GCU RN-to-BSN Domains & Competencies

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

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument. GCU RN-to-BSN Domains & Competencies