Developing an Individual Success Plan (ISP) For NRS-490
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Developing an Individual Success Plan (ISP) For NRS-490
NRS-490 Individual Success Plan
REQUIRED PRACTICE HOURS: 100
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Complete Contact Information Student Information GCU Name: E-mail: Phone Number: Course Faculty Information GCU Name: E-mail: Phone Number: Practicum Mentor Information Practice Setting Name: E-mail: Phone Number: MOU signed & uploaded to Instructor in LoudCloud via Individual Forum Yes ► ☒ No ► ☐ If no, is an existing Affiliation Agreement on file? _____
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 and
Programmatic Domains & Competencies
(see Appendix A)
Date Assignment
Completed
Week 1 -Individual Success Plan
-Complete DQ’s and responses for class participation.
– Complete and submit Professional Capstone and Practicum documentation, Field Experience Site Information form.
– Complete Professional Capstone and Practicum Reflective Journal and Scholarly Activities
-Discussed with mentor and ensure that the qualified preceptor/mentor summary form is signed – Discussed with mentor the ISP form and what is expected to complete over the next 9 weeks
10 hours 1/27/19 MC1–My mentor is fully aware of the requirements for completing the course. She was also informed about the PICOT chosen. I elaborate on the courses requirement that I’m expected write a weekly scholarly paper, prepare presentations, develop persuasive arguments, and engage in discussion.
MC5–Managing my time well throughout this course will help me to achieve the goal at hand. keeping in mind the time set by my mentor and dedicate quality time to this project.
MC2–I will revise my research course paper completed on the PICOT topic using critical thinking skills to analyze, synthesized, evaluate and highlight where correction is needed and apply scientific evidence to improve my output for this course.
Domain 1: Professional Role: Exercise professional nursing leadership and management
Obtaining my BSN will allow me to be more marketable and knowledgeably in the field of practice to be better able to provide the care needed using evidence-based practice while demonstrating professional nursing skills.
1/27/19 Week 2 -Complete DQ’s and responses for class participation.
-Capstone project topic selected for approval
– Continue Reading on EBP articles useful in completing week assignment.
– Post Portfolio Practice Hour statement in the individual form for instructor to view
Write 500-750-word description of proposed capstone project on how the implementation of How effective is warfarin therapy compared to other anticoagulants while ensuring that all areas on the assignment is accounted for. – Write on week two reflective journal including listed guideline
10 hours 2/3/19 MC1 and MC3– I will apply a Christian worldview on the PICOT question selected. I will engage in discussion of values-based decisions made from a Christian perspective. MC2, MC3, MC4– I began to research EBP database that will provide the best and most accurate information on the PICOT statement selected.
2/3/19 Week 3 -Complete DQ’s and responses for class participation.
-PICOT Statement Paper
-Post Portfolio Practice Hour statement in the individual form for instructor to view.
Compose a 500-700-word paper using the PICOT format on How effective is warfarin therapy compared to other anticoagulants Including potential interventions to correct the issue that arise from clinical care, comparison of patient using the intervention to those are not and timeframe for implementing the intervention. How the intervention can improve patient care and possibly reduce never events in patient. 2. Write on week three reflective journal including listed guideline.
2/10/19 MC2– Revise PICOT statement with mentor and make changes where necessary Domain 2 Theoretical Foundations of Nursing Practice:
I will use EBP knowledge gain from previous courses to incorporate EBP database when coming assignment based on PICOT
2/10/19 Week 4 Complete DQ’s and responses for class participation.
– Literature Evaluation Table
-Post Portfolio Practice Hour statement in the individual form for instructor to view.
-Provide a synopsis of eight peer-reviewed articles that are closely related to PICOT statement developed that are current within the last 5 years from nursing journals using an evaluation table that determines the level and strength of evidence for each of the eight articles. -Post in individual form statement to instructor regarding hours completed.
-Complete Evidence Evaluation Tool on all 8 articles reviewed.
-Write on week four reflective journal including listed guideline.
10 hours 2/17/19 Critical Thinking/Global Awareness, Perspectives, and Ethics: I will use my skills learned in the GCU research class to judge peer reviewed articles and their value to my project. Will have mentor review my choices and obtain feedback from her.
Domain 2: Theoretical Foundations of Nursing Practice
Incorporate nursing concepts and knowledge learned to do research needed for project. Use credible databases to obtain research articles for project.
2/17/19 Week 5 Complete DQ’s and responses for class participation.
Post Portfolio Practice Hour statement in the individual form for instructor to view
Read up on assignment for following week. Write on week five reflective journal including listed guideline
10 hours 2/24/19 MC1– I will meet which my mentor and discuss issues/barrier that I may possibly face and come up with solutions 2/24/19 Week 6 Complete DQ’s and responses for class participation.
Literature Review
Post Portfolio Practice Hour statement in the individual form for instructor to view.
Develop a 750-1,000-word literature review how current research supports the PICOT statement selected earlier that identifies what is known and what is not known in the evidence 2. Ensure that all areas of the assignment are addressed
3. Write on week six reflective journal including listed guideline
10 hours 3/3/19 MC1, MC2– Work with mentor to review progress of project, identify weakness in the project and implement plan of action to correct them if possible. I will use critical thinking skills to analyze, synthesized, and evaluate scientific evidence research on the effectiveness of warfarin compared to other anticoagulant therapy work to improve patient outcomes and professional practice.
3/3/19 Week 7 Complete DQ’s and responses for class participation.
Post Portfolio Practice Hour statement in the individual form for instructor to view.
-Read up on assignment for following week. – Meet with mentor and discuss ideas regarding week 8 to describe clinical vs statistical significance in relations to my project.
-Write on week seven reflective journal including listed guideline.
10 hours 3/10/19 Domain 5 Holistic Care: Establish a way to effectively evaluate whether project made a difference/promoted change in attitudes/behaviors.
3/10/19 Week 8 Complete DQ’s and responses for class participation.
Develop statistical significance for project.
Describe clinical vs statistical significance in relations to my project.
Post Portfolio Practice Hour statement in the individual form for instructor to view
Read up on assignment for following week – Write on week eight reflective journal including listed guideline
10 hours 3/17/19 Domain 2 Theoretical Foundations of Nursing Practice/ Domain 3 Nursing Practice: Gain a better understanding on statistical data as it relates to PICOT statement. Discuss with mentor any area that need clarification
3/17/19 Week 9 Complete DQ’s and responses for class participation.
Benchmark-Capstone Project Change Proposal
Post Portfolio Practice Hour statement in the individual form for instructor to view.
Develop a 1,250-1,500-word combining all area of the capstone change proposal project worked on throughout the course. Review instructor feedback and make corrections.
– Complete Scholarly Activity form early in the week
-Write on week nine reflective journal including listed guideline
10 hours 3/24/19 -Develop a 1,250-1,500-word combining all area of the capstone change proposal project worked on throughout the course. -Review instructor feedback and make corrections.
-Complete Scholarly Activity form early in the week
– Write on week nine reflective journal including listed guideline
3/24/19 Week 10 – Complete DQ’s and responses for class participation.
– Benchmark-Professional Capstone and Practicum Reflective Journal
-Scholarly Activities
– Post Portfolio Practice Hour statement in the individual form for instructor to view.
Complete:
Practice Immersion Clinical Evaluation Tool – Mentor
Practice Immersion Clinical Evaluation Tool – Agency
Review what I have learned, what were my strengths and weakness during this project, and how I feel about my progress -Get mentor to sign off on practice portfolio. Fill out evaluation tool student portion, show mentor to get feedback.
– Write on week ten reflective journal including listed guideline
10 hours 3/31/19 Effective Communication/Critical Thinking: Domain 2 Theoretical Foundation of Nursing Practice: I gain an understanding that it was with the use of critical thinking, ethical reasoning, and decision making that I could have completed this requirement of the course.
Effective Communication
This is the final step ensure that all area was complete and submitted. Thank mentor and professor for an excellent job done.
3/31/19 TOTAL HOURS 100 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: 1/27/19 Mentor Signature [Upon Initiation of Course] Name: Date: 1/27/19 Mentor Signature [Upon Completion of Course] Name: Date: APPENDIX A:
GCU RN-to-BSN Domains & Competencies
- 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.
- 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
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.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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