NRS 493 Individual Success Plan Assignment

NRS 493 Individual Success Plan Assignment

NRS 493 Topic 1 Individual Success Plan (ISP)

NRS-493 Individual Success Plan

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

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Complete Contact Information
Student Information GCU
Name:
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

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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 Summary

3.     Benchmark-Reflection Journal Summary

1.     Summary of presentation2.     Final Clinical Evaluation Tool

3.     Practice Clinical Evaluation Tool-Agency

4.     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-BSN

University Mission Critical Competencies

(see Appendix A)

DateAssignment

Completed

Week 1Preconference call

Individual Success Plan

List 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; 2:3

3:2; 3:4

4:1; 4:3

5:1; 5:3; 5:4

MC1; MC2; MC4; MC5
Week  2Capstone Project Topic Selection and Approval

Summary of Topic Category

Reflective 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; 2:3

3:2; 3:4

4:1; 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; 2:3

3:2; 3:4

4:1; 4:3

5:1; 5:3; 5:4

MC1; MC2; MC4; MC5
Week 4Literature Evaluation Table

List 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; 2:4

4:1; 4:3

5:1; 5:4

MC1; MC2; MC4; MC5
Week 5Summary of the Strategic Plan.

Midterm Assessment

Reflective 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; 2:3

3:2; 3:4

4:1; 4:3

5:1; 5:3; 5:4

MC1; MC2; MC3; MC4; MC5.
Week 6Literature Review Table

List of resources

Reflective 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; 2:3

3:2; 3:4

4:1; 4:3

5:1; 5:3; 5:4

MC1; MC2; MC3; MC4; MC5.
Week 7Project Evaluation Plan

Reflective 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; 2:3

3:2; 3:4

4:1; 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; 2:3

3:2; 3:4

4:1; 4:3

5:1; 5:3; 5:4

MC1; MC2; MC3; MC4; MC5.
Week 9Professional Presentation

Reflective 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; 2:3

3:2; 3:4

4:1; 4:3

5:1; 5:3; 5:4

MC1; MC2; MC3; MC4; MC5.
Week 10Project Evaluation and Dissemination

Finalized ISP

Final 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; 2:3

3:2; 3:4

4:1; 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.

ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT: NRS 493 Individual Success Plan Assignment

nrs 493 individual success plan assignment
NRS 493 Individual Success Plan Assignment

Because achieving any goal requires transformation on a mental and often physical level, Student Success Programs participants are required to complete a success plan which will be used to target specific, customized interventions that will aid in achieving short and long term educational goals.

The ISP will outline goals and action steps for student in the areas of academics, personal growth, career, cultural awareness, and social support and engagement.

The Individual Success Plan helps participants remove obstacles and create a clear academic pathway, positively impacting student success.

Individual Success Plan Purpose:

Set informed goals for individual success in the areas of math and science, personal growth, career, finance, and social support
Create concrete action steps which will delineate the specific support services required of the student to support achievement of their goals
Set up monthly appointments for monitoring progress towards stated goals and benchmarks
Establish a successful academic foundation to persist in a chosen major
Address misguided aspirations and/or under-preparedness for career interests

The Institute of Medicine could have higher expectations of having all professional nurses providing expert services to the community. Nursing professionals are expected to reach the estimated target of reaching 90% in providing evidence-based practices. According to many research institutions, they have found out that the approximation of the evidence-based practices in nursing across America are at 15%. From the statistics, it could be justifiable to prove that the nursing professionals have not maintained the target. The percentage approximations currently are falling under a very low number compared to the target limit due to barriers that could affect nursing professionals when offering their services. One of the barriers to achieving the 90% goal is lack of enough nurses in the industry (Khammarnia et al., 2015).

A decreased number of nurses would decrease the rate of providing evidence-based practices to the society. Lacking enough nurses would lead to less research for nursing practices hence the number would be less than required to provide substantial evidence-based practices. Solving the issue would require an increased rate of hiring nurses for public services. The second barrier is work overload for the available nursing professionals (Khammarnia et al., 2015). According to the barrier, it is where nurses are assigned very many tasks leaving them with not enough time for research to offer evidence-based nursing activities. The solution to overloading working nurse’s barrier is by ensuring that each has enough time set for work, there are shifts for each, and there are future reforms to employ more nurses. By using the proposed solution ideas, the nursing career will be relieved from many challenges affecting its rates of providing professional evidence-based nursing practices.

Reference

Khammarnia, M., Haj Mohammadi, M., Amani, Z., Rezaeian, S., & Setoodehzadeh, F. (2015). Barriers to implementation of evidence-based practice in Zahedan teaching hospitals, Iran, 2014. Nursing research and practice2015.

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