DNP 840 Preconference Evaluation: Individual Success Plan Essay

DNP 840 Preconference Evaluation: Individual Success Plan Essay

DNP 840 Preconference Evaluation: Individual Success Plan Essay

Individual Success Plan (including Pre and Post Conference documentation)

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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.)

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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
  Preconference   Individual Success Plan 0 06/07/2023 This task involve formulating the ISP at the starting point of the course in collaboration with the faculty.  Involves creating a plan to be used as the guide to help in completing the course requirements and deliverables. As such the following requirements are taken into consideration:

i.                    To successfully complete the required immersion hours.

ii.                  To successfully complete the assignments associated with the competencies of the program.

iii.                To successfully accomplish the work associated with the Direct Practice Improvement Project.

N/A  
Topic 2 Assignment: DPI Project Budget and Timeline

 

Challenges: Appropiriate DPI project budget estimation. This will be solved by consulting the mentor

4 hrs 06/14/2023 The task involves creating a budget and timeline for the project in collaboration with the senior leadership and mentor at the project sit. The formulated budget and timeline is to be included in the final manuscript 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.

 

  07/26/2023
Topic 3 Assignment: Patient Care Delivery

 

 

Challenges: appropriate time management. This will be solved by formulating a time-table

4 hrs 06/21/23 The task involves coming up with a presentation on a proposed change in the patient care delivery connected to the DPI project. The presentation has to consider patient experience, patient safety, quality, and finance. The major parts of the presentation include the background of the issue, the SWOT analysis, the proposed solution, and how the solution meets the need of the population. The other parts include the proposed change process, expected outcomes, and implications. 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.

 

  07/26/2023
Topic 4 assignment: Comprehensive Assessment Part One (Competency Matrix)

 

Challenges: Obtaining a sustainable life balance between work, University, and family

4 hrs 06/28/2023 The task involves completing first part of the DNP comprehensive assessment using the competency matrix to collect evidence from the completed program coursework. The aim of this is to demonstrate how the selected DNP program competencies have been met. Effective communication and critical thinking   07/26/2023
Topic 5 Assignment: Political activism

 

Challenges: writing up a concise and appropriate policy brief. The challenge will be solved by a comprehensive literature search for effective ways of writing policy briefs.

4 hrs 07/05/2023 The task involves choosing a policy to be involved as a change through the creation of an objective policy brief. The policy brief is to have a concise summary of a specific issue and the option to explore 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.

 

  07/26/2023
Topic 7 Assignment: Benchmark comprehensive assessment part two (Outcomes and Reflection)

 

Challenges: Obtaining a sustainable life balance between work, University, and family

4 hrs 07/19/2023 This takes is a continuation of a previous task. It Involves using the information collected in the competency matrix created for the comprehensive assessment part one with the responses meant to address various prompts as directed. 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.

 

  07/26/2023
Topic 8 Assignment: Scholarly Activities

Challenges: Obtaining a sustainable life balance between work, university, and family

4 hrs 07/26/2023 This task entails preparing a report that documents the participation in the scholarly activities outside the professional or clinical hours, such as serving as a guest lecturer, participating in community planning, writing scholarly publications, participating in policy and quality improvement committees, grand rounds, seminars, and attending conferences. 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.

 

  07/26/2023
Reflective Journal

Challenges: appropriate time management. This will be solved by formulating a time-table

4 hrs 07/26/2023 The task involves formulation of a reflection on the acquisition of knowledge achieved in DNP 840. Effective communication and critical thinking.   07/26/2023

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)

 

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:

  • Conduct an assessment of the practice setting. 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.
  • Develop a business plan
  • Identify the need for, the implementation, evaluation, and dissemination of a rapid cycle improvement project, explore the purpose of this quality improvement method
  • Develop and review a budget
  • Discuss what a SWOT analysis is, are they used at the immersion site, why or why not?

 

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.

  • Outline as it pertains to micro, meso, and macrosystem levels

 

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.

  • Participate in data analysis at immersion site
  • Attend an immersion site or meet with another Internal Review Board to discuss aggregate data, vulnerable populations.
  • Consult with a statistician regarding the project and how to set up your data collection sheets

 

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.

  • Participate in data analysis at immersion site
  • Attend an immersion site or meet with another Internal Review Board to discuss aggregate data, vulnerable populations.
  • Consult with a statistician regarding the project and how to set up your data collection sheets

 

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

  1. 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.

  1. 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.

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Assessment Description

The Individual Success Plan (ISP) assignment in this course requires your collaboration with the course faculty early on to establish a plan for successful completion of mutually identified and agreed-upon specific deliverables for your programmatic requirements. 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.

A preconference meeting is intended for the learner and preceptor/mentor to review course- and learner-specific learning objectives: the roles, responsibilities, and expectations of the learner and preceptor/mentor during this practice immersion experience. All faculty and preceptor/mentor information will be given to each party by the learner. Any course or program information requested by the preceptor/mentor will be provided by the learner. During this meeting, the learner and preceptor/mentor will discuss the course and practice immersion goals, including any projects that are to take place. The faculty will review the submitted document and must approve proposed projects at this time. The faculty will also send an introductory email to the preceptor/mentor.

General Requirements:

Use the following information to ensure successful completion of the assignment as it pertains to deliverables due in this course.

Locate and download Individual Success Plan (ISP) and Direct Practice Improvement (DPI) timeline documents in the DNP PI Workspace.

Review the DNP Program Milestones document in the DNP PI Workspace and identify which domains, competencies, and milestones apply to this course. Note: Not all courses have milestones.

Determine what practice immersion experiences you plan to seek in order to address each competency. Include how many hours you plan to set aside to meet your goals. Learners will apply concepts from each of their core 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 how competencies will be met. Show all of the major milestones and deliverables in the timeline.

Within the ISP, ensure you identify specific deliverables which can include the following: individualized DNP practice immersion contracts; comprehensive log of practice immersion hours applied to doctoral-level learning outcomes; learner evaluations; preceptor/mentor evaluations; current and updated CV; scholarly activities; GCU DNP competency self-assessment; reflective journal; course goals and plan for how competencies and practice immersion hours will be met; faculty and preceptor/mentor approvals of course goals and documented practice immersion hours; and DPI Project milestones.

A preconference and a postconference/evaluation between learners and preceptors/mentors are mandatory for all learners enrolled in all DNP courses (from DNP-805 and DNP-815A on). Conferences may be conducted face-to-face or via technology. A copy of the wet-ink or digitally (digital identifier) signed document must be uploaded into the digital classroom no later than the end of Topic 1.

Overall course- and learner-specific objectives: These objectives should be discussed during each conference, as learners are responsible for completing all experiences as mandated for the program.

Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

Learners will submit this assignment using the assignment dropbox in the digital classroom. In addition, learners must upload this deliverable to the Learner Dissertation Page (LDP) in the DNP PI Workspace for later use.

Directions:

Identify the specific deliverables you will complete throughout this course from those defined above with your faculty. Update your faculty/chair with any revisions or changes to the ISP.

List the challenges you expect to encounter as you continue the practice immersion hour and competency requirements throughout this course. How might you overcome these challenges?

Complete the Contact Information table at the beginning of the ISP resource, and type in your signature (learner only) and the date on which you completed the table. Read the information in the ISP document, including the following: Learner Expectations, Derivation of the ISP, and Instructions for Completing the ISP.

Follow the instructions and complete the ISP.

Preconference Evaluation: Individual Success Plan (ISP) – Rubric

LISTGRID

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Rubric Criteria

Total10 points

Criterion

1. Unsatisfactory

2. Insufficient

3. Approaching

4. Acceptable

5. Target

Deliverables

Deliverables

0 points

Description of specific deliverables to be completed in the course is not included.

1.2 points

Description of specific deliverables to be completed in the course is incomplete or incorrect.

1.32 points

Description of specific deliverables to be completed in the course is included but lacks sufficient detail.

1.38 points

Description of specific deliverables to be completed in the course is complete and includes sufficient detail.

1.5 points

Description of specific deliverables to be completed in the course is thorough and includes sufficient detail.

Remaining Deliverables

Remaining Deliverables

0 points

Description of remaining deliverables to complete is not included.

1.2 points

Description of remaining deliverables to complete is incomplete or incorrect.

1.32 points

Description of remaining deliverables is included but lacks sufficient detail.

1.38 points

Description of remaining deliverables to complete is complete and includes sufficient detail.

1.5 points

Description of remaining deliverables to complete is thorough and includes sufficient detail.

Challenges

Challenges

0 points

Description of challenges and how to overcome them is not included.

0.8 points

Description of challenges and how to overcome them is incomplete or incorrect.

0.88 points

Description of challenges and how to overcome them is included but lacks sufficient detail.

0.92 points

Description of challenges and how to overcome them is complete and includes sufficient detail.

1 points

Description of challenges and how to overcome them is thorough and includes sufficient detail.

Plan for Practicum Experiences

Plan for Practicum Experiences

0 points

Plan for practicum experiences to be completed in the course is not included.

0.8 points

Plan for practicum experiences to be completed in the course is incomplete or incorrect.

0.88 points

Plan for practicum experiences to be completed in the course is included but lacks sufficient detail.

0.92 points

Plan for practicum experiences to be completed in the course is complete and includes sufficient detail.

1 points

Plan for practicum experiences to be completed in the course is thorough and includes sufficient detail.

Self-Assessed Domains and Competencies

Self-Assessed Domains and Competencies

0 points

Description of self-assessed domains and competencies is not included.

0.8 points

Description of self-assessed domains and competencies is incomplete or incorrect.

0.88 points

Description of self-assessed domains and competencies is included but lacks sufficient detail.

0.92 points

Description of self-assessed domains and competencies is complete and includes sufficient detail.

1 points

Description of self-assessed domains and competencies is thorough and includes sufficient detail.

DPI Project Milestones

DPI Project Milestones

0 points

Description of DPI project milestones to be achieved in the course is not included.

0.8 points

Description of DPI project milestones to be achieved in the course is incomplete or incorrect.

0.88 points

Description of DPI project milestones to be achieved in the course is included but lacks sufficient detail.

0.92 points

Description of DPI project milestones to be achieved in the course is complete and includes sufficient detail.

1 points

Description of DPI project milestones to be achieved in the course is thorough and includes sufficient detail.

Practicum Hours

Practicum Hours

0 points

No practicum hours are indicated.

0.8 points

Practicum hours do not reflect described assignment or project.

0.88 points

N/A

0.92 points

N/A

1 points

Practicum hours reflect described assignment or project.

Mentor Signature

Mentor Signature

0 points

No wet or digital signature is present

0.8 points

N/A

0.88 points

N/A

0.92 points

N/A

1 points

Wet or digital signature is present

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

0 points

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.

0.4 points

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.

0.44 points

Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.

0.46 points

Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.

0.5 points

Writer is clearly in command of standard, written, academic English.

Paper Format (use of appropriate style for the major and assignment)

Paper Format (use of appropriate style for the major and assignment)

0 points

Template is not used appropriately, or documentation format is rarely followed correctly.

0.4 points

Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.

0.44 points

Appropriate template is used. Formatting is correct, although some minor errors may be present.

0.46 points

Appropriate template is fully used. There are virtually no errors in formatting style.

0.5 points

All format elements are correct.

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