journal Entry	Identify strategies for logical realization of the project intervention.Incorporate clinical judgment, patient-centered care, and interprofessional thinking, to direct project planning, execution, and assessment of health outcomes.Appraise EBP research and other relevant resources to guide the development of the change project.Demonstrate competency in evaluating levels of evidence. Provide a list of measurable outcomes for the intervention selected in the change proposal. Identify change or nursing theory to foster the selected nursing intervention. Show interprofessional collaboration in the creation of the change planned project. Provide practice reflections through a reflective journal.		1:1; 1:2; 1:3; 1:4; 1:52:1; 2:2; 2:3; 2:44:1; 4:35:1; 5:4	MC1; MC2; MC4; MC5
Week 5Summary of the Strategic Plan.Midterm AssessmentReflective Journal Entry	Evaluate the organizational culture and environment to determine potential project implementation barriers.Conduct organizational and community assessment to identify key stakeholders.Develop a strategic plan that highlights the procedure of integrating proposed intervention into the EBP project.Show interprofessional collaboration in the development of the change planned project. Complete the development of the midterm evaluation tool. Submit reflective journal on the week’s project practice.		1:1; 1:2; 1:3; 1:42:1; 2:2; 2:33:2; 3:44:1; 4:3 5:1; 5:3; 5:4	MC1; MC2; MC3; MC4; MC5.
Week 6Literature Review TableList of resourcesReflective Journal	Appraisal EBP research data to promote the creation of change proposal.Develop a plan to assess various sources of literature to help in the development of the proposed project.Portray interprofessional collaboration in the development of the change project.List  down resources that are needed in the implementation of  the proposed change, depending on the results of the evaluation of strategic plan Provide practice reflections through a reflective journal.		1:1; 1:2; 1:3; 1:42:1; 2:2; 2:33:2; 3:44:1; 4:3 5:1; 5:3; 5:4	MC1; MC2; MC3; MC4; MC5.
Week 7Project Evaluation PlanReflective Journal	Generate a blueprint for integrating the change project into leadership.Select the principles for assessing the identified nursing intervention.Provide a review of the assessment plan.Show interprofessional collaboration in the development of the change planned project. Incorporate clinical judgment, patient-centered care, and interprofessional thinking, to guide planning, implementation, and evaluation of health outcomes. Provide practice reflections through a reflective journal.		1:1; 1:2; 1:3; 1:42:1; 2:2; 2:33:2; 3:44:1; 4:3 5:1; 5:3; 5:4	MC1; MC2; MC4; MC5
Week 8Benchmark Written Capstone Project Change Proposal.Reflective Journal	Provide a detailed EBP change project anchored on the components detailed in the earlier topics of the project.Integrate guidelines for assessing the proposed nursing intervention in the change project.Identify a relevant change or nursing theory into the project proposal.Determine potential barriers to the implementation of the project and how to address the barriers. Incorporate clinical judgment, interprofessional thinking, critical thinking, and patient-centered care, to guide planning, implementation, and evaluation of health outcomes. Provide practice reflections through a reflective journal.		1:1; 1:2; 1:3; 1:42:1; 2:2; 2:33:2; 3:44:1; 4:3 5:1; 5:3; 5:4	MC1; MC2; MC3; MC4; MC5.
Week 9Professional PresentationReflective Journal Entry	Identify techniques of professional presentation to be used in disseminating the proposed change project to the relevant stakeholders.Provide practice reflections through a reflective journal.		1:1; 1:2; 1:3; 1:42:1; 2:2; 2:33:2; 3:44:1; 4:3 5:1; 5:3; 5:4	MC1; MC2; MC3; MC4; MC5.
Week 10Project Evaluation and DisseminationFinalized ISPFinal Clinical Evaluation Tool Practice Clinical Evaluation Tool-Agency Final Evaluation of Student by Preceptor Benchmark-Reflection Journal Summary	Presentation of the proposed EBP project to various leaders in the interprofessional team for appraisal.Provide a summary of the presentation.Incorporate clinical judgment, patient-centered care, and interprofessional thinking, to guide planning, implementation, and evaluation of health outcomes.Depict the attainment of the course objectives through presentation of a written final ISP. Implement an accomplished clinical assessment tool. Make sure that the nursing practice clinical evaluation tool is filled by the agency Ensure that the preceptor fills the nursing practice clinical evaluation tool. Submit practice reflections that summarize the whole practicum reflective journal entries.		1:1; 1:2; 1:3; 1:42:1; 2:2; 2:33:2; 3:44:1; 4:3 5:1; 5:3; 5:4	MC1; MC2; MC4; MC5

By typing in his/her signature below, the student agrees to have read, understood, and be accountable for the instructions, assignments, and hours shown above and that all questions have been satisfactorily answered by the faculty.

Preceptors will sign upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.

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

APPENDIX A:

GCU RN-to-BSN Domains & Competencies

1. University’s Mission Critical Competencies

How does this Individual Success Plan support the GCU Mission?

MC1: Effective Communication: Therapeutic communication is central to baccalaureate nursing practice. Students gain an understanding of their ethical responsibility and how verbal and written communication affects others intellectually and emotionally. Students begin to use nursing terminology and taxonomies within the practice of professional and therapeutic communication. Courses require students to write scholarly papers, prepare presentations, develop persuasive arguments, and engage in discussion that is clear, assertive, and respectful.

MC2: Critical Thinking: Courses require students to use critical thinking skills by analyzing, synthesizing, and evaluating scientific evidence needed to improve patient outcomes and professional practice.

MC3: Christian Worldview: Students will apply a Christian worldview within a global society and examine ethical issues from the framework of a clearly articulated system of professional values. Students will engage in discussion of values-based decisions made from a Christian perspective.

MC4:Global Awareness, Perspectives, and Ethics: The concept of global citizenship is introduced to baccalaureate students in the foundational curriculum. Some courses will focus on the human experience across the world health continuum. The World Health Organization (WHO) definitions of health, health disparities, and determinants of health are foundational to nursing practice.

MC5: Leadership: Students are required to develop skills and knowledge associated with their professional role. Courses require students to develop self-leadership skills such as time management, setting priorities, self-control, and evaluation of their abilities and performance.

1. Domains and Competencies

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

Domain 1: Professional Role

Graduates of Grand Canyon University’s RN-BSN program will be able to incorporate professional values to advance the nursing profession through leadership skills, political involvement, and life-long learning.

Competencies:

1.1:      Exemplify professionalism in diverse health care settings.

1.2:      Manage patient care within the changing environment of the health care system.

1.3:      Exercise professional nursing leadership and management roles in the promotion of patient safety and quality care.

1.4:      Participate in health care policy development to influence nursing practice and health care.

1.5:      Advocate for autonomy and social justice for individuals and diverse populations.

Domain 2: Theoretical Foundations of Nursing Practice

Graduates of Grand Canyon University’s RN-BSN program will have acquired a body of nursing knowledge built on a theoretical foundation of liberal arts, science, and nursing concepts that will guide professional practice.

Competencies:

2.1:      Incorporate liberal arts and science studies into nursing knowledge.

2.2:      Comprehend nursing concepts and health theories.

2.3:      Understand and value the processes of critical thinking, ethical reasoning, and decision making.

Domain 3: Nursing Practice

Graduates of Grand Canyon University’s RN-BSN program will be able to utilize the nursing process to provide safe quality care based on nursing best practices.

Competencies:

3.1:      Utilize the nursing process to provide safe and effective care for patients across the lifespan

3.2:      Implement patient care decisions based on evidence-based practice.

3.3:      Provide individualized education to diverse patient populations in a variety of health care settings.

3.4:      Demonstrate professional standards of practice.

Domain 4: Communication/Informatics

Graduates of Grand Canyon University’s RN-BSN program will be able to manage information and technology to provide safe quality care in a variety of settings. In addition, graduates will be able to communicate therapeutically and professionally to produce positive working relationships with patients and health care team members.

Competencies:

4.1:      Utilize patient care technology and information management systems.

4.2:      Communicate therapeutically with patients.

4.3:      Promote interprofessional collaborative communication with health care teams to provide safe and effective care.

Domain 5: Holistic Patient Care

Graduates of Grand Canyon University’s RN-BSN program will be able to provide holistic individualized care that is sensitive to cultural and spiritual aspects of the human experience.

Competencies:

5.1:      Understand the human experience across the health-illness continuum.

5.2:      Assess for the spiritual needs and provide appropriate interventions for individuals, families, and groups.

5.3:      Provide culturally sensitive care.

5.4:      Preserve the integrity and human dignity in the care of all patients.

Planning is the key to successful completion of this course and program-related objectives. The Individual Success Plan (ISP) assignment requires early collaboration with the course faculty and your course preceptor. Students must establish a plan for successful completion of

The required 50 community direct clinical practice experience hours, 50 leadership direct clinical practice hours, and 25 indirect clinical experience hours.
Completion of work associated with program competencies.
Work associated with completion of the student’s capstone project change proposal.
Students will use the “Individual Success Plan” to develop an individual plan for completing practice hours and course objectives. As a part of this process, students will identify the number of hours set aside to meet course goals.

Student expectations and instructions for completing the ISP document are provided in the “NRS-493 Individual Success Plan” resource, located in the Study Materials and in the assignment instructions.

Students should apply concepts from prior courses to critically examine and improve their current practice. Students are expected to integrate scholarly readings to develop case reports that demonstrate increasingly complex and proficient practice.

After the ISP has been developed by the student and approved by the course faculty, students will initiate a preconference with the faculty and preceptor to review the ISP.

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