NRS 465 Individual Success Plan Required Practice Hours

Nrs 465 Individual Success Planrequired Practice Hours100 Direct Clin

Use this form to develop your Individual Success Plan (ISP) for NRS-465, the Applied Evidence-Based Project and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study.

You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish. In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect care experience hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. By the end of the course, your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains and Competencies (see Appendix A).

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

  • Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains and Competencies (Appendix A) related to this course.
  • The major deliverables of the course are listed. Show the topic/course objectives that apply to each deliverable and align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).
  • Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time or time spent with your preceptor outside of scheduled practicum experience time at the practicum site.
  • Within the Individual Success Plan, ensure you identify all graded course assignments and indirect care experience assignments listed in the table on the next page.

Paper For Above instruction

Introduction

The development of a comprehensive Individual Success Plan (ISP) is vital for nursing students undertaking the NRS-465 course, which combines applied evidence-based projects and practical clinical experiences. This plan not only facilitates structured learning and clinical proficiency but also aligns student's efforts with the mission and core competencies of Grand Canyon University (GCU), ensuring preparation for professional nursing practice within a community and leadership context.

Objectives and Alignment with Program and University Competencies

The primary objective of this ISP is to delineate a clear roadmap toward fulfilling 100 direct clinical practice hours and 25 indirect care hours, essential for course requirements and professional development. These hours include community and leadership experiences designed to foster comprehensive understanding of diverse patient populations and healthcare delivery systems. To achieve this, students must select relevant topics, develop clinical questions, and formulate measurable outcomes aligned with GCU’s Mission Critical Competencies such as effective communication, critical thinking, and leadership.

Developing the ISP involves identifying specific tasks: selecting change proposal topics, conducting literature searches, developing PICOT questions, creating implementation plans, and evaluating outcomes—all within the framework of professional, ethical, and culturally considerate nursing care. These activities support domains including Knowledge for Nursing Practice, Person-Centered Care, Population Health, Scholarship, Quality and Safety, Interprofessional Partnerships, Systems-Based Practice, Informatics, Professionalism, and Personal Development.

Implementation and Monitoring

The plan emphasizes a timeline for completing each major deliverable, ensuring structured progress through milestones such as topic approval, literature review, strategic planning, and scholarly dissemination. The student is responsible for self-assessment on meeting competencies related to clinical judgment, advocacy, collaboration, and ethical decision-making, ensuring continuous reflection and improvement. Additionally, collaboration with preceptors and faculty is essential for authentic assessment and feedback, fostering accountability and professional growth.

Conclusion

An effective ISP serves as a vital tool for integrating academic knowledge with clinical practice, fostering leadership, and supporting evidence-based nursing interventions. By adhering to the outlined plan, students will meet course requirements, enhance their competencies, and prepare for a competent, ethical, and culturally sensitive nursing practice aligned with GCU’s mission and core values.

References

  • American Association of Colleges of Nursing (AACN). (2008). The essentials of baccalaureate education for professional nursing practice. Washington, DC: AACN.
  • Grand Canyon University. (2024). RN-to-BSN program curriculum. Retrieved from https://www.gcu.edu
  • Benner, P. (2010). From novice to expert: Excellence and power in clinical nursing practice. Prentice Hall.
  • Melnyk, B. M., & Fineout-Overholt, E. (2015). Evidence-based practice in nursing & healthcare: A guide to best practice. Wolters Kluwer Health.
  • Institute of Medicine (IOM). (2010). The future of nursing: Leading change, advancing health. National Academies Press.
  • Jeffries, P. R. (2007). A framework for designing, implementing, and evaluating simulations used as teaching strategies. Nursing Education Perspectives, 28(4), 203-211.
  • Oermann, M. H., & Hays, J. C. (2016). Writing learning objectives and outcomes. In Clinical teaching strategies in nursing (pp. 129-150). Springer.
  • World Health Organization. (2016). Global strategy on human resources for health: Workforce 2030. WHO Press.
  • Kohrmann, S., & Mahoney, J. (2012). Developing leadership skills in nursing students. Journal of Nursing Education, 51(4), 187-193.
  • National League for Nursing (NLN). (2010). A vision for a transforming nursing education. NLN Publications.

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