NRS 493 Individual Success Plan Required Practice Hou 521687

Nrs 493 Individual Success Planrequired Practice Hours 100 Direct Cli

NRS-493 Individual Success Plan REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours. 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-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 clinical practice 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. 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 your ISP 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 . Individual Success Plan 2. Reflection Journal Entry 1. List of potential topics for the change proposal Topic . Topic Selection Approval Paper 2. Reflection Journal Entry 1. Search the literature for supporting journal articles 2. Summary of topic category; community or leadership Topic . PICOT Question Paper 2. Reflection Journal Entry 1. List of objectives Topic . Literature Evaluation Table 2. Reflection Journal Entry 1. List of measurable outcomes Topic . Reflection Journal Entry 1. Summary of the strategic plan 2. Midterm Evaluation Tool Topic . Literature Review Table 2. Reflection Journal Entry 1. List of resources Topic . Reflection Journal Entry 1. Summary of the evaluation plan 2. Remediation-if required Topic . Benchmark Written Capstone Project Change Proposal 2. Reflection Journal Entry Topic . Reflection Journal Entry 1. Professional Presentation Topic . Finalized ISP 2. Scholarly Activity Summary 3. Benchmark-Reflection Journal Summary 1. Summary of presentation 2. 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 Assignment Date Due Self-Assessment: Programmatic Domains & Competencies (see Appendix A) Self-Assessment: GCU RN-to-BSN University Mission Critical Competencies (see Appendix A) Date Assignment Completed 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: © 2015. Grand Canyon University. All Rights Reserved. © 2015. Grand Canyon University. All Rights Reserved. APPENDIX A: GCU RN-to-BSN Domains & Competencies A. 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. B. 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.

Paper For Above instruction

The development of an Individual Success Plan (ISP) is a vital component in ensuring the achievement of educational and clinical objectives in the RN-to-BSN program at Grand Canyon University (GCU). The ISP functions as a strategic roadmap, guiding students through the requisite clinical hours, assignments, and competencies necessary for their successful progression in the program. The core purpose of the ISP is to delineate specific goals, tasks, and timelines aligned with institutional competencies, professional standards, and personal learning needs, fostering accountability and structured growth throughout the course.

At the outset, students are required to complete comprehensive contact information, including personal details such as name, email, and phone number, as well as information about their course faculty and practicum preceptor. This foundational data ensures clear communication channels and effective supervisory oversight. The plan then proceeds to identify all clinical practice experience requirements—namely 100 hours of direct clinical practice divided evenly between community health and leadership, along with 25 hours of indirect clinical experience. These hours are integral to bridging theoretical knowledge with practical application in real-world settings.

To facilitate effective planning, students must specify deadlines for each assignment, comprising various topics such as change proposals, literature reviews, PICOT questions, evaluations, and final projects. Each component is linked to broader course and program objectives, ensuring comprehensive coverage and alignment with academic standards. Furthermore, students must conduct self-assessment exercises evaluating their competency in programmatic domains and university mission critical competencies, reflecting on their growth and areas for improvement.

The ISP emphasizes the importance of reflection and scholarly activity, encouraging students to engage in journal entries, literature searches, and analytical evaluations that support evidence-based practice. These activities entail exploring population characteristics, health concerns, and strategic planning, which enhance the student's understanding of community health dynamics and global health issues. Notably, particular attention is paid to cultural sensitivity, spiritual needs, and holistic patient care, aligning with GCU’s mission of fostering ethically grounded, globally aware nursing professionals.

Alignment with GCU Mission and Program Domains is fundamental in this planning process. The plan reinforces effective communication (MC1), critical thinking (MC2), Christian worldview integration (MC3), and global awareness (MC4), cultivating well-rounded competencies. Simultaneously, it supports the professional role (Domain 1), nursing practice (Domain 3), informatics (Domain 4), and holistic care (Domain 5) through targeted objectives and reflection activities. This comprehensive approach not only ensures adherence to academic standards but also prepares students for ethical, culturally competent, and leadership-oriented nursing practice.

In conclusion, a well-structured ISP acts as a critical foundation for success in the RN-to-BSN program. It promotes accountability, clarity, and strategic development, ultimately facilitating the full integration of theoretical knowledge and practical skills necessary to advance healthcare delivery and patient outcomes in diverse settings. Continuous self-assessment and reflection embedded within the ISP foster lifelong learning and professional growth, aligning educational achievement with the overarching mission of GCU to develop competent, compassionate, and globally responsible nursing leaders.

References

• American Nurses Association. (2015). Code of ethics for nurses with interpretive statements. ANA.
• GCU Office of Academic Affairs. (2015). RN-to-BSN program competencies and mission alignment.
• Huston, C. (2018). Professional nursing concepts: Competencies for qualiy care (4th ed.). Wolters Kluwer.
• Institute of Medicine (US). (2011). The future of nursing: Leading change, advancing health. National Academies Press.
• Potter, P. A., Perry, A. G., Stockert, P. A., & Hall, A. M. (2017). Fundamentals of nursing (9th ed.). Elsevier.
• World Health Organization. (2018). Global strategy on human resources for health: Workforce 2030. WHO.
• American Public Health Association. (2013). Promoting health equity: A policy brief. APHA.
• Havenga, J., et al. (2015). Community health nursing: Promoting population health. South African Journal of Nursing.
• National League for Nursing. (2016). Distinctive characteristics of nurse educators. NLN Publications.
• McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Jones & Bartlett Learning.