Use This Form To Develop Your Individual Success Plan For NR

Use this form to develop your Individual Success Plan for NRS-493, the

This assignment involves creating an Individual Success Plan (ISP) for the NRS-493 course, which is a Professional Capstone and Practicum course. The ISP maps out the student's objectives and assignments necessary to complete 100 direct clinical practice hours and 25 indirect clinical practice hours by the end of the course. The plan should include a self-assessment aligned with the GCU RN-to-BSN Domains & Competencies and identify all graded and clinical assignments with relevant deadlines. The ISP serves as a guide for the student and their preceptor, outlining the necessary steps to ensure successful course completion and achievement of programmatic and university competencies. The student must specify the completion dates for each assignment, reflect on their progress, and align each task with the course and university mission objectives. The plan includes various components such as reflection journal entries, literature reviews, change proposals, presentations, evaluations, and scholarly activities. While the ISP guides progress, it does not itself ensure clinical hours or contact time with preceptors. The student's signature confirms understanding and accountability, with preceptor signatures verifying assignment completion at the beginning and end of the course.

Paper For Above instruction

The development of an Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course, is an essential component of nursing education at Grand Canyon University (GCU). The ISP serves as a personalized roadmap that delineates the student’s objectives, assignments, and timelines necessary to successfully complete the clinical hours and academic deliverables required for the course and program. By articulating specific goals and aligning them with the GCU RN-to-BSN Domains & Competencies, the student ensures targeted competency development, provides clarity for working with preceptors, and maintains accountability throughout the course duration.

This comprehensive plan begins with a self-assessment process that benchmarks the student's current capabilities against programmatic and university standards. Such reflection fosters awareness of strengths and areas needing improvement, thereby guiding tailored strategies to enhance learning outcomes. The ISP incorporates major course components, such as reflective journal entries, literature reviews, change proposals, and scholarly presentations, each mapped to specific assessment criteria and deadlines. This ensures that the student remains organized and focused on essential milestones while maintaining flexibility to adapt based on ongoing evaluations.

A critical aspect of the ISP is its emphasis on integrating theoretical knowledge with practical application. For example, selecting a community health topic or leadership issue, conducting literature searches, and developing measurable outcomes all contribute to a robust clinical learning experience. These activities also facilitate the achievement of GCU mission critical competencies, such as patient-centered care, professionalism, and leadership. Through these exercises, the student demonstrates their ability to translate evidence-based research into practice, thus fulfilling programmatic Domains & Competencies.

The plan also emphasizes the importance of evaluation and continuous improvement. By developing evaluation strategies and remediation plans when necessary, the student maintains accountability for their progress. The culminating components, including a professional presentation and scholarly activity summary, synthesize learning and demonstrate readiness for professional nursing practice at an advanced level.

Importantly, the ISP highlights communication with preceptors, who will sign the plan at the beginning and conclusion of the course, affirming that assignments have been completed and learning objectives met. This collaborative approach enhances accountability and ensures that both student and preceptor are aligned on expectations and progress. The structured, reflective, and goal-oriented nature of the ISP ultimately supports the student's success in achieving clinical mastery and academic excellence while adhering to the standards of GCU’s RN-to-BSN program.

References

• American Association of Colleges of Nursing. (2021). The essentials of baccalaureate education for professional nursing practice. AACN.
• Grand Canyon University. (2023). RN-to-BSN Program Competencies. GCU.
• GCU RN-to-BSN Curriculum. (2023). Appendix A: Programmatic Domains & Competencies. GCU.
• Melnyk, B. M., & Fineout-Overholt, E. (2019). Evidence-based practice in nursing & healthcare: A guide to best practice. Wolters Kluwer.
• Institute of Medicine. (2010). The future of nursing: Leading change, advancing health. The National Academies Press.
• Benner, P. (1984). From novice to expert: Excellence and power in clinical nursing practice. Prentice-Hall.
• Hill, B., & Roberts, S. (2018). Developing clinical competence: Strategies for nursing students. Journal of Nursing Education, 57(2), 110-115.
• Polit, D. F., & Beck, C. T. (2020). Nursing research: Generating and assessing evidence for nursing practice. Wolters Kluwer.
• Cochrane, S., et al. (2017). Leadership development in nursing: Building capacity for the future. Journal of Nursing Management, 25(7), 529-534.
• World Health Organization. (2020). Framework for action on interprofessional education & collaborative practice. WHO.