NRS-493 Individual Success Plan Example
Individual Success Plan (ISP)
Planning is the key to successful completion of this course and program-related objectives. The Individual Success Plan (ISP) assignment requires early collaboration with the course faculty and your course preceptor. Students must establish a plan for successful completion of
- The required 50 community direct clinical practice experience hours, 50 leadership direct clinical practice hours, and 25 indirect clinical experience hours.
- Completion of work associated with program competencies.
- Work associated with completion of the student’s capstone project change proposal.
Students will use the “Individual Success Plan” to develop an individual plan for completing practice hours and course objectives. As a part of this process, students will identify the number of hours set aside to meet course goals.
Student expectations and instructions for completing the ISP document are provided in the “NRS-493 Individual Success Plan” resource, located in the Study Materials and in the assignment instructions.
Students should apply concepts from prior courses to critically examine and improve their current practice. Students are expected to integrate scholarly readings to develop case reports that demonstrate increasingly complex and proficient practice.
After the ISP has been developed by the student and approved by the course faculty, students will initiate a preconference with the faculty and preceptor to review the ISP.
NRS-493 Individual Success Plan Example
NRS-493 Individual Success Plan
REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.
| P R A C T I C E
E X P E R I E N C E | Complete Contact Information | ||
| Student Information | GCU | ||
| Name: | |||
| E-mail: | |||
| Phone Number: | |||
| Course Faculty Information | GCU | ||
| Name: | |||
| E-mail: | |||
| Phone Number: | |||
| Practicum Preceptor Information | Practice Setting | ||
| Name: | |||
| E-mail: | |||
| Phone Number: | |||
ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for NRS-493, 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 preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.
In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A).
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 clinical practice experience 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 (see Appendix A).
Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.
- Within the Individual Success Plan, ensure you identify all graded course assignments and indirect clinical assignments listed in the table on the next page.
| Topic | Graded Assignment | Indirect Clinical Assignments |
| Topic 1 | 1. Individual Success Plan 2. Reflection Journal Entry | 1. List of potential topics for the change proposal |
| Topic 2 | 1. Topic Selection Approval Paper 2. Reflection Journal Entry | 1. Search the literature for supporting journal articles 2. Summary of topic category; community or leadership |
| Topic 3 | 1. PICOT Question Paper 2. Reflection Journal Entry | 1. List of objectives |
| Topic 4 | 1. Literature Evaluation Table 2. Reflection Journal Entry | 1. List of measurable outcomes |
| Topic 5 | 1. Reflection Journal Entry | 1. Summary of the strategic plan 2. Midterm Evaluation Tool |
| Topic 6 | 1. Literature Review Table 2. Reflection Journal Entry | 1. List of resources |
| Topic 7 | 1. Reflection Journal Entry | 1. Summary of the evaluation plan 2. Remediation-if required |
| Topic 8 | 1. Benchmark Written Capstone Project Change Proposal 2. Reflection Journal Entry | |
| Topic 9 | 1. Reflection Journal Entry | 1. Professional Presentation |
| Topic 10 | 1. Finalized ISP 2. Scholarly Activity Summary 3. Benchmark-Reflection Journal Summary | 1. Summary of presentation 2. Final Clinical Evaluation Tool 3. Practice Clinical Evaluation Tool-Agency 4. Practice Clinical Evaluation Tool-Preceptor |
| Application-based Learning Course Assignments | List of Current Course Objectives | Assignment Date Due | Self-Assessment: Programmatic Domains & Competencies (see Appendix A) | Self-Assessment: GCU RN-to-BSN University Mission Critical 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.
Preceptors 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: | |
| Preceptor Signature [Upon Initiation of Course] | |
| Name: | |
| Date: | |
| Preceptor 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 are required to develop skills and knowledge associated with their professional role. Courses require students to develop self-leadership skills such as time management, setting priorities, self-control, and evaluation of their abilities and performance.
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 lifespan
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: Promote interprofessional collaborative communication with 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.
Place your order now for a similar assignment and get fast, cheap and best quality work written by our expert level assignment writers.
Use Coupon: NEW30 to Get 30% OFF Your First Order
Individual Success Plan at Grand Canyon University
Introduction
Grand Canyon University (GCU) has implemented a strategic student support system known as the Individual Success Plan (ISP), designed to enhance academic achievement and career readiness across various programs. This comprehensive planning tool serves as a roadmap for students pursuing nursing, doctoral, and other professional degrees, helping them navigate their academic journey with structured goals and measurable outcomes.
What is an Individual Success Plan at GCU?
The Individual Success Plan is a structured framework that maps out what students need to accomplish to be successful in their current course and overall program of study. The ISP is used across multiple programs, including nursing courses like NRS-490 and doctoral programs starting from DNP-805 through graduation. This personalized approach ensures that each student has a clear pathway to academic and professional success.
Key Components of the ISP
The Individual Success Plan includes several critical elements:
Contact Information Management
- Complete student information including GCU name, email, and phone number
- Course faculty details and contact information
- Practicum mentor information for clinical programs
- Documentation of signed MOUs (Memorandums of Understanding)
Practice Hour Requirements Programs typically require 100 practice hours, including direct clinical experience (50 hours) and leadership experience (25 indirect care experience hours).
Goal Setting and Progress Tracking The ISP functions as both a planning document and progress monitoring tool, allowing students to set specific, measurable objectives aligned with their program requirements.
Programs Utilizing Individual Success Plans
Nursing Programs
GCU’s nursing programs extensively use ISPs, particularly in:
- NRS-490: Capstone nursing courses requiring comprehensive clinical experience
- NRS-493: Professional capstone and practicum courses
- NRS-465: Advanced nursing practice programs
- RN-to-BSN: Bridge programs for working nurses
The ISP is shared with preceptors at the beginning and end of courses to ensure alignment between academic goals and clinical practice.
Doctoral Programs
DNP (Doctor of Nursing Practice) learners use ISPs starting from DNP-805 through graduation, ensuring continuous progress monitoring throughout their advanced degree journey.
GCU Student Success Statistics and Outcomes
Understanding the effectiveness of GCU’s student support systems, including the ISP, requires examining current performance metrics:
Graduation Rates
GCU’s graduation rates have shown significant improvement, reaching 39.06% in 2023, compared to 24.26% in 2014. While this represents substantial progress, the university continues to work on enhancing student completion rates.
The official graduation rate of Grand Canyon University is 35%, with 34% of students completing their degree in four years, 35% in six years, and 36% in eight years.
Retention Rates
GCU maintains a retention rate of 70% for full-time students and 38% for part-time students, indicating that the majority of full-time students continue their education beyond the first year.
Post-Graduation Outcomes
Ten years after enrolling, the average income of former Grand Canyon University students who are working and no longer in school is $54,300, which is 58% higher than the national median.
Degree Production
GCU has demonstrated strong degree production with 13,601 undergraduate degrees and 12,709 graduate degrees awarded recently, including 13,825 bachelor’s degrees across 65 programs, 12,391 master’s across 51 programs, and 606 doctorate degrees across 5 programs.
Benefits of the Individual Success Plan System
Academic Planning and Goal Setting
The ISP provides students with a structured approach to academic planning, helping them understand program requirements and set realistic timelines for completion. This systematic approach contributes to better student preparedness and reduces uncertainty about degree progress.
Enhanced Communication
By requiring detailed contact information for students, faculty, and mentors, the ISP facilitates improved communication among all stakeholders in the educational process. This multi-layered support system ensures students have access to guidance when needed.
Clinical Practice Integration
For healthcare and nursing programs, the ISP seamlessly integrates academic learning with clinical practice requirements, ensuring students meet professional standards while completing their degrees.
Progress Monitoring
The structured nature of the ISP allows for regular assessment of student progress, enabling early intervention when students face challenges and celebrating achievements as they occur.
Implementation and Best Practices
Student Responsibilities
Students using the ISP system are expected to:
- Complete all contact information accurately
- Set realistic and measurable goals
- Regularly update progress toward objectives
- Communicate with faculty and mentors as outlined in the plan
- Meet all practice hour requirements for clinical programs
Faculty and Mentor Engagement
The success of the ISP depends on active participation from faculty and clinical mentors who provide guidance, feedback, and assessment of student progress throughout the program.
Documentation and Compliance
Proper documentation, including signed MOUs and regular progress updates, ensures compliance with accreditation standards and professional requirements.
Impact on Student Success
The Individual Success Plan system at GCU represents a comprehensive approach to student support that addresses the complex needs of modern learners, particularly in professional programs requiring clinical experience. While graduation rates continue to improve, the university’s commitment to structured planning and goal-setting through the ISP demonstrates a data-driven approach to student success.
The integration of academic planning with professional development creates a framework that extends beyond graduation, as evidenced by the strong post-graduation income outcomes for GCU alumni. This holistic approach to education ensures that students are not only academically prepared but also professionally ready for their chosen careers.
Conclusion
Grand Canyon University’s Individual Success Plan represents a sophisticated approach to student support that combines structured planning, clear communication, and measurable outcomes. As the university continues to refine and improve its student success strategies, the ISP serves as a foundational tool that helps students navigate their academic journey while preparing for professional excellence.
The ongoing improvement in graduation rates and strong post-graduation outcomes suggest that systematic approaches like the ISP contribute meaningfully to student success. For prospective and current GCU students, understanding and actively engaging with the Individual Success Plan process can significantly enhance their likelihood of academic and professional achievement.
By providing clear expectations, structured support, and regular progress monitoring, the ISP system aligns with best practices in higher education while addressing the unique needs of GCU’s diverse student population across traditional and online learning environments.
