DNP 810 Topic 1 Individual Success Plan (ISP): Part 1

DNP 810 Topic 1 Individual Success Plan (ISP): Part 1

Target Practice Hours 50 (DNP with an Emphasis in Educational Leadership Practicum Courses. The Educational Leadership courses require learners to complete a total of 150 practicum hours over three courses, with each course requirement set at 50 hours (DNP-836, 836A, DNP 837, 837A, DNP 838, 838A).

The practicum hours associated with the Educational Leadership emphasis courses are in addition to the Direct Practice Immersion hour requirement and do not count towards the 1,000 required hours needed towards graduation.

P R A C T I C E   I M M E R S I O N	Complete Contact Information
	Learner Information	GCU
	Name:
	Email:
	Phone Number:
	Course Faculty	GCU
	Name:
	Email:
	Phone Number:
	Mentor/Preceptor  Information	Practice Setting
	Name:
	Email:
	Phone Number:

Updates and Modifications to this Individual Success Plan:  Always check the DC Network for updated versions of this plan for each course.

Instructions

Use this form to develop your Individual Success Plan (ISP) for each course, starting in DNP-805 through graduation. An individual success plan maps out what you, the DNP Learner, need to accomplish in order to be successful in your current course and overall program of study. You will also share this document with your mentor, preceptor, or content expert (CE) at the beginning of week one (like a pre-conference) and by the end of week eight of each course (like a post-conference).

In addition to the ISP, all DNP learners in DNP-836, 836A, DNP-837, 837A, DNP-838, and 838A will schedule a mid-conference between the faculty, mentor (preceptor), and learner before week five.  This mid-conference document is located at the end of the ISP and will be uploaded into the week five dropbox Learners will type their names, and the mentor, preceptor, or CE will need to electronically sign with software that uses a displayed digital identifier or written signature.

You must meet the following programmatic requirements to successfully complete and graduate from the DNP Program: (1) completion of required practice immersion hours, (2) completion of work associated with all DNP and GCU program competencies, and (3) successful defense and completion of your Direct Practice Improvement Project, including signature by the Dean. DNP Learners who are short on hours or have a final manuscript that has been deemed “not ready” for Dean’s review at the end of the program may need to take additional extension courses to meet programmatic requirements before Dean’s approval.

It is your responsibility to obtain the practicum hours, log them correctly, ensure they are signed off, and upload a copy to the week eight (8) drop-box in order to receive a letter grade.  

Important information for writing discussion questions and participation

Welcome to class

Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to

I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.

Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.

If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.

Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.

Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.

I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!

Hi Class,

Please read through the following information on writing a Discussion question response and participation posts.

Contact me if you have any questions.

Important information on Writing a Discussion Question

• Your response needs to be a minimum of 150 words (not including your list of references)
• There needs to be at least TWO references with ONE being a peer reviewed professional journal article.
• Include in-text citations in your response
• Do not include quotes—instead summarize and paraphrase the information
• Follow APA-7th edition
• Points will be deducted if the above is not followed

Participation –replies to your classmates or instructor

• A minimum of 6 responses per week, on at least 3 days of the week.
• Each response needs at least ONE reference with citations—best if it is a peer reviewed journal article
• Each response needs to be at least 75 words in length (does not include your list of references)
• Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of “I agree” or “great post” does not count for the word count.
• Follow APA 7th edition
• Points will be deducted if the above is not followed

• Remember to use and follow APA-7th edition for all weekly assignments, discussion questions, and participation points.
• Here are some helpful links
• The is a great resource

 

 

ISP Table Requirements

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

• Review the DNP Program Milestones document in the DC Network – Doctoral Program – DNP Program Materials – Folder – DPI Milestones. Please see the DNP Program Timeline in the DC Network for a quick overview.
• Determine what practice experiences you plan to seek in order to address each course objective. Include the estimated number of
  

  associated practice immersion hours. Learners will apply objectives and concepts from each of their 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 self-assess how you will meet the GCU DNP Domains & Competencies (Appendix A) related to that course. Show all the major milestones (if applicable) and deliverables. ISPs do not earn practice hours, nor does telephone conference time or time spent with the mentor (unless there is National Emergency). Add your pre-, mid-, and post-conference dates and times to this document to ensure you have scheduled the time properly.

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.

Read Also:

 

 

Application Based Learning Course Assignments   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
Individual Success plan	0	15/09/21	To start off the course, an individual success plan is formulated while collaborating with the faculty to formulate a plan that will act as a guiding light towards the completion of the required particular deliverable with the bigger aim of meeting the course requirements. The following are the targeted requirements: 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 1 DQ 1	2	09/11/21	Selection of an essential structural element of interest and discussing its implication on lifespan, health, and research. Possible avenues of applying such information by a doctoral-prepared nurse will be explored.	4.1:  Analyze epidemiological, biostatistical, environmental, and other appropriate scientific data related to individual, aggregate, and population health		11/03/21
Topic 1 DQ 2	2	09/13/21	Identification of a specific disease encountered in the clinical practice or personal life and explaining whether my patient’s understanding of translation, transcription, and DNA/RNA replication.	4.1:  Analyze epidemiological, biostatistical, environmental, and other appropriate scientific data related to individual, aggregate, and population health		11/03/21
Topic 1 assignment	3	09/15/21	Using the surgeon general’s tool known as my family health portrait in document personal family history and designating a proband for the pedigree with a disease or condition of interest. A summary then follows, including a discussion of the discovered heredity patterns, evaluation of the risk of transmission to the other or new family members, and proposing feasibility of using the tool in practice.	4.1:  Analyze epidemiological, biostatistical, environmental, and other appropriate scientific data related to individual, aggregate, and population health		11/03/21
Topic 2 DQ 1	2	09/18/21	Identification of a complex inheritance health issue encountered in personal life or clinical practice and explaining how to approach working with a patient with the complex inheritance health issue	4.2:  Synthesize concepts to develop, implement, and evaluate interventions to improve individual, aggregate, and population health management.		11/03/21
Topic 2 Q 2	2	09/20/21	With reference to the complex inheritance health issue identified in discussion question one, a discussion of appropriate genetic tests to be used for screening and diagnosing the issue will be discussed. Furthermore, application of the information in practice by a doctoral-prepared nurse will be discussed	4.2:  Synthesize concepts to develop, implement, and evaluate interventions to improve individual, aggregate, and population health management.		11/03/21
Topic 2 assignment 1	3 hrs	09/22/21	The first part of the the case study entailing the description of a disease, its prevalence and incidence, and laboratory testing. The guidelines and reasons behind the  FDA regulation for introducing new pharmaceutical agents and the role which grants and money play in scientific advances will be explored. Besides, the involvement and the role that family plays in health care decisions will be discussed.	4.1:  Analyze epidemiological, biostatistical, environmental, and other appropriate scientific data related to individual, aggregate, and population health		11/03/21
Topic 3 DQ 1	2 hrs	09/25/21	Identifying a suitable model that can be used in creating a multigenerational family health history for a patient	4.1:  Analyze epidemiological, biostatistical, environmental, and other appropriate scientific data related to individual, aggregate, and population health		11/03/21
Topic 3 DQ 2	2 hrs	09/27/21	A discussion on the importance of having a comprehensive physical and health assessment that includes information on genomic and environmental influences. Ways of applying the information in practice by a doctoral-prepared nurse will be explored	4.5:  Develop and evaluate care delivery models and/or strategies for improved individual, aggregate, and population health management.		11/03/21
Topic 3 assignment	3 hrs	09/29/21	The second part of the case study entailing a description of if the chromosomal analysis is indicated and detailing the cause of the disorder. A description of the disorder will then be made, ranging from its origin as either a complex inheritance or single gene inheritance, as well as considerations for patient education and practice. In addition, an analysis of the disease gene mutation and whether it is inherited or acquired, and how the mutation takes place	4.1:  Analyze epidemiological, biostatistical, environmental, and other appropriate scientific data related to individual, aggregate, and population health.		11/03/21
Topic 4 DQ1	2 hrs	10/02/21	Entails a discussion on the most significant recent advances in genomics and genetic and their applications in health screening, diagnosis, treatment, and prognosis in my clinical practice.	4.2:  Synthesize concepts to develop, implement, and evaluate interventions to improve individual, aggregate, and population health management		11/03/21
Topic 4 DQ2	2 hrs	10/04/21	A discussion regarding how the variability of responses lead to the tailoring of pharmacologic responses in some patients	4.1:  Analyze epidemiological, biostatistical, environmental, and other appropriate scientific data related to individual, aggregate, and population health.		11/03/21
Topic 4 assignment	4 hrs	10/06/21	Entails a client case that may benefit from the process of genetic counseling and describing the reason why the genetic counseling is needed depending on the findings from the family health portrait completion. The possible reactions that the p patient may have to the counseling and how to avoid negative reactions will be discussed. Some areas to be explored include health, prevention, screening, diagnostics, prognostics, selection for treatment, and monitoring of the treatment effectiveness.	4.2:  Synthesize concepts to develop, implement, and evaluate interventions to improve individual, aggregate, and population health management		11/03/21
Topic 5 DQ1	2 hrs	10/09/21	Identification of a health issue that has been positively influenced by nutrition in my clinic and explanation of how nutrition improves health. In addition,  avenues for the use of the information by a doctoral-prepared nurse will be explored	4.1:  Analyze epidemiological, biostatistical, environmental, and other appropriate scientific data related to individual, aggregate, and population health.		11/03/21
Topic 5 DQ 2	2 hrs	10/11/21	It entails choosing a disorder of malnutrition found in my clinical setting or community and explaining the environmental and genetic influences on the disorder, including the prevalence rates, testing, treatment, and prognosis. In addition,  avenues for the use of the information by a doctoral-prepared nurse will be explored	4.1:  Analyze epidemiological, biostatistical, environmental, and other appropriate scientific data related to individual, aggregate, and population health.		11/03/21
Topic 5 assignment	3 hrs	10/13/21	The third part of the case study entailing an examination of how genetics can influence policy issues and discussion on the nutritional influences for the cause of the diseases identified earlier. A discussion will also be done regarding the nutritional assessment process and counseling and how it relates to screening, prevention, and health, treatment effectiveness monitoring, treatment selection diagnosis, and prognosis. In addition, exploration will be accomplished regarding prevalence rates, testing, treatment and prognosis, and their relationship with human nutrition.	4.2:  Synthesize concepts to develop, implement, and evaluate interventions to improve individual, aggregate, and population health management		11/03/21
Topic 6 DQ1	2 hrs	10/16/21	A discussion on the impact of the aging population on wasted resources and increased health care expenditures and whether genetics have a role to play. Avenues for using such information by a doctoral prepared nurse in practice.	4.5:  Develop and evaluate care delivery models and/or strategies for improved individual, aggregate, and population health management		11/03/21
Topic 6 DQ2	2 hrs	10/18/21	Identification of a method utilizing evidence-based data to support innovative and new ways to care for the aging population and the anticipated outcomes of employing the method and methods like it. Avenues for using such information by a doctoral-prepared nurse in practice.	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		11/03/21
Topic 6 assignment	4 hrs	10/20/21	Addressing health issues for older individuals by evaluating what the literature indicates as the resolution and any attempts to integrate the solution into public policy. Determination of the barriers to the solution implementation and analyzing the options being discussed for private and public funding.	5.1: Apply analytic methods to critically appraise existing literature and other evidence to identify and implement health care best practices		11/03/21
Topic 7 DQ 1	2 hrs	10/23/21	A discussion on the impact of chronic disease on wasted resources and health care expenditures and whether genetics have a role to play. Avenues for using such information by a doctoral prepared nurse in practice	4.5:  Develop and evaluate care delivery models and/or strategies for improved individual, aggregate, and population health management.		11/03/21
Topic 7 DQ 2	2 hrs	10/25/21	Identification of a method that applies evidence-based data to support innovative or new ways to care for patients with chronic disease and the anticipated outcomes of employing such a method. Avenues for using such information by a doctoral prepared nurse in practice	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.		11/03/21
Topic 8 DQ 1	2hrs	10/30/21	Choosing a story published within the last two years regarding genomic or genetic technology and describing the issue presented. An exploration of the ethical, cultural, societal, fiscal, legal, and religious implications of the issue	4.4:  Advocate for social justice, equity, and ethical policies within all healthcare arenas.		11/03/21
Topic 8 DQ 2	2 hrs	11/01/21	Issues undermining patient’s rights to make genomic and genetic-related decisions in the clinical setting and potential solutions. The role of a nurse as a patient advocate with each issue.	4.4:  Advocate for social justice, equity, and ethical policies within all healthcare arenas.		11/03/21
Topic 8 assignment	5 hrs	11/03/21	Case study part 4 which entails a description of the disease, general knowledge of the disease, its incidence, and prevalence. Discussion of possible laboratory testing and a description of the disorder single gene inheritance or complex inheritance. Description of gene mutation of the disease and whether it is inherited or acquired. A discussion of ethical considerations of the ideas and a comparison of how genetics can improve health outcomes and care while lowering costs to usual practices. A discussion on the changes in approached to care when new evidence warrants evaluation of other options. Creating a plan of educating a patient or colleague on the genetic disorder	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. 4.5:  Develop and evaluate care delivery models and/or strategies for improved individual, aggregate, and population health management		11/03/21
Topic 8 Reflective Journal	3 hrs	11/03/21	Maintaining a reflective journal that integrates self-reflection and inquiry	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.		11/03/21
Post-conference ISP	0	11/03/21	The plan is to develops a post-conference individual success plan detailing specific variables to complete throughout the course and expected challenges expected  when continuing with practice immersion hor and competency requirements.	–	–	11/03/21

 

 

 

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 digitally or by wet ink 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 Signature [Upon Starting the Course: DUE WEEK 1]
Name:
Date:
Mentor/Preceptor 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                             _N/A_ Instructions for GCU Practicum/Clinical Tracking System (N/A until                                                                                                                                                           11/2020)

 

_____ Faculty Contact Information

Mentor-Faculty-Student Conference and Evaluation Information

A pre- and post-conference or evaluation between students and their mentors (preceptors) are mandatory for students enrolled in the educational emphasis courses DNP- 836, 836A, DNP-837, 837A, DNP-838, 838A.  This will be considered completed using the Individual Success Plan. Conferences may be conducted face-to-face or via technology. A signature (Electronic with a digital identifier or wet signature) is required from the mentor (preceptor) during the pre- and post-conference periods. The ISP is to be uploaded into the appropriate drop boxes by the due date.

 

A mid-term conference evaluation between students, faculty, and mentors (preceptors) is mandatory for students enrolled in all Educational Emphasis courses DNP- 836, 836A, DNP-837, 837A, DNP-838, 838A.  Conferences may be conducted face-to-face or via technology. A copy of this signed document will be uploaded into the course shell no later than the end of week five in the project courses.

 

Overall Course and Student Specific Objectives: These objectives should be discussed during each conference, as students are responsible for completing all experiences as mandated for the program.

 

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

 

A mid-term conference will occur no later than week five. This meeting is intended for the student, faculty, and mentor (preceptor) to discuss student progress toward meeting the course goals and practicum hours.  The faculty member will meet with the preceptor to conduct the student’s midterm evaluation (virtually). The mentor (preceptor) will meet with the student to review the evaluation form (in person or virtually). If there are areas that need improvement, the faculty will meet with the student to complete a remediation form.

 

A post-conference evaluation will occur at the end of the practicum experience. This is intended for the student and mentor (preceptor) to review and evaluate the completion of the ISP.  The mentor/preceptor will validate that all areas are at “meets expectations” on the mentor evaluation form located in Typhon or Lopestracker prior to progression. The learner will upload the ISP, Mentor evaluation, faculty evaluation, and signed off Time Logs into the course drop boxes by week 8. Failure to upload required documents will result in an incomplete grade, which may convert to a failing grade for the course if not rectified.

 

Mid-term conference: Student-Faculty-Mentor (preceptor)

Review progress towards meeting course goals/objectives to include and update on the required 50 practicum hours for the course.  Please include the rationales provided by the student at the mid-term conference:

 

 

Practicum updates: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

Concerns: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

Preceptor Signature: ________________________________________   Date: _______________

 

Student Signature: ________________________________________       Date: _______________

 

 

Please upload to the week five dropbox as indicated in the syllabus.

 

Expected challenges and how to overcome them

 

Becoming competent through completion of a course and undertaking a practice immersion may present a challenge to every student. The implication is that an individual has to look for ways of successfully navigating such challenges for successful completion. Since the process is a vigorous one, among the challenges is the loss of concentration as time goes by. One way of ensuring that concentration remains is by maintaining focus on the most important aspects of the course while postponing or suspending non-urgent matters that can potentially interfere with the program. Social media and smartphones use may lead to a lot of time wastage hence dragging behind regarding accomplishment of the best goals. Discipline will be required to help overcome the barrier. Creating a balancing act between social life and academic life may be a challenge leading to a challenge in time management. Coming up with a workable timetable and seeking the advice of my mentor will be key towards overcoming the challenge.

 

 

 

                                                                      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.

 

Nurse Educator Core Competency

Competencies for the Academic Nurse Educators 

1. Nurse Educator Core Competencies

How does this Individual Success Plan show you will meet the NLN Nurse Educator Core Competencies?

Competency I: Facilitate Learning

Nurse educators are responsible for creating an environment in the classroom, laboratory, and clinical settings that facilitate student learning and the achievement of desired cognitive, affective, and psychomotor outcomes.

 

Competency II: Facilitate Learner Development and Socialization

Nurse educators recognize their responsibility for helping students develop as nurses and integrate the values and behaviors expected of those who fulfill that role.

 

Competency III: Use Assessment and Evaluation Strategies

Nurse educators use a variety of strategies to assess and evaluate student learning in the classroom, laboratory, and clinical settings, as well as in all domains of learning.

 

Competency IV: Participate in Curriculum Design and Evaluation of Program Outcomes

Nurse educators are responsible for formulating program outcomes and designing curricula that reflect contemporary health care trends and prepare graduates to function effectively in the health care environment.

 

Competency V: Function as a Change Agent and Leader

Nurse educators function as change agents and leaders to create a preferred future for nursing education and nursing practice.

 

Competency VI: Pursue Continuous Quality Improvements in the Nurse Educator Role

Nurse educators recognize that their role is multidimensional and that an ongoing commitment to develop and maintain competence

in the role is essential.

 

Competency VII: Engage in Scholarship

Nurse educators acknowledge that scholarship is an integral component of the faculty role, and that teaching itself is a scholarly activity.

Competency VIII: Function Within the Educational Environment

Nurse educators are knowledgeable about the educational environment within which they practice and recognize how political, institutional, social, and economic forces impact their role.

DNP 810 Topic 1 Individual Success Plan (ISP): Part 1

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, (3) work associated toward completion of your Direct Practice Improvement Project.

Directions:

1. Identify the specific deliverables you will complete throughout this course from those defined above or others negotiated with your faculty. You must turn in a new ISP in each course.
2. Identify the remaining deliverables you will complete in the upcoming courses.
3. List the challenges you expect to encounter as you continue the practice hour and competency requirements throughout this course? How might you overcome these challenges?
4. You can renegotiate these deliverables with your faculty throughout this course and update your ISP accordingly.
5. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
6. Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
7. You not are required to submit this assignment to LopesWrite.

Complete the Contact Information table at the beginning of the ISP document and type in your signature and the date on which you completed the table.

General Requirements:

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

1. Locate and download the Individual Success Plan (ISP) document in the DNP Program Documents folder in the DNP Program Materials section of the DC Network.
2. Review the DNP Program Milestones document in the DC Network and identify which milestones apply to this course. Note: Not all courses have milestones.
3. Determine what practice experiences you plan to seek 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.
4. Use the ISP to develop a personal plan for completing your practice hours and how competencies will be met. Show all the major milestones and deliverables.

Within the ISP, ensure you identify specific deliverables which can include the following: Individualized DNP practice immersion contracts; comprehensive clinical log of hours applied to doctoral level learning outcomes; learner evaluations; 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 mentor approvals of course goals and documented practice immersion hours; and DPI project milestones.

 

Read the information in the ISP document including the following:

1. Learner Expectations
2. Derivation of the ISP
3. Instructions for completing the ISP

Follow the instructions and complete the ISP.

Sample Approach DNP810 Week 5 Discussions

1st DQ

 

Describe one health issue and discuss how nutrition can have an impact on it, both positively and negatively.

 

Diabetes is a common health problem these days. The majority of people who have diabetes also have other health problems. Diabetes and nutrition have a direct relationship that is both positive and negative. Nutrition and diet habits have a direct impact on our bodies and lives. Poor nutrition harms both physical and mental health. A healthy and nutritious diet is thought to be the best treatment for this disease, but it can also make things worse. If a diabetic eats against their nutrition plan, they will eventually die. Nutrition is a critical component of diabetes management.

 

A reasonable diet for diabetes, as opposed to a restrictive diet, is simply following a good diet plan that is tailored to your needs and way of life. Diabetes patients are not required to follow a strict diet. Instead of redesigning your diet, you may need to change it. If you have diabetes, your doctor will most likely recommend that you see a dietitian to help you make dietary changes that will help you control your blood glucose levels and manage your weight. To achieve optimal diabetes control, one must recognize that the amount and type of starches must be considered. Not all sugars have the same effect on your blood glucose levels.

 

References

 

J. Gibaldi (2004). The Modern Language Association of America, New York, MLA Handbook for Writers of Research Papers (sixth edition).

 

R. S. Singh, R. B. Singh (1997). Dietary and lifestyle recommendations, as well as desirable levels of risk factors, for the prevention of diabetes and its vascular complications in Indians: a scientific statement from the International College of Nutrition. Journal of Cardiovascular Risk, 4:201–8.

 

 

 

DQ No. 2

 

Select one malnutrition disorder. Discuss the genetic and environmental factors that contribute to this disorder’s prevalence, testing, treatment, and prognosis.

 

Scurvy is a common malnutrition disorder. It occurs due to a lack of vitamin C. Scurvy is uncommon in developed countries, but it can affect older people, people who consume excessive amounts of alcohol, and people who do not eat fresh fruits and vegetables. Some newborns and children who follow a restricted eating regimen for any reason may be prone to scurvy.

 

It is not only a nutritional disorder, but it may also be genetic. It can also occur as a result of a polymorphism in the plasma protein haptoglobin. Malnutrition can be avoided if it is diagnosed and treated as soon as possible. The type of treatment will be determined by the severity of the malnutrition as well as the proximity of any hidden conditions or complications. The human services provider will set up a focused on mind design, with specific treatment goals. There will usually be a nourishing project with a specially designed eating regimen and possibly some extra healthy supplements. Individuals suffering from severe malnourishment or ingestion issues may require fake nourishing assistance, either through a tube or intravenously. The patient will be closely monitored for progress, and their treatment will be monitored on a regular basis to ensure their nutritional needs are met. A general check can help ensure that the right amount of calories and supplements are ingested. This may be adjusted as the patient’s needs change. Patients receiving phony wholesome assistance will begin eating normally as soon as they are able.

 

References

 

MR Langlois, D. J. (1997). The effect of haptoglobin on vitamin C metabolism. Am J Clin Nutr, ;66:606-610. Part 1 of the Individual Success Plan (ISP), DNP810.

Rubric Criteria

Total125 points

Criterion	1. Unsatisfactory	2. Less Than Satisfactory	3. Satisfactory	4. Good	5. Excellent
Proposal of What to Say to the Patient, Including the Many Points Offered in the Assignment Proposal of What to Say to the Patient, Including the Many Points Offered in the Assignment	0 points Proposal of what to say to the patient, including the many points offered in the assignment, is not presented.	20 points Proposal of what to say to the patient, including the many points offered in the assignment, is presented but incomplete.	22 points Proposal of what to say to the patient, including the many points offered in the assignment, is presented but done at a perfunctory level.	23 points Proposal of what to say to the patient, including the many points offered in the assignment, is clearly presented. Discussion is convincing. Information presented is from mostly current scholarly sources, but some outdated sources are used.	25 points Proposal of what to say to the patient, including the many points offered in the assignment, is clearly presented. Discussion is insightful and detailed. Information presented is from current scholarly sources.
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 and/or sentence construction are used.	5 points Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.	5.5 points Some mechanical errors or typos are present but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.	5.75 points Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.	6.25 points Writer is clearly in command of standard, written, academic English.
Argument Logic and Construction Argument Logic and Construction	0 points Statement of purpose is not justified by the conclusion. The conclusion does not support the thesis. Argument is incoherent and uses noncredible sources.	8 points Sufficient justification of thesis is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.	8.8 points Argument is orderly but may have a few inconsistencies. The argument presents minimal justification of the thesis. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.	9.2 points Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression in support of the thesis from introduction to conclusion. Most sources are authoritative.	10 points Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
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.	5 points Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.	5.5 points Appropriate template is used. Formatting is correct, although some minor errors may be present.	5.75 points Appropriate template is fully used. There are virtually no errors in formatting style.	6.25 points All format elements are correct.
Possible Reactions the Patient May Have to Counseling and How to Avoid Negative Reactions Possible Reactions the Patient May Have to Counseling and How to Avoid Negative Reactions	0 points Discussion of the possible reactions the patient may have to counseling and how to avoid negative reactions is not present.	25 points Discussion of the possible reactions the patient may have to counseling and how to avoid negative reactions is present but incomplete.	27.5 points Discussion of the possible reactions the patient may have to counseling and how to avoid negative reactions is present but done at a perfunctory level.	28.75 points Discussion of the possible reactions the patient may have to counseling and how to avoid negative reactions is clearly present. Discussion is convincing. Information presented is from scholarly but dated sources.	31.25 points Discussion of the possible reactions the patient may have to counseling and how to avoid negative reactions is clearly present. Discussion is insightful. Information presented is from current scholarly sources.
Documentation of Sources Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)	0 points Sources are not documented.	5 points Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.	5.5 points Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.	5.75 points Sources are documented, as appropriate to assignment and style, and format is mostly correct.	6.25 points Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Reason for the Genetic Counseling Based on the Findings From the Family Health Portrait Reason for the Genetic Counseling Based on the Findings From the Family Health Portrait	0 points Discussion of the reason for the genetic counseling based on the findings from the completion of the history tool is not present.	25 points Discussion of the reason for the genetic counseling based on the findings from the completion of the history tool is present but incomplete.	27.5 points Discussion of the reason for the genetic counseling based on the findings from the completion of the history tool is present but done at a perfunctory level.	28.75 points Discussion of the reason for the genetic counseling based on the findings from the completion of the history tool is clearly present and convincing. Information presented is from scholarly but dated sources.	31.25 points Discussion of the reason for the genetic counseling based on the findings from the completion of the history tool is clearly present and insightful. Information presented is from current scholarly sources.
Thesis Development and Purpose Thesis Development and Purpose	0 points Paper lacks any discernible overall purpose or organizing thesis.	7 points Thesis is insufficiently developed or vague; purpose is not clear.	7.7 points Thesis is apparent and appropriate to purpose.	8.05 points Thesis is clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.	8.75 points Thesis is comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear.