nrs490 Week 1 assignment Individual Success Plan (ISP)
nrs490 Week 1 assignment Individual Success Plan (ISP)
Planning is the key to successful completion of this course
and your overall program of study. The Individual Success Plan (ISP) assignment
requires early collaboration with the course faculty and your course mentor.
You will need to establish a plan for successful completion of (1) deliverables
associated with weekly course objectives, (2), required practice immersion
hours, and (3) deliverables associated with your capstone project.
The success of healthcare organizations in reaching economic, patient happiness, and quality of care goals is mostly determined by nursing leadership’s leadership qualities (Anders et al., 2021). A successful nurse leader combines the attributes shown by managers and leaders to direct and implement changes, bring innovation, empower those around them. A nurse leader is able to use the influence and power vested upon them by colleagues to bring practical changes to improve practice and quality of care. Nurse leaders can assess and evaluate, create interventions where needed and promote critical thinking processes.
Access the “Individual Success Plan” resource in
the Topic Materials. Read the information in the resource, including student
expectations and instructions for completing the ISP document.
Use the “Individual Success Plan” to develop a
personal plan for completing your practice hours and how topic objectives will
be met. Include the number of hours you plan to set aside to meet your goals.
A combination of 100 supervised clinical hours in community
health and leadership areas will be obtained through the application of the
objectives listed in the Guidelines for Undergraduate Field Experiences manual.
Practicum immersion experiences are required in a community
health setting. Community-based settings should encourage community integration
and involvement; expand accessibility of services and supports; promote
personal preference, strengths, dignity; and empower people to participate in
the economic mainstream.
According to HealthyPeople.gov, educational and
community-based programs and strategies are designed to reach people outside of
traditional health care settings. These settings may include schools,
worksites, health care facilities, and communities. Community health and
leadership practice immersion can occur in the same site and in conjunction
with the evidence-based project in the NRS-490 course.
If you are a registered nurse in Washington, your practicum
experience must include a minimum of 50 hours in a community health setting.
Students should apply concepts from prior courses to
critically examine and improve their current practice. Students should also
integrate scholarly readings to develop case reports that demonstrate
increasingly complex and proficient practice
Consider the challenges you expect to encounter as you continue
the practice hour and competency requirements throughout this course. How might
you overcome these challenges?
You can renegotiate these deliverables with your faculty and
mentor throughout this course and update your ISP accordingly.
Once your ISP has been developed and accepted by your course
faculty, you will have your course mentor sign it at the beginning of, and upon
completion of, each assignment that incorporates practice immersion hours. You
will track all course practice immersion hours in the ISP.
APA format is not required, but solid academic writing is
expected.
You are not required to submit this assignment to Turnitin.
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GCU | |
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| Course Faculty Information |
GCU | |
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| Practicum Mentor Information |
Practice Setting |
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| MOU signed & uploaded to Instructor in LoudCloud via Individual Forum |
Yes ?? | No ??
If no, is an |
ISP Instructions
Use this form to develop your Individual Success Plan (ISP)
for NRS-490, the Professional Capstone and Practicum course. An individual
success plan maps out what you, the RN-to-BSN student, needs to accomplish in
order to be successful as you work through this course and complete your
overall program of study. You will also share this with your mentor at the
beginning and end of this course so that he or she will know what you need to
accomplish.
Application-based learning assignments are listed in the
course syllabus with a Practice Portfolio Statement requirement element noted
within the assignment itself. In order for you to successfully complete and
graduate from the RN-to-BSN Program you must meet the following programmatic
requirements: (1) completion of 100 practice immersion hours, and (2)
completion of work associated with all program competencies.
In this ISP, you will identify all of the objectives, tasks,
and/or assignments relating to the 100 practice immersion hours you need to
complete by the end of this course. Specify the dates by which you will
complete each tasks and/or assignments. Your plan should include a
self-assessment of how you met all applicable GCU RN-to-BSN Domains &
Competencies (see Appendix A).
ALL course assignments listing a “Practice Hours
Portfolio” statement must be included in the ISP and are worth and
recorded here as approximately 10 hours each. Actual clock hours must be recorded
on this time log.
General Requirements
Use the following information to ensure successful
completion of each assignment as it pertains to deliverables due in this
course:
• Use the
Individual Success Plan to develop a personal plan for completing your practice
immersion hours and self-assess how you will meet the GCU RN-to-BSN University
Mission Critical Competencies and the Programmatic Domains & Competencies
(Appendix A) related to that course.
Show all of the major deliverables in the course, the
topic/course objectives that apply to each deliverable, and lastly, align each
deliverable to the applicable University Mission Critical Competencies and the
course-specific Domains and Competencies (Appendix A).
Completing your ISP does not earn practice hours, nor does
telephone conference time, or time spent with your mentor.
• Within
the Individual Success Plan, ensure you identify all course assignments which
may include the following: Memorandums of Understanding (MOU)(if Affiliation
Agreement is not required); comprehensive log of practice immersion hours
applied to baccalaureate level learning outcomes; evaluations from faculty and
mentors; your evaluations of your mentor; scholarly activity report; competency
self-assessment (part of your ISP); reflective journal (Submitted in Week 10
but covering all weeks in the course); course goals and plan for how
competencies and practice immersion hours will be met; and both faculty and
mentor approvals of course goals and documented practice immersion hours.
| Application-based Learning Course Assignments |
List of Current Course Objectives | Number of Clock Hours Associated with Each Assignment |
Assignment
Date Due |
Self-Assessment:
GCU RN-to-BSN University Mission Critical Competencies Programmatic Domains & Competencies (see Appendix A) |
Date
Assignment Completed |
By typing in his/her signature below, the student agrees to
have read, understood, and be accountable for the instructions, assignments,
and hours shown above and that all questions have been satisfactorily answered
by the faculty and/or program director.
Mentors will sign upon initial receipt and at the end of the
course to confirm that assignments have been complete with your guidance.
Student Signature
Name:
Date:
Mentor Signature [Upon Initiation of Course]
Name:
Date:
Mentor Signature [Upon Completion of Course]
Name:
Date:
APPENDIX A:
GCU RN-to-BSN Domains & Competencies
A. University’s
Mission Critical Competencies
How does this Individual Success Plan support the GCU
Mission?
MC1: Effective Communication: Therapeutic communication is
central to baccalaureate nursing practice. Students gain an understanding of
their ethical responsibility and how verbal and written communication affects
others intellectually and emotionally. Students begin to use nursing terminology
and taxonomies within the practice of professional and therapeutic
communication. Courses require students to write scholarly papers, prepare
presentations, develop persuasive arguments, and engage in discussion that is
clear, assertive, and respectful.
MC2: Critical Thinking: Courses require students to use
critical thinking skills by analyzing, synthesizing, and evaluating scientific
evidence needed to improve patient outcomes and professional practice.
MC3: Christian Worldview: Students will apply a Christian
worldview within a global society and examine ethical issues from the framework
of a clearly articulated system of professional values. Students will engage in
discussion of values-based decisions made from a Christian perspective.
MC4: Global Awareness, Perspectives, and Ethics: The concept
of global citizenship is introduced to baccalaureate students in the
foundational curriculum. Some courses will focus on the human experience across
the world health continuum. The World Health Organization (WHO) definitions of
health, health disparities, and determinants of health are foundational to
nursing practice.
MC5: Leadership: Students will apply a Christian worldview
within a global society and examine ethical issues from the framework of a
clearly articulated system of professional values. Students will engage in
discussion of values-based decisions made from a Christian perspective.
B. Domains
and Competencies
How does this Individual Success Plan support the Program
Domains and Competencies?
Domain 1: Professional Role
Graduates of Grand Canyon University’s RN-BSN program will
be able to incorporate professional values to advance the nursing profession
through leadership skills, political involvement, and life-long learning.
Competencies:
1.1: Exemplify
professionalism in diverse health care settings.
1.2: Manage
patient care within the changing environment of the health care system.
1.3: Exercise
professional nursing leadership and management roles in the promotion of
patient safety and quality care.
1.4: Participate
in health care policy development to influence nursing practice and health
care.
1.5: Advocate
for autonomy and social justice for individuals and diverse populations.
Domain 2: Theoretical Foundations of Nursing Practice
Graduates of Grand Canyon University’s RN-BSN program will
have acquired a body of nursing knowledge built on a theoretical foundation of
liberal arts, science, and nursing concepts that will guide professional
practice.
Competencies:
2.1: Incorporate
liberal arts and science studies into nursing knowledge.
2.2: Comprehend
nursing concepts and health theories.
2.3: Understand
and value the processes of critical thinking, ethical reasoning, and decision
making.
Domain 3: Nursing Practice
Graduates of Grand Canyon University’s RN-BSN program will
be able to utilize the nursing process to provide safe quality care based on
nursing best practices.
Competencies:
3.1: Utilize
the nursing process to provide safe and effective care for patients across the
health-illness continuum: promoting, maintaining, and restoring health;
preventing disease; and facilitating a peaceful death.
3.2: Implement
patient care decisions based on evidence-based practice.
3.3: Provide
individualized education to diverse patient populations in a variety of health
care settings.
3.4: Demonstrate
professional standards of practice.
Domain 4: Communication/Informatics
Graduates of Grand Canyon University’s RN-BSN program will
be able to manage information and technology to provide safe quality care in a
variety of settings. In addition, graduates will be able to communicate
therapeutically and professionally to produce positive working relationships
with patients and health care team members.
Competencies:
4.1: Utilize
patient care technology and information management systems.
4.2: Communicate
therapeutically with patients.
4.3: Professionally
communicate and collaborate with the interdisciplinary health care teams to
provide safe and effective care.
Domain 5: Holistic Patient Care
Graduates of Grand Canyon University’s RN-BSN program will
be able to provide holistic individualized care that is sensitive to cultural
and spiritual aspects of the human experience.
Competencies:
5.1: Understand
the human experience across the health-illness continuum.
5.2: Assess for
the spiritual needs and provide appropriate interventions for individuals,
families, and groups.
5.3: Provide
culturally sensitive care.
5.4: Preserve
the integrity and human dignity in the care of all patients.
APA Writing Checklist
Use this document as a checklist for each paper you will write throughout your GCU graduate program. Follow specific instructions indicated in the assignment and use this checklist to help ensure correct grammar and APA formatting. Refer to the APA resources available in the GCU Library and Student Success Center.
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☐ APA paper template (located in the Student Success Center/Writing Center) is utilized for the correct format of the paper. APA style is applied, and format is correct throughout.
☐ The title page is present. APA format is applied correctly. There are no errors.
☐ The introduction is present. APA format is applied correctly. There are no errors.
☐ Topic is well defined.
☐ Strong thesis statement is included in the introduction of the paper.
☐ The thesis statement is consistently threaded throughout the paper and included in the conclusion.
☐ Paragraph development: Each paragraph has an introductory statement, two or three sentences as the body of the paragraph, and a transition sentence to facilitate the flow of information. The sections of the main body are organized to reflect the main points of the author. APA format is applied correctly. There are no errors.
☐ All sources are cited. APA style and format are correctly applied and are free from error.
☐ Sources are completely and correctly documented on a References page, as appropriate to assignment and APA style, and format is free of error.
Scholarly Resources: Scholarly resources are written with a focus on a specific subject discipline and usually written by an expert in the same subject field. Scholarly resources are written for an academic audience.
Examples of Scholarly Resources include: Academic journals, books written by experts in a field, and formally published encyclopedias and dictionaries.
Peer-Reviewed Journals: Peer-reviewed journals are evaluated prior to publication by experts in the journal’s subject discipline. This process ensures that the articles published within the journal are academically rigorous and meet the required expectations of an article in that subject discipline.
Empirical Journal Article: This type of scholarly resource is a subset of scholarly articles that reports the original finding of an observational or experimental research study. Common aspects found within an empirical article include: literature review, methodology, results, and discussion.
Adapted from “Evaluating Resources: Defining Scholarly Resources,” located in Research Guides in the GCU Library.
☐ The writer is clearly in command of standard, written, academic English. Utilize writing resources such as Grammarly, LopesWrite report, and ThinkingStorm to check your writing.