NRS 493 Individual Success Plan Required Practice Hou 266993

Nrs 493 Individual Success Planrequired Practice Hours 100 Direct Cli

Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. The plan should outline the objectives and assignments related to the 100 direct clinical practice hours (50 community/50 leadership) and 25 indirect clinical hours. Include specific completion dates for each assignment and provide a self-assessment of how you will meet the GCU RN-to-BSN Domains & Competencies as well as the University Mission Critical Competencies. Identify all graded course and clinical assignments, aligning each with course objectives and competencies. Ensure that your plan clarifies the hours dedicated to each task, avoids including hours spent on telephone conferences or preceptor meetings, and links specific assignments to course and university goals. Your ISP must include the following components: development of change proposals, reflection journals, literature evaluations, strategic and evaluation plans, scholarly activity summaries, presentations, and final evaluations. You will share this plan with your preceptor at the start and end of the course to facilitate communication and progress tracking. Completing the ISP does not count as clinical hours but serves as a roadmap for successful course and clinical completion.

Paper For Above instruction

The development of an Individual Success Plan (ISP) for the NRS-493 course is essential for organizing and guiding the RN-to-BSN student's clinical and academic efforts. The ISP serves as a strategic framework that delineates specific objectives, deadlines, and competency alignments necessary for fulfilling the clinical practice hours and course requirements aligned with the Grand Canyon University (GCU) mission and professional standards.

The core function of the ISP is to map out the student's pathway to achieving 100 direct clinical hours—comprising 50 community-based and 50 leadership-focused experiences—and 25 indirect clinical hours. These hours are integral to applying theoretical knowledge in practical settings, developing leadership skills, understanding community health concerns, and engaging in reflective practice. The plan should include milestones such as the completion of change proposals, literature reviews, literature evaluation tables, strategic planning, midterm and final evaluations, and scholarly presentations, each linked to specific course objectives and competencies in the GCU RN-to-BSN program.

Critical to the effectiveness of the ISP is its alignment with the GCU Mission Critical Competencies (MCCs) and the Program Domains & Competencies. The MCCs emphasize effective communication, critical thinking, Christian worldview, global awareness, and leadership—elements that underpin the student’s professional development. Each clinical activity and academic assignment should explicitly demonstrate how it relates to these broad competencies, fostering ethical practice, cultural sensitivity, and leadership qualities essential to competent nursing practice.

In addition to MCCs, the plan aligns with specific Domains and Competencies: professional role, theoretical foundations, nursing practice, communication/informatics, and holistic patient care. For instance, the change proposal enhances leadership and advocacy skills, the reflection journals promote critical thinking, and the literature reviews deepen understanding of evidence-based practice and cultural considerations. Students are encouraged to self-assess their progress regularly, identifying areas of strength and opportunities for growth. This reflective component ensures that the student remains engaged in lifelong learning and continuous self-improvement, core tenets of professional nursing practice.

Moreover, the plan must be shared with the preceptor at both course initiation and completion, fostering ongoing mentorship, guidance, and accountability. While the ISP guides clinical and academic progress, it is distinctly separate from the clinical hours themselves. It functions as a strategic document that ensures the student meets all course deliverables within stipulated timelines while demonstrating mastery of the GCU competencies.

Beyond the immediate course requirements, the ISP reinforces the student’s understanding of professional nursing roles, ethical decision-making, and community engagement. The documentation of resources, strategies, and evaluation metrics ensures a measurable and intentional approach to learning. The synthesis of academic theory with clinical practice within the ISP underscores the transformative nature of this capstone experience, aiming to produce nursing graduates who are reflective, competent, and prepared to meet diverse patient needs in a dynamic healthcare environment.

References

• American Nurses Association. (2015). Code of ethics for nurses with interpretive statements. ANA.
• Benner, P. (1984). From novice to expert: Excellence and power in clinical nursing practice. Prentice-Hall.
• Grady, C., & Davison, S. (2018). Ethical principles in health care. In J. M. O'Connor (Ed.), Ethics in nursing (pp. 45-64). Springer.
• Institute of Medicine (US). (2010). The future of nursing: Leading change, advancing health. National Academies Press.
• Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Wolters Kluwer.
• Schmied, V., & Sheeran, D. (2018). Developing leadership skills in nursing students: A framework for practice. Journal of Nursing Education, 57(6), 356-362.
• World Health Organization. (2013). The future of nursing: Leading health, advancing health. WHO Publications.
• American Organization of Nursing Leadership. (2016). Nursing leadership competencies. AONL.
• Yoder-Wise, P. S. (2019). Leading and managing in nursing (6th ed.). Elsevier.
• Grand Canyon University. (2015). RN-to-BSN Program competencies and mission statement. GCU Publications.