DNP-815A Preconference Evaluation: Individual Success Plan (ISP)
Grand Canyon University DNP-815A Preconference Evaluation: Individual Success Plan (ISP)-Step-By-Step Guide
This guide will demonstrate how to complete the DNP-815A Preconference Evaluation: Individual Success Plan (ISP) assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for DNP-815A Preconference Evaluation: Individual Success Plan (ISP)
Whether one passes or fails an academic assignment such as the Grand Canyon University DNP-815A Preconference Evaluation: Individual Success Plan (ISP) depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for DNP-815A Preconference Evaluation: Individual Success Plan (ISP)
The introduction for the Grand Canyon University DNP-815A Preconference Evaluation: Individual Success Plan (ISP) is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
How to Write the Body for DNP-815A Preconference Evaluation: Individual Success Plan (ISP)
After the introduction, move into the main part of the DNP-815A Preconference Evaluation: Individual Success Plan (ISP) assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for DNP-815A Preconference Evaluation: Individual Success Plan (ISP)
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for DNP-815A Preconference Evaluation: Individual Success Plan (ISP)
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
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Target Practice Hours 0 (Based on individual hours required to total 1,000 post-baccalaureate hours. Please refer to your course syllabus regarding hours built into your specific class. Please note, some students require more hours based on what they transferred in. Please contact your SSA for incoming hours.)
Sample Answer for DNP-815A Preconference Evaluation: Individual Success Plan (ISP)
Nursing as a practice has evolved over time from men being the main care providers to a time when early nurses were considered witches to today where a nurse practitioner is a primary care provider working alongside physicians to offer care to diverse patients and health populations (Silva & Ferreira, 2021). From the Christianity era when men were caregivers and nursing was a religious vocation, to a time when women doing nursing for the ill and aged had to overcome the speculation of nursing being evil. The entry of Florence Nightingale christened as the lady with the lamp demonstrated the emergence of nursing as a profession where one needed to get trained to practice. Nightingale illustrated this approach by compiling her thoughts and published “Notes on Nursing in 1859 (McMnamin et al., 2019). Nightingale also illustrated the importance of nursing during the Crimean War leading to more women participating in caring for their husbands, brothers, and fathers hurt in the American Civil War. Nursing earned a respected position as profession with the successful opening of The Nightingale Training School for Nurses in England in 1860. By 1798, physicians who had recognized the role played by nurses initiated courses for those interested in nursing in the United States. For instance, the Nurse Society of Philadelphia trained women in caring for mothers during childbirth and postpartum period.
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I M M E R S I O N |
Complete Contact Information
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| Learner Information | GCU | ||
| E-mail: | |||
| Phone Number: | |||
| Course Faculty/Chair Information | |||
| Name: | |||
| E-mail: | |||
| Phone Number: | |||
| Mentor/Content Expert/Preceptor Information | Practice Setting | ||
| Name: | No mentor yet” | ||
| E-mail: | |||
| Phone Number: | |||
Updates and Modifications to this Individual Success Plan: Always check the DC Network for updated versions of this plan for each course.
Instructions
Use this form to develop your Individual Success Plan (ISP) for each course, starting in DNP-805A through
graduation. An individual success plan maps out what you, the DNP Learner, needs to accomplish in order to be successful in your current course and overall program of study. You will also share this document with your mentor, preceptor, or content expert (CE) at the beginning of week one (like a pre-conference) and by the end of week eight of each course (like a post-conference except DNP-955A, 960A, and 965A it is due week 16). * Mentors are REQUIRED by DNP-815A. If you do not have a mentor in DNP 805A or DNP-810A you will still turn in your ISP’s week one and week eight and for the mentor signature you type “I do not have a mentor.” You cannot take courses after DNP-810A without a mentor.
In addition to the ISP, all DNP learners in DNP-815A, DNP-830A, DNP- 840A, DNP-955A, DNP-960A, DNP-965A, and extension courses will schedule a mid-conference between the faculty/Chair, mentor (preceptor), and learner before week five for 815A, 840A, and 830A. Week 8 will be the due date for 900 level courses as they are 16 weeks in length. This mid-conference document is located at the end of the ISP and will be uploaded into the week five dropbox Learners will type their names, and the mentor, preceptor, or CE will need to electronically sign with software that uses a displayed digital identifier or written signature.
Application-based learning assignments are listed in the specific course syllabus. Use the syllabus as a reminder for you to complete a weekly corresponding Case Log in Typhon or into Lopes tracker. It is the learner’s responsibility to enter the hours into Typhon/Lopestracker and ensure all hours are signed off before completion of the course. Faculty are not responsible to go back and approve hours later entered. Any independent study assignments in this course will require your collaboration with the course faculty and mentor, preceptor, or CE early on to establish a plan for successful completion of mutually identified and agreed upon deliverables and must relate to your current course objectives. Independent study assignments must be submitted to your instructor via the Private Forum if no dropbox is available.
Also Check Out: DNP-815A Identify a historical change or event that had significant impact on the development of nursing theory
For you to successfully complete and graduate from the DNP Program you must meet the following programmatic requirements: (1) completion of required practice immersion hours, (2) completion of work associated with all DNP and GCU program competencies, (3) successful defense and completion of your Direct Practice Improvement Project including signature by the Dean. DNP Learners who are deficient in hours or have a final manuscript deemed “not ready” for Dean’s review at the end of the program may require additional extension courses to meet programmatic requirements prior to Dean’s approval.
The syllabus will list the immersion hours for each course and may be different based on the curriculum. For example, DNP-815 may state 50 hours, while DNP-815A is 100 hours broken down into “Direct” or “Indirect” immersion” hours. Direct hours are completed at the project site with the mentor. Indirect hours are used towards assignments, as the syllabus indicates. All actual hours are recorded into Typhon or Lopestracker substantively. Note that required practice hours vary from learner to learner and are determined by your MSN transcripts. Please contact your SSC for the number of practice immersion hours required to complete your DNP program. It is your responsibility to obtain this information and create a plan for your individual success.
ISP Table Requirements
Use the following information to ensure successful completion of the assignment as it pertains to deliverables due in this course:
- Review the DNP Program Milestones document in the DC Network – Doctoral Program – DNP Program Materials – Folder – DPI Milestones. Please see the DNP Program Timeline in the DC Network for a quick overview.
- Determine what practice experiences you plan to seek in order to address each course objective. Include the estimated number of associated practice immersion hours. Learners will apply objectives and concepts from each of their courses to reflect upon, critically examine, and improve current practice and are required to integrate scholarly readings to develop case reports that demonstrate increasingly complex and proficient practice.
- Use the ISP to develop a personal plan for completing your practice immersion hours and self-assess how you will meet the GCU DNP Domains & Competencies (Appendix A) related to that course. Show all the major milestones (if applicable) and deliverables. ISPs do not earn practice hours, nor does telephone conference time, or time spent with the mentor (unless there is National Emergency). Add your pre-, mid-, and post-conference dates and times to this document to ensure you have scheduled the time properly.
The table below should address the following programmatic requirements: (1) completion of required practice immersion hours, (2) completion of work associated with all DNP and GCU program competencies, (3) successful defense, and completion of your Direct Practice Improvement Project, if applicable to the current course.
| Application Based Learning Course Assignments, Independent Study, Project Site Visits
Challenges (list under assignment) |
Date
Due |
Review Course Objectives and GCU DNP Domains & Competencies.
Create a plan for the practice experiences you plan to seek in order to address each course objective. Consider how each assignment may relate back to your current project concept. |
Self-Assessed GCU DNP Domains & Competencies (see appendix) | Date Complete |
Week 1: Assignments :Doctoral Strategies Essay and Attestation
Quiz
Challenges will be time management . I have two night shifts to cover at the hospital.
Assessing the DC network and finding resources .
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01/26/22
01/26/22
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I will attend the “Doctor of Nursing Orientation Webinar.”
I will read the “Doctoral Dispositions and Acknowledgement of Review” document attached in the assignment and read the “Direct Practice Improvement Project Groups and Associated Milestones,” “DNP Learner Expectations,” and “DNP Direct Practice Improvement Project Recommendations,” located in the DC Network. I will :
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Domain 3 – Systems Management: Graduates of Grand Canyon University’s Doctor of Nursing Practice program will be able to: Competencies: 3.1: Demonstrate the conceptual ability and technical skills to develop and execute an evaluation plan involving data extraction from practice information systems and databases. 3.2: Evaluate current consumer health information sources for accuracy, timeliness, and appropriateness. 3.3: Analyze and communicate critical elements necessary to the selection, use, and evaluation of health information systems and patient care technology. 3.4: Design, select, use, and evaluate programs that monitor outcomes of care, care systems, and quality improvement, including consumer use of health care information systems.
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01/26/22 |
| WEEK 2 : Asssignments
Introduction to Doctoral learning .
Challenges will be managing family time with course work .
Diificulty getting a site and a mentor |
01/29/2022 | This week I will :
Identify a valid patient practice problem at an assigned practice site.
Propose strategies to become proficient with scholarly writing.
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Domain 5 – Analytic Foundations for Practice: Graduates of Grand Canyon University’s Doctor of Nursing Practice program will be able to:
Competencies: 5.1: Apply analytic methods to critically appraise existing literature and other evidence to identify and implement health care best practices. 5.2: Design and implement processes/strategies that evaluate outcomes of practice, practice patterns, and systems of care for an individual, aggregate, and populations against national benchmarks. 5.3: Design, direct, and evaluate quality improvement methodologies to promote safe, timely, effective, efficient, equitable, and patient-centered care. 5.4: Disseminate and apply relevant findings from evidence-based practice and research to enhance practice guidelines and enrich practice leading to improved healthcare outcomes. 5.5: Employ information technology and research methods to appropriately manage data for the creation, evaluation, and application of evidence that leads to improved health care.
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01/29/2022 |
| WEEK 3 : Assignments
Foundations of Doctoral
Challenges : Time management
Practicing on how to avoid plagiarism . |
02/05/2022 | This week I will Explain why research articles that fail to meet these criteria cannot be used to provide evidence for the DPI Project.
I will be working on the difference between a citation and reference, how using these properly will help me avoid the consequences of plagiarizing, and why a summary is preferred. |
Domain 5 – Analytic Foundations for Practice: Graduates of Grand Canyon University’s Doctor of Nursing Practice program will be able to:
Competencies: 5.1: Apply analytic methods to critically appraise existing literature and other evidence to identify and implement health care best practices. 5.2: Design and implement processes/strategies that evaluate outcomes of practice, practice patterns, and systems of care for an individual, aggregate, and populations against national benchmarks. 5.3: Design, direct, and evaluate quality improvement methodologies to promote safe, timely, effective, efficient, equitable, and patient-centered care. 5.4: Disseminate and apply relevant findings from evidence-based practice and research to enhance practice guidelines and enrich practice leading to improved healthcare outcomes. 5.5: Employ information technology and research methods to appropriately manage data for the creation, evaluation, and application of evidence that leads to improved health care.
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02/05/2022 |
| WEEK 4: Assignment :
Introduction to critical thinking .
Loopes activity tracker log in
Challenges :
Helping out the kids with their work , doctors appointment
Locating the loopes tracker and figuring out how to log in time / hours .
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02/14/2022 |
This week I will be defining critical thinking and explain why it is an important to me as a learner proposing a quality improvement project (DPI project) for my practice site.
I will discuss three critical thinking skills necessary for evaluating and interpreting primary quantitative research for a DPI Projec |
Domain 3 – Systems Management: Graduates of Grand Canyon University’s Doctor of Nursing Practice program will be able to:
Competencies: 3.1: Demonstrate the conceptual ability and technical skills to develop and execute an evaluation plan involving data extraction from practice information systems and databases. 3.2: Evaluate current consumer health information sources for accuracy, timeliness, and appropriateness. 3.3: Analyze and communicate critical elements necessary to the selection, use, and evaluation of health information systems and patient care technology. 3.4: Design, select, use, and evaluate programs that monitor outcomes of care, care systems, and quality improvement, including consumer use of health care information systems.
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02/14/2022 |
| WEEK 5 : Assignments
Expanded Doctoral Research
PICOT D Draft
Challenges : I will have doctors appointment this week and time management . |
02/19/2022 |
This week I will describe personal and research bias and explain why bias is one of the main reasons for poor validity in research outcomes.
– How could a quality improvement project (DPI Project) be affected if the research used had bias? – How would the site be affected? Using one of the primary research articles i selected for my PICOT-D, discuss potential bias that could have occurred and how this affects the research outcomes and ultimately the validity of the studies. Is it still viable research for my DPI Project?
I will Explain the difference between statistical significance and clinical significance. Provide an example for each. How do statistical significance and clinical significance apply to a quality improvement initiative. |
Domain 5 – Analytic Foundations for Practice: Graduates of Grand Canyon University’s Doctor of Nursing Practice program will be able to:
Competencies: 5.1: Apply analytic methods to critically appraise existing literature and other evidence to identify and implement health care best practices. 5.2: Design and implement processes/strategies that evaluate outcomes of practice, practice patterns, and systems of care for an individual, aggregate, and populations against national benchmarks. 5.3: Design, direct, and evaluate quality improvement methodologies to promote safe, timely, effective, efficient, equitable, and patient-centered care. 5.4: Disseminate and apply relevant findings from evidence-based practice and research to enhance practice guidelines and enrich practice leading to improved healthcare outcomes. 5.5: Employ information technology and research methods to appropriately manage data for the creation, evaluation, and application of evidence that leads to improved health care.
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02/19/2022 |
| WEEK 6 : Assignment
Literature Review table Instructor feedback Literature Search
Challenges : Time management , will be working the night shift , three nights this week .
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02/26/2022 | This week I will be evaluating the literature review table and evaluate the quality of a primary quantitative research article to determine if it will support a practice improvement project (DPI Project). Which criterion is most helpful in identifying a qualifying research article and why? How does the “Levels of Evidence in Research
This week I will also review instructor feedbacks .Explain the process you are using to review and incorporate instructor feedback on assignments before the next submission. As you review feedback, how can the practice of reflective learning help you create an objective and open mind |
Domain 4 – Population Management: Graduates of Grand Canyon University’s Doctor of Nursing Practice program will be able to:
Competencies: 4.1: Analyze epidemiological, biostatistical, environmental, and other appropriate scientific data related to individual, aggregate, and population health. 4.2: Synthesize concepts to develop, implement, and evaluate interventions to improve individual, aggregate, and population health management. 4.3: Cultivate a mindset that is sensitive to the cultural, legal, and ethical differences among stakeholders. 4.4: Advocate for social justice, equity, and ethical policies within all healthcare arenas. 4.5: Develop and evaluate care delivery models and/or strategies for improved individual, aggregate, and population health management.
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02/26/2022 |
| WEEK 7 : Assignment
Christain worldviews and philosophical principles
Annonated Biliography
Challenges : managing work , family and school .
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03/05/2022 |
This week I will focus on apersonal worldview based on the personal philosophy (beliefs, concepts, or ideas about the world) that one creates, ether consciously or unconsciously.
I will explain my world view based on my self-reflection,I will discuss two core principles from my personal philosophy and explain how they have shaped my worldview. And how these impact my ability to think critically? How does “open-mindedness” influence nursing care when caring for patients who do not share my personal philosophy or worldview. I will discuss two principles of my personal worldview and what it has in common with GCU’s Christian worldview. |
Domain 5 – Analytic Foundations for Practice: Graduates of Grand Canyon University’s Doctor of Nursing Practice program will be able to:
Competencies: 5.1: Apply analytic methods to critically appraise existing literature and other evidence to identify and implement health care best practices. 5.2: Design and implement processes/strategies that evaluate outcomes of practice, practice patterns, and systems of care for an individual, aggregate, and populations against national benchmarks. 5.3: Design, direct, and evaluate quality improvement methodologies to promote safe, timely, effective, efficient, equitable, and patient-centered care. 5.4: Disseminate and apply relevant findings from evidence-based practice and research to enhance practice guidelines and enrich practice leading to improved healthcare outcomes. 5.5: Employ information technology and research methods to appropriately manage data for the creation, evaluation, and application of evidence that leads to improved health care.
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03/05/2022 |
| WEEK 8 : Assignments
Next steps in the Doctoral journey
Challenges : Managing family , work and school |
03/12/2022 |
This week I disiscussed which aspects were most challenging and most rewarding. Based on my experience, what doctoral strategies helped me navigate these new experiences successfully (or could help you in the future)? How I can use these strategies as a leader at a local level or within the broader health care system to advocate for change?
Based on the instructor feedback I have received, I explained why i have, or do not have, a feasible topic for your PICOT-D. What changes i will need to make in order to have a feasible topic for my PICOT-D? If it is not feasible, what other topics am I considering?.
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Domain 4 – Population Management: Graduates of Grand Canyon University’s Doctor of Nursing Practice program will be able to:
Competencies: 4.1: Analyze epidemiological, biostatistical, environmental, and other appropriate scientific data related to individual, aggregate, and population health. 4.2: Synthesize concepts to develop, implement, and evaluate interventions to improve individual, aggregate, and population health management. 4.3: Cultivate a mindset that is sensitive to the cultural, legal, and ethical differences among stakeholders. 4.4: Advocate for social justice, equity, and ethical policies within all healthcare arenas. 4.5: Develop and evaluate care delivery models and/or strategies for improved individual, aggregate, and population health management.
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03/16/2022 |
| Programmatic Planning for DPI project
See DNP Program Milestones document in the DC Network |
Date
Due |
Summary of Past Feedback | Self-Assessed GCU DNP Domains & Competencies (see appendix) | Date Complete |
Direct Practice Improvement Project Planning and Progression
Elements of the design, development, and construction of the DPI project are integrated throughout the program curriculum. As you progress through the courses, use the following form to document your progress and preparation for the DPI project.
| Intended Site for DPI (Make sure this is approved through OFE) | GCU | ||
| Site Name: | |||
| Does your site have an IRB and or QI process? If yes, what is the process? Create a plan (including a timeline) for preparing for site QI/IRB requirements.*
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yes | ||
| Contact Information: | |||
| PICOT Question | Department Feedback | ||
| Name: | |||
| E-mail: | Date: | ||
| Phone Number: | |||
| Mentor, Preceptor, or Content Expert Information | Practice Setting | ||
| Name: | “No mentor yet” | ||
| E-mail: | |||
| Phone Number: | |||
Note: Learners should not recruit, implement, or collect data until after both site and GCU QI/IRB designations have been given. GCU QI/IRB occurs in DNP-960AA.
By typing in his/her signature below, the learner agrees to have read, understood, and be accountable for the instructions, assignments, and hours are shown above and that all questions have been satisfactorily answered by the faculty and/or program lead. Additionally, the learner agrees to provide the mentor, preceptor, or content expert (depending on the course) with a copy of the syllabus for the course at or before the time of signature Mentors, preceptors, or content experts will sign digitally or by wet ink upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.
| Learner Signature: | |
| Name: | Emilia Wogu |
| Date: | 01/26/21 |
| Mentor, Preceptor, or Content Expert Signature [Upon Starting the Course: DUE WEEK 1] | |
| Name: | “No mentor yet” |
| Date: | 01/26/21 |
| Mentor, Preceptor, or Content Expert Signature [Upon Completion of Course: DUE WEEK 8] | |
| Name: | “No mentor yet” |
| Date: | |
Digital signatures with identifiers are accepted or wet ink.
For the Mentor (Preceptor): By initialing below, I signify that I have received the following information from my student and/or through preceptor orientation training before the course:
_____ Copy of or link to Graduate Field Experience Manual _____ I understand I must complete the course specific evaluations
_____ Copy of or link to the University Policy Handbook _____ Instructions for GCU Practicum/Clinical Tracking System
_____ Faculty Contact Information
Mentor-Faculty-Student Conference and Evaluation Information
A pre- and post-conference or evaluation between students and their mentors (preceptors) are mandatory for students enrolled in all DNP courses 805A-965A including extension courses. This will be considered completed using the Individual Success Plan. Conferences may be conducted face-to-face or via technology. A signature (Electronic with a digital identifier or wet signature) is required from the mentor (preceptor) during the pre- and post-conference periods. The ISP is to be uploaded into the appropriate drop boxes by the due date. * DNP- 801A learners should practice filling this form out but they will not be required to submit the document.
A pre, mid, and post-conference or evaluation between students, faculty, and preceptors are mandatory for students enrolled in all DNP project courses (DNP-815A, DNP-830A, DNP-840A, DNP-955A, DNP-960A, DNP-965A, and extension courses). Conferences may be conducted face-to-face or via technology. A copy of this signed document will be uploaded into the course shell no later than the end of week five in the project courses.
Overall Course and Student Specific Objectives: These objectives should be discussed during each conference, as students are responsible for completing all experiences as mandated for the program.
A pre-conference: This meeting is intended for the student and mentor (preceptor) to review course and student-specific learning objectives: the roles, responsibilities, and expectations of student and mentor (preceptor) during this immersion experience. All faculty and mentor (preceptor) information will be given to each party per the student. Any course or program information requested by the mentor (preceptor) will be provided by the student. During this meeting, the student and mentor (preceptor) will discuss the course and immersion goals, including any projects that are to take place. The faculty will review the submitted document and need to approve proposed projects at this time. The faculty will also send an introductory email to the mentor (preceptor).
A mid-term conference is mandatory and will occur no later than week five of all project courses DNP-815A, DNP-830A, DNP-840A, DNP-955A, DNP-960A, DNP-965A, and extension courses. This meeting is intended for the student, faculty, and mentor (preceptor) to discuss student progress toward meeting the course goals. The faculty member will meet with the preceptor to conduct the student’s midterm evaluation (virtually). The mentor (preceptor) will meet with the student to review the evaluation form (in person or virtually). If there are areas that need improvement, the faculty will meet with the student to complete a remediation form.
A post-conference, is mandatory and will occur at the end of each course beginning in DNP-805A through graduation using the ISP Form. This is intended for the student and mentor (preceptor) to review and evaluate the completion of the ISP. The faculty will validate that all areas are at “meets expectations” on the mentor evaluation form located in Typhon or Lopestracker prior to progression. The learner will upload the ISP and Mentor evaluation, and proof of entered and approved immersion hours into the course drop boxes by week eight with the other required deliverables. Faculty will review this before filling out the Faculty evaluation of the learner in Typhon, which the learner will also upload in week eight. The course faculty completes a separate evaluation of the learner’s performance in the classroom. The faculty is responsible for any course grading, final course grade, and validation of the students’ completed practicum hours.
Individual Success Plan (including Pre and Post Conference documentation)
Course # __805A_______
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I M M E R S I O N |
Complete Contact Information
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| Learner Information | GCU | ||
| Name: Emilia Wogu | |||
| E-mail: emiliawogu@yahoo.com | |||
| Phone Number: 2403543164 | |||
| Course Faculty/Chair Information | GCU | ||
| Name: | Stephanie Henderson
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| E-mail: | Stephanie.Henderson@gcu.edu
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| Phone Number: | 1.800.800.9776 ext. 513.4138
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| Mentor/Content Expert/Preceptor Information | Practice Setting | ||
| Name: | “No mentor yet” | ||
| E-mail: | |||
| Phone Number: | |||
Updates and Modifications to this Individual Success Plan: Always check the DC Network for updated versions of this plan for each course.
The table below should address the following programmatic requirements: (1) completion of required practice immersion hours, (2) completion of work associated with all DNP and GCU program competencies, (3) successful defense, and completion of your Direct Practice Improvement Project, if applicable to the current course.
| Application Based Learning Course Assignments, Independent Study, Project Site Visits
Challenges (list under assignment) |
Date
Due |
Review Course Objectives and GCU DNP Domains & Competencies.
Create a plan for the practice experiences you plan to seek in order to address each course objective. Consider how each assignment may relate back to your current project concept. |
Self-Assessed GCU DNP Domains & Competencies (see appendix) | Date Complete |
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Week 1 Assignment :
Pre-conference Evaluation : Individual Success Plan (ISP).
Language and theories of technology .
Challenges :
My main challenges this week will be trying to establish an approved project site and obtain a mentor . I currently do not have a mentor and its my biggest challenge so far this week .
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03/3/2022 |
This week I will be analyzing health care information technology regulations, laws, and ethical standards.
I will also evaluate theories used in informatics and their application to guide integration of technology into practice.
This week I will be collaborating with faculty to develop a plan for successful completion of mutually identified and agreed-upon specific deliverables for my programmatic requirements.
And these Programmatic requirements are: (1) completion of required practice immersion hours, (2) completion of work associated with program competencies, and (3) work associated with completion of your Direct Practice Improvement (DPI) Project.
I plan on meeting with my project site Director and mentor this week to finalize on acceptance.
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Domain 3 – Systems Management: Graduates of Grand Canyon University’s Doctor of Nursing Practice program will be able to:
Competencies: 3.1: Demonstrate the conceptual ability and technical skills to develop and execute an evaluation plan involving data extraction from practice information systems and databases. 3.2: Evaluate current consumer health information sources for accuracy, timeliness, and appropriateness. 3.3: Analyze and communicate critical elements necessary to the selection, use, and evaluation of health information systems and patient care technology. 3.4: Design, select, use, and evaluate programs that monitor outcomes of care, care systems, and quality improvement, including consumer use of health care information systems.
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03/23/2022 |
| Week 2 Assignment
Emerging Technologies
Healthcare Technologies
Challenges : Finding peer reviewed articles and papers on technology use in healthcare
Time management Able to contact a mentor but no approval yet .
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03/24/2022 | This week I will analyze the function and use of health care technologies to include advantages, disadvantages, and unintended consequences.
And also evaluate methods of patient education for use of health care technologies.
|
Domain 2 – Leadership and Transformational Change:
Competencies: 2.1: Employ principles of business, finance, economics, and health policy to develop and implement effective plans for practice-level and/or system-wide practice initiatives that will improve the quality of health care delivery. 2.2: Demonstrate leadership, influence, and advocacy in the development and implementation of institutional, local, state, federal, and/or international health policy. 2.3: Employ consultative and leadership skills to lead intra-professional and interprofessional teams in the analysis and resolution of complex practice and organizational issues to create change in health care and complex healthcare delivery systems. 2.4: Provide leadership in the evaluation and resolution of policy, ethical, and legal issues within healthcare systems.
|
03/30/2022 |
| Week 3 : Assignment
Using CPOE and CDSS
Challenges : This week my kids are sick and I have limited time meeting up work . less sleep and trying to keep up with my work at the hospital .
|
04/21/2022 | This week I will be analyzing the benefits and challenges with Computer Provider Order Entry (CPOE) systems and Clinical Decision Support Systems (CDSS) in clinical practice.
Evaluate the function of Computer Provider Order Entry (CPOE) systems and Clinical Decision Support Systems (CDSS).
|
Domain 5 – Analytic Foundations for Practice:
Competencies: 5.1: Apply analytic methods to critically appraise existing literature and other evidence to identify and implement health care best practices. 5.2: Design and implement processes/strategies that evaluate outcomes of practice, practice patterns, and systems of care for an individual, aggregate, and populations against national benchmarks. 5.3: Design, direct, and evaluate quality improvement methodologies to promote safe, timely, effective, efficient, equitable, and patient-centered care. 5.4: Disseminate and apply relevant findings from evidence-based practice and research to enhance practice guidelines and enrich practice leading to improved healthcare outcomes. 5.5: Employ information technology and research methods to appropriately manage data for the creation, evaluation, and application of evidence that leads to improved health care.
|
04/6/2022 |
| Week 4 : Assignment
EHR database and database management .
Challenges :
Trying to reach out to my mentor and get approval . not having a site and mentor at this time is a big challenge for me |
05/07/2022 | This week I will be examining key concepts behind database design and use of standardized languages.
Be able to describe clinical scenarios where repurposing data is useful in increasing patient safety and quality outcomes.
|
Domain 3 – Systems Management:
Competencies:
3.1: Demonstrate the conceptual ability and technical skills to develop and execute an evaluation plan involving data extraction from practice information systems and databases. 3.2: Evaluate current consumer health information sources for accuracy, timeliness, and appropriateness.
3.3: Analyze and communicate critical elements necessary to the selection, use, and evaluation of health information systems and patient care technology. 3.4: Design, select, use, and evaluate programs that monitor outcomes of care, care systems, and quality improvement, including consumer use of health care information systems |
04/13/2022 |
| Week 5 : Assignment
Data Mining Challenges :
Combining family needs , work and education. Finding ways to balance all these is a big challenge . |
05/14/2022 |
|
Domain 5 – Analytic Foundations for Practice:
Competencies: 5.1: Apply analytic methods to critically appraise existing literature and other evidence to identify and implement health care best practices. 5.2: Design and implement processes/strategies that evaluate outcomes of practice, practice patterns, and systems of care for an individual, aggregate, and populations against national benchmarks. 5.3: Design, direct, and evaluate quality improvement methodologies to promote safe, timely, effective, efficient, equitable, and patient-centered care. 5.4: Disseminate and apply relevant findings from evidence-based practice and research to enhance practice guidelines and enrich practice leading to improved healthcare outcomes. 5.5: Employ information technology and research methods to appropriately manage data for the creation, evaluation, and application of evidence that leads to improved health care.
|
04/20/2022 |
| Week : 6 Assignment
Telehealth
Challenges : Time management
|
04/21/2022 | This week I will be looking at Telehealth by comparing telehealth technologies with alternatives in population health.
Also will critique existing implementation strategies of telehealth in the organizational literature.
|
Domain 4 – Population Management:
Competencies: 4.1: Analyze epidemiological, biostatistical, environmental, and other appropriate scientific data related to individual, aggregate, and population health. 4.2: Synthesize concepts to develop, implement, and evaluate interventions to improve individual, aggregate, and population health management. 4.3: Cultivate a mindset that is sensitive to the cultural, legal, and ethical differences among stakeholders. 4.4: Advocate for social justice, equity, and ethical policies within all healthcare arenas. 4.5: Develop and evaluate care delivery models and/or strategies for improved individual, aggregate, and population health management.
|
04/28/2022 |
| Week : 7 Assignment
Case Report : Healthcare Informatics.
Challenges : It has been a hectic couple of weeks and my challenges lise on work load and timing . Doctors appointments which leaves me little or no room to complete work .
I will be searching the internet for articles and the use of technology and its impact . |
04/28/2022 | This week I will be analyzing “health” from the perspective of the patient to include technology and health literacy.
I will also explore trends in informatics at the national and international levels.
|
|
05/04/2022 |
| Week 8 : Assignment :
Evaluation of healthcareTechnology
Challenges : |
05/5/2022 | This week I will be evaluating health care technology using human factors methods.
And assess elements of the user-technology interface and the impact of those elements on workflow.
|
Domain 5 – Analytic Foundations for Practice:
Competencies: 5.1: Apply analytic methods to critically appraise existing literature and other evidence to identify and implement health care best practices. 5.2: Design and implement processes/strategies that evaluate outcomes of practice, practice patterns, and systems of care for an individual, aggregate, and populations against national benchmarks. 5.3: Design, direct, and evaluate quality improvement methodologies to promote safe, timely, effective, efficient, equitable, and patient-centered care. 5.4: Disseminate and apply relevant findings from evidence-based practice and research to enhance practice guidelines and enrich practice leading to improved healthcare outcomes. 5.5: Employ information technology and research methods to appropriately manage data for the creation, evaluation, and application of evidence that leads to improved health care.
|
05/11/2022 |
| Programmatic Planning for DPI project
See DNP Program Milestones document in the DC Network |
Date
Due |
Summary of Past Feedback | Self-Assessed GCU DNP Domains & Competencies (see appendix) | Date Complete |
Direct Practice Improvement Project Planning and Progression
Elements of the design, development, and construction of the DPI project are integrated throughout the program curriculum. As you progress through the courses, use the following form to document your progress and preparation for the DPI project.
| Intended Site for DPI (Make sure this is approved through OFE) | GCU | ||
| Site Name: Sibley memeorial Hospital | |||
| Does your site have an IRB and or QI process? If yes, what is the process? Create a plan (including a timeline) for preparing for site QI/IRB requirements.*
|
|||
| Contact Information: | |||
| PICOT Question | Department Feedback | ||
| Name: | |||
| E-mail: | Date: | ||
| Phone Number: | |||
| Mentor, Preceptor, or Content Expert Information | Practice Setting | ||
| Name: | “No mentor yet” | ||
| E-mail: | |||
| Phone Number: | |||
Note: Learners should not recruit, implement, or collect data until after both site and GCU QI/IRB designations have been given. GCU QI/IRB occurs in DNP-960A.
By typing in his/her signature below, the learner agrees to have read, understood, and be accountable for the instructions, assignments, and hours as shown above and that all questions have been satisfactorily answered by the faculty and/or program lead. Additionally, the learner agrees to provide the mentor, preceptor, or content expert (depending on the course) with a copy of the syllabus for the course at or before the time of signature. Mentors, preceptors, or content experts will sign digitally or by wet ink upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.
| Learner Signature: | |
| Name: | Emilia Wogu |
| Date: | 03/23/2022 |
| Mentor, Preceptor, or Content Expert Signature [Upon Starting the Course: DUE WEEK 1] | |
| Name: | “No mentor yet” |
| Date: | 03/23/2022 |
| Mentor, Preceptor, or Content Expert Signature [Upon Completion of Course: DUE WEEK 8] | |
| Name: | “No mentor yet” |
| Date: | 03/23/2022 |
Digital signatures with identifiers are accepted or wet ink.
For the Mentor (Preceptor): By initialing below, I signify that I have received the following information from my student and/or through preceptor orientation training before the course:
_____ Copy of or link to Graduate Field Experience Manual _____ I understand I must complete the course specific evaluations
_____ Copy of or link to the University Policy Handbook _____ Instructions for GCU Practicum/Clinical Tracking System
_____ Faculty Contact Information
Individual Success Plan (including Pre and Post Conference documentation)
Course # __810A________
| P
R A C T I C E
I M M E R S I O N |
Complete Contact Information
|
||
| Learner Information | GCU | ||
| Name: Emilia Wogu | |||
| E-mail: emiliawogu@yahoo.com | |||
| Phone Number: 2403543164 | |||
| Course Faculty/Chair Information | GCU | ||
| Name:Stephanie Henderson | |||
| E-mail: | |||
| Phone Number: | |||
| Mentor/Content Expert/Preceptor Information | Practice Setting | ||
| Name: | “No mentor yet” | ||
| E-mail: | |||
| Phone Number: | |||
Updates and Modifications to this Individual Success Plan: Always check the DC Network for updated versions of this plan for each course.
The table below should address the following programmatic requirements: (1) completion of required practice immersion hours, (2) completion of work associated with all DNP and GCU program competencies, (3) successful defense, and completion of your Direct Practice Improvement Project, if applicable to the current course.
| Application Based Learning Course Assignments, Independent Study, Project Site Visits
Challenges (list under assignment) |
Date
Due |
Review Course Objectives and GCU DNP Domains & Competencies.
Create a plan for the practice experiences you plan to seek in order to address each course objective. Consider how each assignment may relate back to your current project concept. |
Self-Assessed GCU DNP Domains & Competencies (see appendix) | Date Complete |
| Week 1 : Genomics
Family History
Prconference individual success plan (ISP).
Challenges :
I don’t have an approved mentor and site yet . I will be working on establishing contact and obtaining one this week and weeks to come . |
05/18/2022 |
This week I will be taking a family history as an important step in determining current and future health needs and education.
I will be using the Surgeon General’s tool, “My Family Health Portrait,” located in the topic Resources, is part of the larger Family Health History Initiative.
I will also be completing the ISP this week |
4.1: Analyze epidemiological, biostatistical, environmental, and other appropriate scientific data related to individual, aggregate, and population health.
4.2: Synthesize concepts to develop, implement, and evaluate interventions to improve individual, aggregate, and population health management. 4.3: Cultivate a mindset that is sensitive to the cultural, legal, and ethical differences among stakeholders. 4.4: Advocate for social justice, equity, and ethical policies within all healthcare arenas. 4.5: Develop and evaluate care delivery models and/or strategies for improved individual, aggregate, and population health management.
|
05/28/2022 |
| Week 2 : Assignments
Genetics 1
Challenges :
Tme management
|
May 19- may 25th | This week I will analyze complex modes of inheritance.
And describe the use of available genomic tests with regard to screening, diagnosis, and management of disease.
|
Domain 3 – Systems Management:
Competencies: 3.1: Demonstrate the conceptual ability and technical skills to develop and execute an evaluation plan involving data extraction from practice information systems and databases. 3.2: Evaluate current consumer health information sources for accuracy, timeliness, and appropriateness. 3.3: Analyze and communicate critical elements necessary to the selection, use, and evaluation of health information systems and patient care technology. 3.4: Design, select, use, and evaluate programs that monitor outcomes of care, care systems, and quality improvement, including consumer use of health care information systems.
|
May 25th 2022 |
| Week 3 : Genetics 2
Assignment ; Case study part 2
Challenges : time management |
May 26-june 1 | I will evaluate models for the creation of multigenerational family health histories.
And Justify the use of comprehensive health and physical assessments that incorporate knowledge about genetic, environmental, and genomic influences and risk factors.
|
June 1st,2022 | |
| Week 4 : Assignment
Genetic Counselling
Challenges : time management |
June 2- June 8 | This week I will analyze the relationship of genetics and genomics to health, prevention, screening, diagnostics, prognostics, selection of treatment, and monitoring of treatment effectiveness.
Research and Analyze genetic/genomic factors that contribute to variability of response to pharmacologic agents.
|
Domain 5 – Analytic Foundations for Practice: Graduates of Grand Canyon University’s Doctor of Nursing Practice program will be able to:
Competencies: 5.1: Apply analytic methods to critically appraise existing literature and other evidence to identify and implement health care best practices. 5.2: Design and implement processes/strategies that evaluate outcomes of practice, practice patterns, and systems of care for an individual, aggregate, and populations against national benchmarks. 5.3: Design, direct, and evaluate quality improvement methodologies to promote safe, timely, effective, efficient, equitable, and patient-centered care. 5.4: Disseminate and apply relevant findings from evidence-based practice and research to enhance practice guidelines and enrich practice leading to improved healthcare outcomes. 5.5: Employ information technology and research methods to appropriately manage data for the creation, evaluation, and application of evidence that leads to improved health care.
|
June 8th,2022 |
| Week 5 : Assignment : Nutrition
Case study part 3
Challenges : Time management |
June 9- June 15 | This week I will be researching on the mechanisms by which nutrition can influence health.
And then Integrate human nutrition with epidemiologic concepts.
|
Domain 2 – Leadership and Transformational Change: Graduates of Grand Canyon University’s Doctor of Nursing Practice program will be able to:
Competencies: 2.1: Employ principles of business, finance, economics, and health policy to develop and implement effective plans for practice-level and/or system-wide practice initiatives that will improve the quality of health care delivery. 2.2: Demonstrate leadership, influence, and advocacy in the development and implementation of institutional, local, state, federal, and/or international health policy. 2.3: Employ consultative and leadership skills to lead intra-professional and interprofessional teams in the analysis and resolution of complex practice and organizational issues to create change in health care and complex healthcare delivery systems. 2.4: Provide leadership in the evaluation and resolution of policy, ethical, and legal issues within healthcare systems.
|
June 15th |
| Week 6 : Assignment
Health care issues for the aging
Challenges : cannot sleep well at night , very stressed out with work , family demands and school . |
June 16- june 22 | In this week I will be assessing the impact of the aging population and client demand on expenditures and resources.
I will Create or Propose methods to use evidence-based data sources on innovative approaches to care of the aging.
|
Domain 2 – Leadership and Transformational Change: Graduates of Grand Canyon University’s Doctor of Nursing Practice program will be able to:
Competencies: 2.1: Employ principles of business, finance, economics, and health policy to develop and implement effective plans for practice-level and/or system-wide practice initiatives that will improve the quality of health care delivery. 2.2: Demonstrate leadership, influence, and advocacy in the development and implementation of institutional, local, state, federal, and/or international health policy. 2.3: Employ consultative and leadership skills to lead intra-professional and interprofessional teams in the analysis and resolution of complex practice and organizational issues to create change in health care and complex healthcare delivery systems. 2.4: Provide leadership in the evaluation and resolution of policy, ethical, and legal issues within healthcare systems.
|
June 22nd |
| Week 7 : Assignment
Chronic Disease
Challenges : Time management Still working on getting an approved site and mentor |
June23- 29 | This week I will be assessing the impact of chronic disease and client demand on expenditures and resources.
Propose methods to use evidence-based data sources on innovative approaches to care of patients with chronic disease.
|
Domain 5 – Analytic Foundations for Practice: Graduates of Grand Canyon University’s Doctor of Nursing Practice program will be able to:
Competencies: 5.1: Apply analytic methods to critically appraise existing literature and other evidence to identify and implement health care best practices. 5.2: Design and implement processes/strategies that evaluate outcomes of practice, practice patterns, and systems of care for an individual, aggregate, and populations against national benchmarks. 5.3: Design, direct, and evaluate quality improvement methodologies to promote safe, timely, effective, efficient, equitable, and patient-centered care. 5.4: Disseminate and apply relevant findings from evidence-based practice and research to enhance practice guidelines and enrich practice leading to improved healthcare outcomes. 5.5: Employ information technology and research methods to appropriately manage data for the creation, evaluation, and application of evidence that leads to improved health care.
|
June 29th |
| Week 8 : Assignment
Case study -Cumulative part 4 Ethical and Legal consideration
Challenges : Health issues . I have been out sick this week
Summer school for kids . Dropping off and picking them up . very challenging with my school workload |
6/30- 7/6 | This week I will be Identifying ethical, ethnic/ancestral, cultural, religious, legal, fiscal, and societal issues related to genetic and genomic information and technologies.
And be able to define issues that undermine the rights of all clients for autonomous, informed genetic- and genomic-related decision making and voluntary action.
|
Domain 4 – Population Management: Graduates of Grand Canyon University’s Doctor of Nursing Practice program will be able to:
Competencies: 4.1: Analyze epidemiological, biostatistical, environmental, and other appropriate scientific data related to individual, aggregate, and population health. 4.2: Synthesize concepts to develop, implement, and evaluate interventions to improve individual, aggregate, and population health management. 4.3: Cultivate a mindset that is sensitive to the cultural, legal, and ethical differences among stakeholders. 4.4: Advocate for social justice, equity, and ethical policies within all healthcare arenas. 4.5: Develop and evaluate care delivery models and/or strategies for improved individual, aggregate, and population health management.
|
7/7/2022 |
| Programmatic Planning for DPI project
See DNP Program Milestones document in the DC Network |
Date
Due |
Summary of Past Feedback | Self-Assessed GCU DNP Domains & Competencies (see appendix) | Date Complete |
Direct Practice Improvement Project Planning and Progression
Elements of the design, development, and construction of the DPI project are integrated throughout the program curriculum. As you progress through the courses, use the following form to document your progress and preparation for the DPI project.
| Intended Site for DPI (Make sure this is approved through OFE) | GCU | ||
| Site Name: Sibley Memorial Hospital | |||
| Does your site have an IRB and or QI process? If yes, what is the process? Create a plan (including a timeline) for preparing for site QI/IRB requirements.*
|
|||
| Contact Information: | |||
| PICOT Question | Department Feedback | ||
| Name: | |||
| E-mail: | Date: | ||
| Phone Number: | |||
| Mentor, Preceptor, or Content Expert Information | Practice Setting | ||
| Name: | “No mentor yet” | ||
| E-mail: | |||
| Phone Number: | |||
Note: Learners should not recruit, implement, or collect data until after both site and GCU QI/IRB designations have been given. GCU QI/IRB occurs in DNP-960A.
By typing in his/her signature below, the learner agrees to have read, understood, and be accountable for the instructions, assignments, and hours are shown above and that all questions have been satisfactorily answered by the faculty and/or program lead. Additionally, the learner agrees to provide the mentor, preceptor, or content expert (depending on the course) with a copy of the syllabus for the course at or before the time of signature Mentors, preceptors, or content experts will sign digitally or by wet ink upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.
| Learner Signature: | |
| Name: | Emilia Wogu |
| Date: | 05/18 /2022 |
| Mentor, Preceptor, or Content Expert Signature [Upon Starting the Course: DUE WEEK 1] | |
| Name: | |
| Date: | |
| Mentor, Preceptor, or Content Expert Signature [Upon Completion of Course: DUE WEEK 8] | |
| Name: | “No mentor yet” |
| Date: | |
Digital signatures with identifiers are accepted or wet ink.
For the Mentor (Preceptor): By initialing below, I signify that I have received the following information from my student and/or through preceptor orientation training before the course:
_____ Copy of or link to Graduate Field Experience Manual _____ I understand I must complete the course specific evaluations
_____ Copy of or link to the University Policy Handbook _____ Instructions for GCU Practicum/Clinical Tracking System
_____ Faculty Contact Information
Individual Success Plan (including Pre and Post Conference documentation)
Course # __815A________
Target Practice Hours______ (Based on individual hours required to total 1,000 post-baccalaureate hours. Please refer to your course syllabus regarding hours built into your specific class. Please note, some students require more hours based on what they transferred in. Please contact your SSA for incoming hours.)
| P
R A C T I C E
I M M E R S I O N |
Complete Contact Information
|
||
| Learner Information | GCU | ||
| Name: Emilia Wogu | |||
| E-mail:emiliawogu@yahoo.com | |||
| Phone Number: 2403543164 | |||
| Course Faculty/Chair Information | GCU | ||
| Name: | |||
| E-mail: | |||
| Phone Number: | |||
| Mentor/Content Expert/Preceptor Information | Practice Setting | ||
| Name: Allison Nnaka | |||
| E-mail: allisonnnaka@gmail.com | |||
| Phone Number: 240 425 3365 | |||
Updates and Modifications to this Individual Success Plan: Always check the DC Network for updated versions of this plan for each course.
The table below should address the following programmatic requirements: (1) completion of required practice immersion hours, (2) completion of work associated with all DNP and GCU program competencies, (3) successful defense, and completion of your Direct Practice Improvement Project, if applicable to the current course.
| Application Based Learning Course Assignments, Independent Study, Project Site Visits
Challenges (list under assignment) |
Number of Planned Immersion Hours Associated with each Assignment/Project Site | Date
Due |
Review Course Objectives and GCU DNP Domains & Competencies.
Create a plan for the practice experiences you plan to seek in order to address each course objective. Consider how each assignment may relate back to your current project concept. |
Self-Assessed GCU DNP Domains & Competencies (see appendix) | Actual Practice Immersion Hours Completed Associated with each assignment (blank until end-of-course) | Date Complete |
|
Assignment : World view and foundations of nursing sciences .
Reflective analysis case report component paper .
Challenges : Creating time that will suit both parties . Meeting with my mentor tat site to discuss course outlines and expectations . |
8 hours | 7/13/2022 |
Course Objectives : Able to analyze the role of nursing theory in practice. I will be using the available course resources to gain knowledge on nursing theories and its impact in our present day nursing practions
And explain the historical development of nursing theory.This will be achieved by browsing the internet for peer reviewed articles that will pinpoint important notes on nursing theory development .
Then analyze personal worldview and theoretical perspective of nursing practice.
|
Domain 5 – Analytic Foundations for Practice:
Competencies 5.1: Apply analytic methods to critically appraise existing literature and other evidence to identify and implement health care best practices. 5.2: Design and implement processes/strategies that evaluate outcomes of practice, practice patterns, and systems of care for an individual, aggregate, and populations against national benchmarks. 5.3:Design, direct, and evaluate quality improvement methodologies to promote safe, timely, effective, efficient, equitable, and patient-centered care. 5.4: Disseminate and apply relevant findings from evidence-based practice and research to enhance practice guidelines and enrich practice leading to improved healthcare outcomes. 5.5: Employ information technology and research methods to appropriately manage data for the creation, evaluation, and application of evidence that leads to improved health care.
|
7/13/2022 | |
| Programmatic Planning for DPI project
See DNP Program Milestones document in the DC Network |
Number of Planned Immersion Hours Associated with each Assignment/Project Site | Date
Due |
Summary of Past Feedback | Self-Assessed GCU DNP Domains & Competencies (see appendix) | Actual Practice Immersion Hours Completed Associated with each assignment (blank until end-of-course) | Date Complete |
Direct Practice Improvement Project Planning and Progression
Elements of the design, development, and construction of the DPI project are integrated throughout the program curriculum. As you progress through the courses, use the following form to document your progress and preparation for the DPI project.
| Intended Site for DPI (Make sure this is approved through OFE) | GCU | ||
| Site Name: Sibley memorial hospital ,NW Washington DC | |||
| Does your site have an IRB and or QI process? If yes, what is the process? Create a plan (including a timeline) for preparing for site QI/IRB requirements.*
|
|||
| Contact Information: | |||
| PICOT Question | Department Feedback | ||
| Name: | |||
| E-mail: | Date: | ||
| Phone Number: | |||
| Mentor, Preceptor, or Content Expert Information | Practice Setting | ||
| Name: | |||
| E-mail: | |||
| Phone Number: | |||
Note: Learners should not recruit, implement, or collect data until after both site and GCU QI/IRB designations have been given. GCU QI/IRB occurs in DNP-960A.
By typing in his/her signature below, the learner agrees to have read, understood, and be accountable for the instructions, assignments, and hours are shown above and that all questions have been satisfactorily answered by the faculty and/or program lead. Additionally, the learner agrees to provide the mentor, preceptor, or content expert (depending on the course) with a copy of the syllabus for the course at or before the time of signature Mentors, preceptors, or content experts will sign digitally or by wet ink upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.
| Learner Signature: | |
| Name: | Emilia Wogu |
| Date: | 07/13/2022 |
| Mentor, Preceptor, or Content Expert Signature [Upon Starting the Course: DUE WEEK 1] | |
| Name: | Allison Nnaka |
| Date: | 07/13/2022 |
| Mentor, Preceptor, or Content Expert Signature [Upon Completion of Course: DUE WEEK 8] | |
| Name: | |
| Date: | |
Digital signatures with identifiers are accepted or wet ink.
For the Mentor (Preceptor): By initialing below, I signify that I have received the following information from my student and/or through preceptor orientation training before the course:
_AN____ Copy of or link to Graduate Field Experience Manual _AN____ I understand I must complete the course specific evaluations
___AN__ Copy of or link to the University Policy Handbook ___AN__ Instructions for GCU Practicum/Clinical Tracking System
___AN__ Faculty Contact Information
Mid-term conference: Student-Faculty-Mentor (preceptor)
Review progress towards meeting goals/objectives with rationales provided by the student at the mid-term conference:
Project updates: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Concerns: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Preceptor Signature: ________________________________________ Date: _______________
Student Signature: ________________________________________ Date: _______________
Please upload to the week five dropbox as indicated in the syllabus
Individual Success Plan (including Pre and Post Conference documentation)
Course # __820A_______
| P
R A C T I C E
I M M E R S I O N |
Complete Contact Information
|
||
| Learner Information | GCU | ||
| Name: | |||
| E-mail: | |||
| Phone Number: | |||
| Course Faculty/Chair Information | GCU | ||
| Name: | |||
| E-mail: | |||
| Phone Number: | |||
| Mentor/Content Expert/Preceptor Information | Practice Setting | ||
| Name: | |||
| E-mail: | |||
| Phone Number: | |||
Updates and Modifications to this Individual Success Plan: Always check the DC Network for updated versions of this plan for each course.
The table below should address the following programmatic requirements: (1) completion of required practice immersion hours, (2) completion of work associated with all DNP and GCU program competencies, (3) successful defense, and completion of your Direct Practice Improvement Project, if applicable to the current course.
| Application Based Learning Course Assignments, Independent Study, Project Site Visits
Challenges (list under assignment) |
Date
Due |
Review Course Objectives and GCU DNP Domains & Competencies.
Create a plan for the practice experiences you plan to seek in order to address each course objective. Consider how each assignment may relate back to your current project concept. |
Self-Assessed GCU DNP Domains & Competencies (see appendix) | Date Complete |
| Programmatic Planning for DPI project
See DNP Program Milestones document in the DC Network |
Date
Due |
Summary of Past Feedback | Self-Assessed GCU DNP Domains & Competencies (see appendix) | Date Complete |
Direct Practice Improvement Project Planning and Progression
Elements of the design, development, and construction of the DPI project are integrated throughout the program curriculum. As you progress through the courses, use the following form to document your progress and preparation for the DPI project.
| Intended Site for DPI (Make sure this is approved through OFE) | GCU | ||
| Site Name: | |||
| Does your site have an IRB and or QI process? If yes, what is the process? Create a plan (including a timeline) for preparing for site QI/IRB requirements.*
|
|||
| Contact Information: | |||
| PICOT Question | Department Feedback | ||
| Name: | |||
| E-mail: | Date: | ||
| Phone Number: | |||
| Mentor, Preceptor, or Content Expert Information | Practice Setting | ||
| Name: | |||
| E-mail: | |||
| Phone Number: | |||
Note: Learners should not recruit, implement, or collect data until after both site and GCU QI/IRB designations have been given. GCU QI/IRB occurs in DNP-960A.
By typing in his/her signature below, the learner agrees to have read, understood, and be accountable for the instructions, assignments, and hours are shown above and that all questions have been satisfactorily answered by the faculty and/or program lead. Additionally, the learner agrees to provide the mentor, preceptor, or content expert (depending on the course) with a copy of the syllabus for the course at or before the time of signature Mentors, preceptors, or content experts will sign digitally or by wet ink upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.
| Learner Signature: | |
| Name: | |
| Date: | |
| Mentor, Preceptor, or Content Expert Signature [Upon Starting the Course: DUE WEEK 1] | |
| Name: | |
| Date: | |
| Mentor, Preceptor, or Content Expert Signature [Upon Completion of Course: DUE WEEK 8] | |
| Name: | |
| Date: | |
Digital signatures with identifiers are accepted or wet ink.
For the Mentor (Preceptor): By initialing below, I signify that I have received the following information from my student and/or through preceptor orientation training before the course:
_____ Copy of or link to Graduate Field Experience Manual _____ I understand I must complete the course specific evaluations
_____ Copy of or link to the University Policy Handbook _____ Instructions for GCU Practicum/Clinical Tracking System
_____ Faculty Contact Information
Individual Success Plan (including Pre and Post Conference documentation)
Course # __825A________
| P
R A C T I C E
I M M E R S I O N |
Complete Contact Information
|
||
| Learner Information | GCU | ||
| Name: | |||
| E-mail: | |||
| Phone Number: | |||
| Course Faculty/Chair Information | GCU | ||
| Name: | |||
| E-mail: | |||
| Phone Number: | |||
| Mentor/Content Expert/Preceptor Information | Practice Setting | ||
| Name: | |||
| E-mail: | |||
| Phone Number: | |||
Updates and Modifications to this Individual Success Plan: Always check the DC Network for updated versions of this plan for each course.
The table below should address the following programmatic requirements: (1) completion of required practice immersion hours, (2) completion of work associated with all DNP and GCU program competencies, (3) successful defense, and completion of your Direct Practice Improvement Project, if applicable to the current course.
| Application Based Learning Course Assignments, Independent Study, Project Site Visits
Challenges (list under assignment) |
Date
Due |
Review Course Objectives and GCU DNP Domains & Competencies.
Create a plan for the practice experiences you plan to seek in order to address each course objective. Consider how each assignment may relate back to your current project concept. |
Self-Assessed GCU DNP Domains & Competencies (see appendix) | Date Complete |
| Programmatic Planning for DPI project
See DNP Program Milestones document in the DC Network |
Date
Due |
Summary of Past Feedback | Self-Assessed GCU DNP Domains & Competencies (see appendix) | Date Complete |
Direct Practice Improvement Project Planning and Progression
Elements of the design, development, and construction of the DPI project are integrated throughout the program curriculum. As you progress through the courses, use the following form to document your progress and preparation for the DPI project.
| Intended Site for DPI (Make sure this is approved through OFE) | GCU | ||
| Site Name: | |||
| Does your site have an IRB and or QI process? If yes, what is the process? Create a plan (including a timeline) for preparing for site QI/IRB requirements.*
|
|||
| Contact Information: | |||
| PICOT Question | Department Feedback | ||
| Name: | |||
| E-mail: | Date: | ||
| Phone Number: | |||
| Mentor, Preceptor, or Content Expert Information | Practice Setting | ||
| Name: | |||
| E-mail: | |||
| Phone Number: | |||
Note: Learners should not recruit, implement, or collect data until after both site and GCU QI/IRB designations have been given. GCU QI/IRB occurs in DNP-960A.
By typing in his/her signature below, the learner agrees to have read, understood, and be accountable for the instructions, assignments, and hours are shown above and that all questions have been satisfactorily answered by the faculty and/or program lead. Additionally, the learner agrees to provide the mentor, preceptor, or content expert (depending on the course) with a copy of the syllabus for the course at or before the time of signature Mentors, preceptors, or content experts will sign digitally or by wet ink upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.
| Learner Signature: | |
| Name: | |
| Date: | |
| Mentor, Preceptor, or Content Expert Signature [Upon Starting the Course: DUE WEEK 1] | |
| Name: | |
| Date: | |
| Mentor, Preceptor, or Content Expert Signature [Upon Completion of Course: DUE WEEK 8] | |
| Name: | |
| Date: | |
Digital signatures with identifiers are accepted or wet ink.
For the Mentor (Preceptor): By initialing below, I signify that I have received the following information from my student and/or through preceptor orientation training before the course:
_____ Copy of or link to Graduate Field Experience Manual _____ I understand I must complete the course specific evaluations
_____ Copy of or link to the University Policy Handbook _____ Instructions for GCU Practicum/Clinical Tracking System
_____ Faculty Contact Information
Individual Success Plan (including Pre and Post Conference documentation)
Course # __835A________
| P
R A C T I C E
I M M E R S I O N |
Complete Contact Information
|
||
| Learner Information | GCU | ||
| Name: | |||
| E-mail: | |||
| Phone Number: | |||
| Course Faculty/Chair Information | GCU | ||
| Name: | |||
| E-mail: | |||
| Phone Number: | |||
| Mentor/Content Expert/Preceptor Information | Practice Setting | ||
| Name: | |||
| E-mail: | |||
| Phone Number: | |||
Updates and Modifications to this Individual Success Plan: Always check the DC Network for updated versions of this plan for each course.
The table below should address the following programmatic requirements: (1) completion of required practice immersion hours, (2) completion of work associated with all DNP and GCU program competencies, (3) successful defense, and completion of your Direct Practice Improvement Project, if applicable to the current course.
| Application Based Learning Course Assignments, Independent Study, Project Site Visits
Challenges (list under assignment) |
Date
Due |
Review Course Objectives and GCU DNP Domains & Competencies.
Create a plan for the practice experiences you plan to seek in order to address each course objective. Consider how each assignment may relate back to your current project concept. |
Self-Assessed GCU DNP Domains & Competencies (see appendix) | Date Complete |
| Programmatic Planning for DPI project
See DNP Program Milestones document in the DC Network |
Date
Due |
Summary of Past Feedback | Self-Assessed GCU DNP Domains & Competencies (see appendix) | Date Complete |
Direct Practice Improvement Project Planning and Progression
Elements of the design, development, and construction of the DPI project are integrated throughout the program curriculum. As you progress through the courses, use the following form to document your progress and preparation for the DPI project.
| Intended Site for DPI (Make sure this is approved through OFE) | GCU | ||
| Site Name: | |||
| Does your site have an IRB and or QI process? If yes, what is the process? Create a plan (including a timeline) for preparing for site QI/IRB requirements.*
|
|||
| Contact Information: | |||
| PICOT Question | Department Feedback | ||
| Name: | |||
| E-mail: | Date: | ||
| Phone Number: | |||
| Mentor, Preceptor, or Content Expert Information | Practice Setting | ||
| Name: | |||
| E-mail: | |||
| Phone Number: | |||
Note: Learners should not recruit, implement, or collect data until after both site and GCU QI/IRB designations have been given. GCU QI/IRB occurs in DNP-960A.
By typing in his/her signature below, the learner agrees to have read, understood, and be accountable for the instructions, assignments, and hours are shown above and that all questions have been satisfactorily answered by the faculty and/or program lead. Additionally, the learner agrees to provide the mentor, preceptor, or content expert (depending on the course) with a copy of the syllabus for the course at or before the time of signature Mentors, preceptors, or content experts will sign digitally or by wet ink upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.
| Learner Signature: | |
| Name: | |
| Date: | |
| Mentor, Preceptor, or Content Expert Signature [Upon Starting the Course: DUE WEEK 1] | |
| Name: | |
| Date: | |
| Mentor, Preceptor, or Content Expert Signature [Upon Completion of Course: DUE WEEK 8] | |
| Name: | |
| Date: | |
Digital signatures with identifiers are accepted or wet ink.
For the Mentor (Preceptor): By initialing below, I signify that I have received the following information from my student and/or through preceptor orientation training before the course:
_____ Copy of or link to Graduate Field Experience Manual _____ I understand I must complete the course specific evaluations
_____ Copy of or link to the University Policy Handbook ______ Instructions for GCU Practicum/Clinical Tracking System
_____ Faculty Contact Information
Individual Success Plan (including Pre and Post Conference documentation)
Course # __840A________
Target Practice Hours______ (Based on individual hours required to total 1,000 post-baccalaureate hours. Please refer to your course syllabus regarding hours built into your specific class. Please note, some students require more hours based on what they transferred in. Please contact your SSA for incoming hours.)
| P
R A C T I C E
I M M E R S I O N |
Complete Contact Information
|
||
| Learner Information | GCU | ||
| Name: | |||
| E-mail: | |||
| Phone Number: | |||
| Course Faculty/Chair Information | GCU | ||
| Name: | |||
| E-mail: | |||
| Phone Number: | |||
| Mentor/Content Expert/Preceptor Information | Practice Setting | ||
| Name: | |||
| E-mail: | |||
| Phone Number: | |||
Updates and Modifications to this Individual Success Plan: Always check the DC Network for updated versions of this plan for each course.
The table below should address the following programmatic requirements: (1) completion of required practice immersion hours, (2) completion of work associated with all DNP and GCU program competencies, (3) successful defense, and completion of your Direct Practice Improvement Project, if applicable to the current course.
| Application Based Learning Course Assignments, Independent Study, Project Site Visits
Challenges (list under assignment) |
Number of Planned Immersion Hours Associated with each Assignment/Project Site | Date
Due |
Review Course Objectives and GCU DNP Domains & Competencies.
Create a plan for the practice experiences you plan to seek in order to address each course objective. Consider how each assignment may relate back to your current project concept. |
Self-Assessed GCU DNP Domains & Competencies (see appendix) | Actual Practice Immersion Hours Completed Associated with each assignment (blank until end-of-course) | Date Complete |
| Programmatic Planning for DPI project
See DNP Program Milestones document in the DC Network |
Number of Planned Immersion Hours Associated with each Assignment/Project Site | Date
Due |
Summary of Past Feedback | Self-Assessed GCU DNP Domains & Competencies (see appendix) | Actual Practice Immersion Hours Completed Associated with each assignment (blank until end-of-course) | Date Complete |
Direct Practice Improvement Project Planning and Progression
Elements of the design, development, and construction of the DPI project are integrated throughout the program curriculum. As you progress through the courses, use the following form to document your progress and preparation for the DPI project.
| Intended Site for DPI (Make sure this is approved through OFE) | GCU | ||
| Site Name: | |||
| Does your site have an IRB and or QI process? If yes, what is the process? Create a plan (including a timeline) for preparing for site QI/IRB requirements.*
|
|||
| Contact Information: | |||
| PICOT Question | Department Feedback | ||
| Name: | |||
| E-mail: | Date: | ||
| Phone Number: | |||
| Mentor, Preceptor, or Content Expert Information | Practice Setting | ||
| Name: | |||
| E-mail: | |||
| Phone Number: | |||
Note: Learners should not recruit, implement, or collect data until after both site and GCU QI/IRB designations have been given. GCU QI/IRB occurs in DNP-960A.
By typing in his/her signature below, the learner agrees to have read, understood, and be accountable for the instructions, assignments, and hours are shown above and that all questions have been satisfactorily answered by the faculty and/or program lead. Additionally, the learner agrees to provide the mentor, preceptor, or content expert (depending on the course) with a copy of the syllabus for the course at or before the time of signature Mentors, preceptors, or content experts will sign upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.
| Learner Signature: | |
| Name: | |
| Date: | |
| Mentor, Preceptor, or Content Expert Signature [Upon Starting the Course: DUE WEEK 1] | |
| Name: | |
| Date: | |
| Mentor, Preceptor, or Content Expert Signature [Upon Completion of Course: DUE WEEK 8] | |
| Name: | |
| Date: | |
Digital signatures with identifiers are accepted or wet ink.
For the Mentor (Preceptor): By initialing below, I signify that I have received the following information from my student and/or through preceptor orientation training before the course:
_____ Copy of or link to Graduate Field Experience Manual _____ I understand I must complete the course specific evaluations
_____ Copy of or link to the University Policy Handbook _____ Instructions for GCU Practicum/Clinical Tracking System
_____ Faculty Contact Information
Mid-term conference: Student-Faculty-Mentor (preceptor)
Review progress towards meeting goals/objectives with rationales provided by the student at the mid-term conference:
Project updates: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Concerns: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Preceptor Signature: ________________________________________ Date: _______________
Student Signature: ________________________________________ Date: _______________
Please upload to the week five dropbox as indicated in the syllabus
Individual Success Plan (including Pre and Post Conference documentation)
Course # __830A________
Target Practice Hours______ (Based on individual hours required to total 1,000 post-baccalaureate hours. Please refer to your course syllabus regarding hours built into your specific class. Please note, some students require more hours based on what they transferred in. Please contact your SSA for incoming hours.)
| P
R A C T I C E
I M M E R S I O N |
Complete Contact Information
|
||
| Learner Information | GCU | ||
| Name: | |||
| E-mail: | |||
| Phone Number: | |||
| Course Faculty/Chair Information | GCU | ||
| Name: | |||
| E-mail: | |||
| Phone Number: | |||
| Mentor/Content Expert/Preceptor Information | Practice Setting | ||
| Name: | |||
| E-mail: | |||
| Phone Number: | |||
Updates and Modifications to this Individual Success Plan: Always check the DC Network for updated versions of this plan for each course.
The table below should address the following programmatic requirements: (1) completion of required practice immersion hours, (2) completion of work associated with all DNP and GCU program competencies, (3) successful defense, and completion of your Direct Practice Improvement Project, if applicable to the current course.
| Application Based Learning Course Assignments, Independent Study, Project Site Visits
Challenges (list under assignment) |
Number of Planned Immersion Hours Associated with each Assignment/Project Site | Date
Due |
Review Course Objectives and GCU DNP Domains & Competencies.
Create a plan for the practice experiences you plan to seek in order to address each course objective. Consider how each assignment may relate back to your current project concept. |
Self-Assessed GCU DNP Domains & Competencies (see appendix) | Actual Practice Immersion Hours Completed Associated with each assignment (blank until end-of-course) | Date Complete |
| Programmatic Planning for DPI project
See DNP Program Milestones document in the DC Network |
Number of Planned Immersion Hours Associated with each Assignment/Project Site | Date
Due |
Summary of Past Feedback | Self-Assessed GCU DNP Domains & Competencies (see appendix) | Actual Practice Immersion Hours Completed Associated with each assignment (blank until end-of-course) | Date Complete |
Direct Practice Improvement Project Planning and Progression
Elements of the design, development, and construction of the DPI project are integrated throughout the program curriculum. As you progress through the courses, use the following form to document your progress and preparation for the DPI project.
| Intended Site for DPI (Make sure this is approved through OFE) | GCU | ||
| Site Name: | |||
| Does your site have an IRB and or QI process? If yes, what is the process? Create a plan (including a timeline) for preparing for site QI/IRB requirements.*
|
|||
| Contact Information: | |||
| PICOT Question | Department Feedback | ||
| Name: | |||
| E-mail: | Date: | ||
| Phone Number: | |||
| Mentor, Preceptor, or Content Expert Information | Practice Setting | ||
| Name: | |||
| E-mail: | |||
| Phone Number: | |||
Note: Learners should not recruit, implement, or collect data until after both site and GCU QI/IRB designations have been given. GCU QI/IRB occurs in DNP-960A.
By typing in his/her signature below, the learner agrees to have read, understood, and be accountable for the instructions, assignments, and hours are shown above and that all questions have been satisfactorily answered by the faculty and/or program lead. Additionally, the learner agrees to provide the mentor, preceptor, or content expert (depending on the course) with a copy of the syllabus for the course at or before the time of signature Mentors, preceptors, or content experts will sign digitally or by wet ink upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.
| Learner Signature: | |
| Name: | |
| Date: | |
| Mentor, Preceptor, or Content Expert Signature [Upon Starting the Course: DUE WEEK 1] | |
| Name: | |
| Date: | |
| Mentor, Preceptor, or Content Expert Signature [Upon Completion of Course: DUE WEEK 8] | |
| Name: | |
| Date: | |
Digital signatures with identifiers are accepted or wet ink.
For the Mentor (Preceptor): By initialing below, I signify that I have received the following information from my student and/or through preceptor orientation training before the course:
_____ Copy of or link to Graduate Field Experience Manual _____ I understand I must complete the course specific evaluations
_____ Copy of or link to the University Policy Handbook _____ Instructions for GCU Practicum/Clinical Tracking System
_____ Faculty Contact Information
Mid-term conference: Student-Faculty-Mentor (preceptor)
Review progress towards meeting goals/objectives with rationales provided by the student at the mid-term conference:
Project updates: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Concerns: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Preceptor Signature: ________________________________________ Date: _______________
Student Signature: ________________________________________ Date: _______________
Please upload to the week five dropbox as indicated in the syllabus
Individual Success Plan (including Pre and Post Conference documentation)
Course # __955A________
Target Practice Hours______ (Based on individual hours required to total 1,000 post-baccalaureate hours. Please refer to your course syllabus regarding hours built into your specific class. Please note, some students require more hours based on what they transferred in. Please contact your SSA for incoming hours.)
| P
R A C T I C E
I M M E R S I O N |
Complete Contact Information
|
||
| Learner Information | GCU | ||
| Name: | |||
| E-mail: | |||
| Phone Number: | |||
| Course Faculty/Chair Information | GCU | ||
| Name: | |||
| E-mail: | |||
| Phone Number: | |||
| Mentor/Content Expert/Preceptor Information | Practice Setting | ||
| Name: | |||
| E-mail: | |||
| Phone Number: | |||
Updates and Modifications to this Individual Success Plan: Always check the DC Network for updated versions of this plan for each course.
The table below should address the following programmatic requirements: (1) completion of required practice immersion hours, (2) completion of work associated with all DNP and GCU program competencies, (3) successful defense, and completion of your Direct Practice Improvement Project, if applicable to the current course.
| Application Based Learning Course Assignments, Independent Study, Project Site Visits
Challenges (list under assignment) |
Number of Planned Immersion Hours Associated with each Assignment/Project Site | Date
Due |
Review Course Objectives and GCU DNP Domains & Competencies.
Create a plan for the practice experiences you plan to seek in order to address each course objective. Consider how each assignment may relate back to your current project concept. |
Self-Assessed GCU DNP Domains & Competencies (see appendix) | Actual Practice Immersion Hours Completed Associated with each assignment (blank until end-of-course) | Date Complete |
| Programmatic Planning for DPI project
See DNP Program Milestones document in the DC Network |
Number of Planned Immersion Hours Associated with each Assignment/Project Site | Date
Due |
Summary of Past Feedback | Self-Assessed GCU DNP Domains & Competencies (see appendix) | Actual Practice Immersion Hours Completed Associated with each assignment (blank until end-of-course) | Date Complete |
Direct Practice Improvement Project Planning and Progression
Elements of the design, development, and construction of the DPI project are integrated throughout the program curriculum. As you progress through the courses, use the following form to document your progress and preparation for the DPI project.
| Intended Site for DPI (Make sure this is approved through OFE) | GCU | ||
| Site Name: | |||
| Does your site have an IRB and or QI process? If yes, what is the process? Create a plan (including a timeline) for preparing for site QI/IRB requirements.*
|
|||
| Contact Information: | |||
| PICOT Question | Department Feedback | ||
| Name: | |||
| E-mail: | Date: | ||
| Phone Number: | |||
| Mentor, Preceptor, or Content Expert Information | Practice Setting | ||
| Name: | |||
| E-mail: | |||
| Phone Number: | |||
Note: Learners should not recruit, implement, or collect data until after both site and GCU QI/IRB designations have been given. GCU QI/IRB occurs in DNP-960A.
By typing in his/her signature below, the learner agrees to have read, understood, and be accountable for the instructions, assignments, and hours are shown above and that all questions have been satisfactorily answered by the faculty and/or program lead. Additionally, the learner agrees to provide the mentor, preceptor, or content expert (depending on the course) with a copy of the syllabus for the course at or before the time of signature Mentors, preceptors, or content experts will sign digitally or by wet ink upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.
| Learner Signature: | |
| Name: | |
| Date: | |
| Mentor, Preceptor, or Content Expert Signature [Upon Starting the Course: DUE WEEK 1] | |
| Name: | |
| Date: | |
| Mentor, Preceptor, or Content Expert Signature [Upon Completion of Course: DUE WEEK 16] | |
| Name: | |
| Date: | |
Digital signatures with identifiers are accepted or wet ink.
For the Mentor (Preceptor): By initialing below, I signify that I have received the following information from my student and/or through preceptor orientation training before the course:
_____ Copy of or link to Graduate Field Experience Manual _____ I understand I must complete the course specific evaluations
_____ Copy of or link to the University Policy Handbook _____ Instructions for GCU Practicum/Clinical Tracking System
_____ Faculty Contact Information
Mid-term conference: Student-Faculty-Mentor (preceptor)
Review progress towards meeting goals/objectives with rationales provided by the student at the mid-term conference:
Project updates: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Concerns: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Preceptor Signature: ________________________________________ Date: _______________
Student Signature: ________________________________________ Date: _______________
Please upload to the week eight dropbox as indicated in the syllabus
Individual Success Plan (including Pre and Post Conference documentation)
Course # __960A________
Target Practice Hours______ (Based on individual hours required to total 1,000 post-baccalaureate hours. Please refer to your course syllabus regarding hours built into your specific class. Please note, some students require more hours based on what they transferred in. Please contact your SSA for incoming hours.)
| P
R A C T I C E
I M M E R S I O N |
Complete Contact Information
|
||
| Learner Information | GCU | ||
| Name: | |||
| E-mail: | |||
| Phone Number: | |||
| Course Faculty/Chair Information | GCU | ||
| Name: | |||
| E-mail: | |||
| Phone Number: | |||
| Mentor/Content Expert/Preceptor Information | Practice Setting | ||
| Name: | |||
| E-mail: | |||
| Phone Number: | |||
Updates and Modifications to this Individual Success Plan: Always check the DC Network for updated versions of this plan for each course.
The table below should address the following programmatic requirements: (1) completion of required practice immersion hours, (2) completion of work associated with all DNP and GCU program competencies, (3) successful defense, and completion of your Direct Practice Improvement Project, if applicable to the current course.
| Application Based Learning Course Assignments, Independent Study, Project Site Visits
Challenges (list under assignment) |
Number of Planned Immersion Hours Associated with each Assignment/Project Site | Date
Due |
Review Course Objectives and GCU DNP Domains & Competencies.
Create a plan for the practice experiences you plan to seek in order to address each course objective. Consider how each assignment may relate back to your current project concept. |
Self-Assessed GCU DNP Domains & Competencies (see appendix) | Actual Practice Immersion Hours Completed Associated with each assignment (blank until end-of-course) | Date Complete |
| Programmatic Planning for DPI project
See DNP Program Milestones document in the DC Network |
Number of Planned Immersion Hours Associated with each Assignment/Project Site | Date
Due |
Summary of Past Feedback | Self-Assessed GCU DNP Domains & Competencies (see appendix) | Actual Practice Immersion Hours Completed Associated with each assignment (blank until end-of-course) | Date Complete |
Direct Practice Improvement Project Planning and Progression
Elements of the design, development, and construction of the DPI project are integrated throughout the program curriculum. As you progress through the courses, use the following form to document your progress and preparation for the DPI project.
| Intended Site for DPI (Make sure this is approved through OFE) | GCU | ||
| Site Name: | |||
| Does your site have an IRB and or QI process? If yes, what is the process? Create a plan (including a timeline) for preparing for site QI/IRB requirements.*
|
|||
| Contact Information: | |||
| PICOT Question | Department Feedback | ||
| Name: | |||
| E-mail: | Date: | ||
| Phone Number: | |||
| Mentor, Preceptor, or Content Expert Information | Practice Setting | ||
| Name: | |||
| E-mail: | |||
| Phone Number: | |||
Note: Learners should not recruit, implement, or collect data until after both site and GCU QI/IRB designations have been given. GCU QI/IRB occurs in DNP-960A.
By typing in his/her signature below, the learner agrees to have read, understood, and be accountable for the instructions, assignments, and hours are shown above and that all questions have been satisfactorily answered by the faculty and/or program lead. Additionally, the learner agrees to provide the mentor, preceptor, or content expert (depending on the course) with a copy of the syllabus for the course at or before the time of signature Mentors, preceptors, or content experts will sign digitally or by wet ink upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.
| Learner Signature: | |
| Name: | |
| Date: | |
| Mentor, Preceptor, or Content Expert Signature [Upon Starting the Course: DUE WEEK 1] | |
| Name: | |
| Date: | |
| Mentor, Preceptor, or Content Expert Signature [Upon Completion of Course: DUE WEEK 16] | |
| Name: | |
| Date: | |
Digital signatures with identifiers are accepted or wet ink.
For the Mentor (Preceptor): By initialing below, I signify that I have received the following information from my student and/or through preceptor orientation training before the course:
_____ Copy of or link to Graduate Field Experience Manual _____ I understand I must complete the course specific evaluations
_____ Copy of or link to the University Policy Handbook ______ Instructions for GCU Practicum/Clinical Tracking System
_____ Faculty Contact Information
Mid-term conference: Student-Faculty-Mentor (preceptor)
Review progress towards meeting goals/objectives with rationales provided by the student at the mid-term conference:
Project updates: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Concerns: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Preceptor Signature: ________________________________________ Date: _______________
Student Signature: ________________________________________ Date: _______________
Please upload to the week eight dropbox as indicated in the syllabus
Individual Success Plan (including Pre and Post Conference documentation)
Course # __965A________
Target Practice Hours______ (Based on individual hours required to total 1,000 post-baccalaureate hours. Please refer to your course syllabus regarding hours built into your specific class. Please note, some students require more hours based on what they transferred in. Please contact your SSA for incoming hours.)
| P
R A C T I C E
I M M E R S I O N |
Complete Contact Information
|
||
| Learner Information | GCU | ||
| Name: | |||
| E-mail: | |||
| Phone Number: | |||
| Course Faculty/Chair Information | GCU | ||
| Name: | |||
| E-mail: | |||
| Phone Number: | |||
| Mentor/Content Expert/Preceptor Information | Practice Setting | ||
| Name: | |||
| E-mail: | |||
| Phone Number: | |||
Updates and Modifications to this Individual Success Plan: Always check the DC Network for updated versions of this plan for each course.
The table below should address the following programmatic requirements: (1) completion of required practice immersion hours, (2) completion of work associated with all DNP and GCU program competencies, (3) successful defense, and completion of your Direct Practice Improvement Project, if applicable to the current course.
| Application Based Learning Course Assignments, Independent Study, Project Site Visits
Challenges (list under assignment) |
Number of Planned Immersion Hours Associated with each Assignment/Project Site | Date
Due |
Review Course Objectives and GCU DNP Domains & Competencies.
Create a plan for the practice experiences you plan to seek in order to address each course objective. Consider how each assignment may relate back to your current project concept. |
Self-Assessed GCU DNP Domains & Competencies (see appendix) | Actual Practice Immersion Hours Completed Associated with each assignment (blank until end-of-course) | Date Complete |
| Programmatic Planning for DPI project
See DNP Program Milestones document in the DC Network |
Number of Planned Immersion Hours Associated with each Assignment/Project Site | Date
Due |
Summary of Past Feedback | Self-Assessed GCU DNP Domains & Competencies (see appendix) | Actual Practice Immersion Hours Completed Associated with each assignment (blank until end-of-course) | Date Complete |
Direct Practice Improvement Project Planning and Progression
Elements of the design, development, and construction of the DPI project are integrated throughout the program curriculum. As you progress through the courses, use the following form to document your progress and preparation for the DPI project.
| Intended Site for DPI (Make sure this is approved through OFE) | GCU | ||
| Site Name: | |||
| Does your site have an IRB and or QI process? If yes, what is the process? Create a plan (including a timeline) for preparing for site QI/IRB requirements.*
|
|||
| Contact Information: | |||
| PICOT Question | Department Feedback | ||
| Name: | |||
| E-mail: | Date: | ||
| Phone Number: | |||
| Mentor, Preceptor, or Content Expert Information | Practice Setting | ||
| Name: | |||
| E-mail: | |||
| Phone Number: | |||
Note: Learners should not recruit, implement, or collect data until after both site and GCU QI/IRB designations have been given. GCU QI/IRB occurs in DNP-960A.
By typing in his/her signature below, the learner agrees to have read, understood, and be accountable for the instructions, assignments, and hours are shown above and that all questions have been satisfactorily answered by the faculty and/or program lead. Additionally, the learner agrees to provide the mentor, preceptor, or content expert (depending on the course) with a copy of the syllabus for the course at or before the time of signature Mentors, preceptors, or content experts will sign digitally or by wet ink upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.
| Learner Signature: | |
| Name: | |
| Date: | |
| Mentor, Preceptor, or Content Expert Signature [Upon Starting the Course: DUE WEEK 1] | |
| Name: | |
| Date: | |
| Mentor, Preceptor, or Content Expert Signature [Upon Completion of Course: DUE WEEK 16] | |
| Name: | |
| Date: | |
Digital signatures with identifiers are accepted or wet ink.
For the Mentor (Preceptor): By initialing below, I signify that I have received the following information from my student and/or through preceptor orientation training before the course:
_____ Copy of or link to Graduate Field Experience Manual _____ I understand I must complete the course specific evaluations
_____ Copy of or link to the University Policy Handbook _____ Instructions for GCU Practicum/Clinical Tracking System
_____ Faculty Contact Information
Mid-term conference: Student-Faculty-Mentor (preceptor)
Review progress towards meeting goals/objectives with rationales provided by the student at the mid-term conference:
Project updates: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Concerns: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Preceptor Signature: ________________________________________ Date: _______________
Student Signature: ________________________________________ Date: _______________
Please upload to the week eight dropbox as indicated in the syllabus
Direct and Indirect Hours
| DNP-Course | No Transfer Hours
Indirect Immersion Hours Course Assignments |
No Transfer Hours
Direct Immersion Hours At the project site with mentor developing, implementing, and evaluating the project |
Direct Immersion Hours
Mentor/Learner Acceptable Course Activities |
|
| 815A | 50 | Indirect hours split between writing assignments | 50
Scientific Underpinnings 1.1 1.3 1.4
|
Speak with the immersion sites Quality Review Department. What is their purpose, what projects are they working on? Could they help you gather data?
Speak to nursing educators; what is there role in implementing EBP change? How are new practices developed and evaluated at the immersion site using nursing or borrowed theories?
Construct/refine PICOT question or Clinical Question using data and resources at the clinical site
Develop the problem and purpose statements and clinical questions. Ensure alignment.
Meet with a Nursing Scientist to discuss how they integrate nursing science and knowledge from ethics, the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of nursing practice.
Work with the mentor and possibly a Nursing Scientist at the immersion site to discuss their process for Quality Improvement Projects and Internal Review Board Determinations.
Present your PICOT, problem, purpose, clinical; question at the immersion site.
Attend conference/workshop in person or virtually related to EBP or focus of the DPI project.
Watch IRB video in DC Network on the “feasibility of projects.”
Review/evaluate EBP material (e.g., web, print), determine what the project could use.
Research the method of obtaining written approval for EBP tools, educational materials, scales.
Construct, appraise, and refine a literature search.
Outline DPI themes and sub-themes and subthemes with references on the Ten Strategic Points.
Synthesize the literature review, summarize the themes (subthemes).
Research theories that are appropriate to project and define the seminal works of the theorist.
Ensure the theory chosen aligns with the population, problem, and outcome of the DPI.
Download the Prospectus from the DC Network and review components with the mentor (preceptor) to align the Ten Strategic Points components.
Research out a conceptual framework and change models that are appropriate to use for the DPI.
Research and read literature on using Caring From a Christian Worldview
1.4 Spend time at the clinical site with mentor learning site processes, how and EBP is conducted start to finish at the organization, how practice gaps are identified. How are outcomes measured?
Any other Faculty/Chair APPROVE Direct Immersion experiences that align with the course outcomes. |
| 840A | 50 | Indirect hours split between writing assignments | 50
Leadership and transformational change 2.1 2.2 2.4 Systems management 3.3 3.4 Population management 4.1 Analytical Foundations for Practice 5.2 5.3 |
Students should attend a quality improvement meeting at the immersion site
Present the proposed DPI project including the problem, purpose, clinical question at the immersion site at a quality meeting, at the unit, clinic, floor of implementation (DO NOT RECRUIT PARTICIPANTS) and elicit feedback
Meet with the mentor and discuss how nursing leaders learn to:
Meet with a mentor or other senior leaders who can help identify stakeholders for your DPI, determine why this is important in any project implemented in healthcare
Assess the cultural diversity at the immersion site.
Determine the need to develop, implement, and/or disseminate a cultural or diversity intervention or awareness intervention at the site or in regard to the DPI
2.1 Discuss the principles of business, finance, economics, and health policy to develop and implement effective plans for practice-level and/or system-wide practice initiatives that will improve the quality of health care delivery.
2.2 Research, discuss and outline how leadership, influence, and advocacy in the development and implementation of institutional, local, state, federal, and/or international health policy occurs.
2.4 Explore the methods used to provide leadership in the evaluation and resolution of policy, ethical, and legal issues within healthcare systems and/or immersion site
3.3 Work with mentor, nursing informatics staff, and/or the information technology department to determine how to analyze and communicate critical elements necessary to the selection, use, and evaluation of health information systems and patient care technology.
4.1 Schedule to meet with the mentor or appropriate immersion site leader who can discuss how Advance Practice Nurses analyze epidemiological, biostatistical, environmental, and other appropriate scientific data related to individual, aggregate, and population health
5.2 Determine how they may design and implement processes/strategies that evaluate outcomes of practice, practice patterns, and systems of care for an individual, aggregate, and populations against national benchmarks.
5.3 Schedule a meeting with an APRN at the site, or interview an APRN/Nurse Leader to discuss the methods of designing, directing, and evaluating quality improvement methodologies to promote safe, timely, effective, efficient, equitable, and patient-centered care.
Any other Faculty/Chair APPROVE Direct Immersion experiences that align with the course outcomes. |
| 830A | 50 | Indirect hours split between writing assignments | 75
Scientific Underpinnings for Practice
1.1 1.4
Domain 3: Systems Management
3.1 3.2 3.3 3.4
Analytic Foundations for Practice
5.1 5.4 5.5 |
1.1 Meet with a Nursing Scientist to discuss how they integrate nursing science and knowledge from ethics, the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of nursing practice.
Research theories that are appropriate to project and define the seminal works of the theorist.
Ensure the theory chosen aligns with the population, problem, and outcome of the DPI
1.4 Spend time at the clinical site with mentor learning site processes, how and EBP is conducted start to finish at the organization, how practice gaps are identified. How are outcomes measured?
3.1 Schedule a meeting with a Nurse Leader, mentor, or Quality to discuss the concepts and skills needed to develop the skills and knowledge to execute an evaluation plan involving data extraction from practice information systems and databases.
3.2 Evaluate current consumer health information sources for accuracy, timeliness, and appropriateness · Consult with content experts: in person, by phone or by email
3.3 Work with mentor, nursing informatics staff, and/or the information technology department to determine how to analyze and communicate critical elements necessary to the selection, use, and evaluation of health information systems and patient care technology.
3.4 Determine how to design, select, use, and evaluate programs that monitor outcomes of care, care systems, and quality improvement, including consumer use of health care information systems.
5.1: Apply analytic methods to critically appraise existing literature and other evidence to identify and implement health care best practices. · Schedule meeting with a Nurse Researcher, librarian, or other people who regularly conducts literature reviews. · Attend a live or virtual training on analytical methods to appraise literature; determine inclusion and exclusion criteria
5.4: Disseminate and apply relevant findings from evidence-based practice and research to enhance practice guidelines and enrich practice leading to improved healthcare outcomes at the immersion site, conference, poster presentation, or scholarly writing.
5.5: Employ information technology and research methods to appropriately manage data for the creation, evaluation, and application of evidence that leads to improved health care. · Consult with the mentor, IT, Nursing Informaticist, quality, or a research department.
Any other Faculty/Chair APPROVE Direct Immersion experiences that align with the course outcomes. |
| 955A | 100 | Mid-conference assignment week 5 needs to be added and 10 points assigned complete 10, incomplete 0 | 125
Scientific Underpinnings for Practice 1.1 1.4 Leadership and Transformational Change 2.3 Population Management 4.3 |
1.1: Integrate nursing science with knowledge from ethics, the biophysical, psychosocial, analytical, and organizational
sciences as the basis for the highest level of nursing practice.
1.4: Develop and evaluate new practice approaches based on nursing theories and theories from other disciplines.
2.3: Employ consultative and leadership skills to lead intra-professional and interprofessional teams in the analysis and resolution of complex practice and organizational issues to create change in health care and complex healthcare delivery systems
4.3: Synthesize concepts to develop, implement, and evaluate interventions to improve individual, aggregate, and population health management.
Develop tools for project sustainability AFTER the DPI (e.g., toolkits, PowerPoints, audit tools, etc.)
Determine and obtain the EBP educational components, tools, and related permissions required to use.
|
| 960A | 100 | Mid-conference assignment week 5 needs to be added and 10 points assigned complete 10, incomplete 0 | 125
Analytic Foundations for Practice 5.1 5.2 5.3 5.4 5.5 |
5.1: Apply analytic methods to critically appraise existing literature and other evidence to identify and implement health care best practices.
· Schedule meeting with a Nurse Researcher (DNP/PhD.), librarian, or other people who regularly conducts literature reviews. · Attend a live or virtual training on analytical methods to appraise literature; determine inclusion and exclusion criteria · Implement the DPI project
Meet with the immersion sites IRB or research what an IRB is and requirements for QI vs. IRB.
Review the DC Networks IRB page, watch videos and take notes on submission process and requirements
Attend an IRB class meeting.
Develop tools for project sustainability AFTER the DPI (e.g., toolkits, PowerPoints, audit tools, etc.)
Determine and obtain the EBP educational components, tools, and related permissions required to use.
• Disseminate DNP project findings internally or externally
5.2 Determine how they may design and implement processes/strategies that evaluate outcomes of practice, practice patterns, and systems of care for an individual, aggregate, and populations against national benchmarks.
5.3 Schedule a meeting with an APRN at the site or interview an APRN/Nurse Leader to discuss the methods of designing, directing, and evaluating quality improvement methodologies to promote safe, timely, effective, efficient, equitable, and patient-centered care.
5.4: Disseminate and apply relevant findings from evidence-based practice and research to enhance practice guidelines and enrich practice leading to improved healthcare outcomes at the immersion site, conference, poster presentation, or scholarly writing.
5.5: Employ information technology and research methods to appropriately manage data for the creation, evaluation, and application of evidence that leads to improved health care. · Consult with the mentor, IT, Nursing Informaticist, quality, or a research department.
Any other Faculty/Chair APPROVE Direct Immersion experiences that align with the course outcomes. |
| 965A | 100 | Mid-conference assignment week 5 needs to be added and 10 points assigned complete 10, incomplete 0 | 125
Population Management 4.1 4.5 Analytic Foundations for Practice 5.1 5.4 5.5 |
4.1 Schedule to meet with the mentor or appropriate immersion site leader who can discuss how Advance Practice Nurses analyze epidemiological, biostatistical, environmental, and other appropriate scientific data related to individual, aggregate, and population health
· Participate in an interprofessional team in a member, leader, or consultant role. 4.5 Advocate for social justice, equity, and ethical policies within all healthcare arenas. · Assess clients, populations or organizations in practice settings to determine needs · Identify gaps in care for individuals, communities, and populations and determine programs needed for promotion/disease prevention interventions · Implement the DPI · Disseminate knowledge to other healthcare providers · Consultation with experts regarding nursing practice · Mentor other healthcare providers (not to include precepting nursing students or hours teaching a class for nursing students)*cannot be in the same program.
5.1: Apply analytic methods to critically appraise existing literature and other evidence to identify and implement health care best practices. · Schedule meeting with a Nurse Researcher (DNP/PhD.), librarian, or another person who regularly conducts literature reviews. · Attend a live or virtual training on analytical methods to appraise literature; determine inclusion and exclusion criteria · Collect and analyze data sets from the project to determine clinical and statistical significance.
Meet with the immersion sites IRB or research what an IRB is and requirements for QI vs. IRB.
Review the DC Networks IRB page, watch videos and take notes on submission process and requirements
Attend an IRB class meeting.
Develop tools for project sustainability AFTER the DPI (e.g., toolkits, PowerPoints, audit tools, etc.)
Determine and obtain the EBP educational components, tools, and related permissions required to use.
5.4: Disseminate and apply relevant findings from evidence-based practice and research to enhance practice guidelines and enrich practice leading to improved healthcare outcomes at the immersion site, conference, poster presentation, or scholarly writing.
5.5: Employ information technology and research methods to appropriately manage data for the creation, evaluation, and application of evidence that leads to improved health care. Consult with the mentor, IT, Nursing Informaticist, quality, or a research department.
Any other Faculty/Chair APPROVE Direct Immersion experiences that align with the course outcomes. |
APPENDIX A:
GCU DNP Domains & Competencies
- University’s Mission Critical Competencies
How does this Individual Success Plan support the GCU Mission?
MC1: Effective Communication: Courses require students to engage in active discussion and expression of scholarly ideas in a variety of formats. Emphasis is placed on the dissemination of findings that impact health outcomes.
MC2: Critical Thinking: Courses require students to utilize and refine critical thinking skills by analyzing, synthesizing, integrating, and evaluating scientific evidence. Furthermore, students are expected to apply scientific evidence to practice improvement.
MC3: Responsible Leadership: Courses require students to develop and refine leadership skills. Students must demonstrate accountability to self and others. Courses require collaboration, health care advocacy, and systems thinking.
MC4: Global Citizenship: Global citizenship is incorporated into all courses when preparing responsible nursing leaders to appreciate the cultural, social, economic, and political trends affecting care delivery for disenfranchised or vulnerable populations. The focus is on reducing health disparities and fostering an environment of equitable health for all populations.
MC5: Christian Worldview: A Christian Worldview is expressed through weaving together values and ethics throughout the program. Students are encouraged to engage with populations from the foundation of a Christian worldview and to understand the effect of various worldviews and cultures on current healthcare systems.
- Domains and Competencies
How does this Individual Success Plan support the DNP Domains and Competencies?
Domain 1 – Scientific Underpinnings for Practice: Graduates of Grand Canyon University’s Doctor of Nursing Practice program will be able to:
Competencies:
1.1: Integrate nursing science with knowledge from ethics, the biophysical, psychosocial, analytical, and organizational
sciences as the basis for the highest level of nursing practice.
1.2: Apply science-based theories and concepts to determine the nature and significance of health and health care delivery phenomena.
1.3: Employ science-based theories and concepts to describe the actions and advanced strategies to enhance, alleviate, and ameliorate health and health care delivery phenomena as appropriate.
1.4: Develop and evaluate new practice approaches based on nursing theories and theories from other disciplines.
Domain 2 – Leadership and Transformational Change: Graduates of Grand Canyon University’s Doctor of Nursing Practice program will be able to:
Competencies:
2.1: Employ principles of business, finance, economics, and health policy to develop and implement effective plans for practice-level and/or system-wide practice initiatives that will improve the quality of health care delivery.
2.2: Demonstrate leadership, influence, and advocacy in the development and implementation of institutional, local, state, federal, and/or international health policy.
2.3: Employ consultative and leadership skills to lead intra-professional and interprofessional teams in the analysis and resolution of complex practice and organizational issues to create change in health care and complex healthcare delivery systems.
2.4: Provide leadership in the evaluation and resolution of policy, ethical, and legal issues within healthcare systems.
Domain 3 – Systems Management: Graduates of Grand Canyon University’s Doctor of Nursing Practice program will be able to:
Competencies:
3.1: Demonstrate the conceptual ability and technical skills to develop and execute an evaluation plan involving data extraction from practice information systems and databases.
3.2: Evaluate current consumer health information sources for accuracy, timeliness, and appropriateness.
3.3: Analyze and communicate critical elements necessary to the selection, use, and evaluation of health information systems and patient care technology.
3.4: Design, select, use, and evaluate programs that monitor outcomes of care, care systems, and quality improvement, including consumer use of health care information systems.
Domain 4 – Population Management: Graduates of Grand Canyon University’s Doctor of Nursing Practice program will be able to:
Competencies:
4.1: Analyze epidemiological, biostatistical, environmental, and other appropriate scientific data related to individual, aggregate, and population health.
4.2: Synthesize concepts to develop, implement, and evaluate interventions to improve individual, aggregate, and population health management.
4.3: Cultivate a mindset that is sensitive to the cultural, legal, and ethical differences among stakeholders.
4.4: Advocate for social justice, equity, and ethical policies within all healthcare arenas.
4.5: Develop and evaluate care delivery models and/or strategies for improved individual, aggregate, and population health management.
Domain 5 – Analytic Foundations for Practice: Graduates of Grand Canyon University’s Doctor of Nursing Practice program will be able to:
Competencies:
5.1: Apply analytic methods to critically appraise existing literature and other evidence to identify and implement health care best practices.
5.2: Design and implement processes/strategies that evaluate outcomes of practice, practice patterns, and systems of care for an individual, aggregate, and populations against national benchmarks.
5.3: Design, direct, and evaluate quality improvement methodologies to promote safe, timely, effective, efficient, equitable, and patient-centered care.
5.4: Disseminate and apply relevant findings from evidence-based practice and research to enhance practice guidelines and enrich practice leading to improved healthcare outcomes.
5.5: Employ information technology and research methods to appropriately manage data for the creation, evaluation, and application of evidence that leads to improved health care.