DNP-820 Postconference Evaluation Individual Success Plan(ISP)
Individual Success Plan
Assignment Due Date
Individual Success Plan (including Pre and Post Conference documentation)
Course # __820A_______
The process of completing doctoral studies poses considerable challenges due to its inherent complexities.
In contrast to lower-degree programs, doctoral students are expected to be proactive and self-directed learners, actively engaging in the learning process and assuming a central role.
| P R A C T I C E I M M E R S I O N | 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.
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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 | 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 | Sep 7, 2022 | Focuses on writing an individual success plan in collaboration with the faculty. ISP is used a guide and a reference point in efforts to complete the course requirements The targeted requirements in the ISP include; a) successful completion of the predetermined practice immersion hours, b) successfully completing the work connected to program competencies, 3) the work connected with successful completion of the Direct Practice Improvement Project | N/A | – | – |
| Final PICOT-D approval | 2 hrs | Sep 7, 2022 | Entails submission of the final PICOT-D for the proposed Direct Practice Improvement project for the main purpose of college review and approval. | 4.2: Synthesize concepts to develop, implement, and evaluate interventions to improve individual, aggregate, and population health management. 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. | Sep 7, 2022 | Oct 26, 2022. |
| Topic 2 Assignment 1: Identification and Evaluation of Literature for Proposed Intervention-Part 1 | 5 hrs | Sep 14, 2022 | This assignments involves identifying relevant articles that support the DPI project’s intervention. The total number of articles to be identified are fifteen. | 4.2: Synthesize concepts to develop, implement, and evaluate interventions to improve individual, aggregate, and population health management. 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. | Sep 14, 2022 | Oct 26, 2022 |
| Topic 4 Assignment 1: Identification and evaluation of literature for the proposed Intervention-Part II | 5 hrs | Sep 28, 2022 | The assignment entails the use of the literature evaluation table for the proposed project and critically appraise the article. Also involves making necessary revisions as directed by the faculty. | 4.2: Synthesize concepts to develop, implement, and evaluate interventions to improve individual, aggregate, and population health management. 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. | Sep 28, 2022 | Oct 26, 2022 |
| Topic 5 Assignment: Implementation into practice | 4 hrs | Oct 5, 2022 | This assignment focuses on the implementation of research into practice. The implementation into practice mainly deals with appraising the gap between research findings into practice and some of the known barriers of implementation into practice. | 4.2: Synthesize concepts to develop, implement, and evaluate interventions to improve individual, aggregate, and population health management. 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. | Oct 5, 2022 | Oct 26, 2022. |
| Topic 6 Assignment: Literature Synthesis for Proposed Intervention | 5 hrs | Oct 12, 2022 | Entails writing a literature review of the fifteen articles identified earlier. Therefore, the literature is synthesized into a formal literature review paper. | 4.2: Synthesize concepts to develop, implement, and evaluate interventions to improve individual, aggregate, and population health management. 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. | Oct 12, 2022 | Oct 26, 2022 |
| Topic 7 Assignment: Benchmark-DPI Project milestone: 10 strategic points for the direct practice improvement project | 4 hrs | Oct 19, 2022 | Entails writing a 10 strategic points document which defines the research project in terms of scope, focus and the proposed approaches to be used. | 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. 4.2: Synthesize concepts to develop, implement, and evaluate interventions to improve individual, aggregate population health management. |
Oct 19, 2022 | Oct 26, 2022 |
| Topic 8 Assignment: Reflective journal | 3 hrs | Oct 26, 2022 | This entails writing down a reflective journal which integrates inquiry and self-reflection of the Grand Canyon’s DNP 820A. | 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. 4.2: Synthesize concepts to develop, implement, and evaluate interventions to improve individual, aggregate population health management. |
Oct, 26, 2022 | Oct 26, 2022 |
Challenges and Strategies for Overcoming Them in Doctoral Studies
The process of completing doctoral studies poses considerable challenges due to its inherent complexities. In contrast to lower-degree programs, doctoral students are expected to be proactive and self-directed learners, actively engaging in the learning process and assuming a central role. However, the journey to success can be impeded by various obstacles. It is imperative for doctoral learners to formulate a comprehensive plan outlining how they intend to overcome these challenges. This necessity holds true for the completion of the Grand Canyon’s DNP 820A, which presents its own set of challenges.
One such challenge revolves around the effective utilization of time. The demanding nature of DNP studies can create a hectic schedule, requiring learners to possess adept time management skills. To address this, it is crucial to devise a well-thought-out plan for effective time management. This may involve creating a detailed timetable that serves as a guide, delineating appropriate timelines for the completion of specific tasks.
Another obstacle entails striking a delicate balance between academic pursuits, family responsibilities, and work commitments. Achieving this balance is essential for success. Engaging with mentors, peers, and occasionally involving family members can play a pivotal role in ensuring this equilibrium, thereby enhancing the likelihood of success.
Planning and Advancement of the Direct Practice Improvement Project
The curriculum of the program seamlessly integrates elements related to the design, development, and implementation of the Direct Practice Improvement (DPI) project. As you progress through the various courses, use the provided form to meticulously document your advancements and preparations 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 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, 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
| 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 Revisions to this Individual Success Plan: Regularly consult the DC Network for the latest versions of this plan applicable to each course.
Direct and Indirect Time Allocation
APPENDIX A:
GCU DNP Domains & Competencies
University’s Mission Critical Competencies
How does this Individual Success Plan align with the GCU Mission?
MC1: Effective Communication: The courses necessitate active participation in discussions and the articulation of scholarly ideas in various formats. Emphasis is on sharing findings that influence health outcomes.
MC2: Critical Thinking: Critical thinking skills are honed through the analysis, synthesis, integration, and evaluation of scientific evidence. Application of scientific evidence to enhance practice improvement is a core focus.
MC3: Responsible Leadership: Leadership skills are developed, emphasizing accountability to self and others. Courses emphasize collaboration, healthcare advocacy, and systems thinking.
MC4: Global Citizenship: All courses incorporate global citizenship, fostering appreciation for cultural, social, economic, and political factors influencing care for vulnerable populations. The focus is on reducing health disparities and promoting equitable health for all.
MC5: Christian Worldview: A Christian Worldview is interwoven throughout the program, guiding interactions with populations based on Christian values and ethics, while acknowledging the impact of diverse worldviews on healthcare systems.
Domains and Competencies
How does this Individual Success Plan align with the DNP Domains and Competencies?
Domain 1 – Scientific Underpinnings for Practice: Graduates will integrate nursing science with knowledge from various disciplines as the foundation for advanced nursing practice.
Competencies:
1.1: Integrate nursing science with ethics, biophysical, psychosocial, analytical, and organizational sciences.
1.2: Apply science-based theories and concepts to understand health and healthcare delivery phenomena.
1.3: Employ science-based theories to enhance, alleviate, and ameliorate health and healthcare delivery phenomena.
1.4: Develop and evaluate new practice approaches based on nursing and interdisciplinary theories.
Domain 2 – Leadership and Transformational Change: Graduates will use business, finance, economics, and health policy principles for effective practice-level and/or system-wide initiatives, demonstrating leadership in policy development and advocacy.
Competencies:
2.1: Develop and implement effective plans for practice-level and/or system-wide practice initiatives.
2.2: Demonstrate leadership, influence, and advocacy in health policy development at various levels.
2.3: Lead teams in analyzing and resolving complex practice and organizational issues.
2.4: Provide leadership in evaluating and resolving policy, ethical, and legal issues within healthcare systems.
Domain 3 – Systems Management: Graduates will demonstrate conceptual and technical skills for developing and executing evaluation plans, evaluating health information sources, analyzing and communicating critical elements of health information systems, and designing programs for monitoring outcomes.
Competencies:
3.1: Develop and execute evaluation plans using data from practice information systems.
3.2: Evaluate consumer health information sources for accuracy, timeliness, and appropriateness.
3.3: Analyze and communicate critical elements for the selection, use, and evaluation of health information systems.
3.4: Design, select, use, and evaluate programs for monitoring outcomes, care systems, and quality improvement.
Domain 4 – Population Management: Graduates will analyze scientific data related to health, synthesize concepts for interventions, promote cultural sensitivity, advocate for social justice, and develop/evaluate care delivery models for improved health management.
Competencies:
4.1: Analyze epidemiological, biostatistical, environmental data for individual, aggregate, and population health.
4.2: Synthesize concepts for interventions to improve individual, aggregate, and population health.
4.3: Cultivate cultural sensitivity and advocate for social justice and ethical policies.
4.4: Develop and evaluate care delivery models and/or strategies for improved health management.
Domain 5 – Analytic Foundations for Practice: Graduates will apply analytic methods to critically appraise literature, design and implement processes/strategies for evaluating practice outcomes, and use information technology for evidence-based practice and research.
Competencies:
5.1: Apply analytic methods to critically appraise existing literature for implementing best practices.
5.2: Design and implement processes/strategies to evaluate outcomes against national benchmarks.
5.3: Design, direct, and evaluate quality improvement methodologies for patient-centered care.
5.4: Disseminate and apply findings from evidence-based practice and research to enhance guidelines and enrich practice.
5.5: Use information technology and research methods for managing data to improve healthcare.
Application of Kurt Lewin’s Change Theory in the DPI Project:
For my DPI project, Kurt Lewin’s change theory is chosen as the change model. The project involves implementing a new idea or protocol to enhance existing practices, requiring a series of steps and collective effort for successful implementation.
To address resistance to change, an additional force is applied to “unfreeze” established habits (Burnes & Bargal, 2017). Lewin’s three stages—unfreezing, moving, and refreezing—are integral to this process. Unfreezing involves emotionally preparing for change, moving is when the change occurs, and refreezing is when the new norm is adopted and institutionalized.
The collaborative nature of this process aligns with Lewin’s belief in group encounters as an effective means of inducing change in individuals. These three stages—unfreezing, changing, and refreezing—are widely recognized as a fundamental approach to managing change (Cummings et al., 2016).
References
Burnes, B., & Bargal, D. (2017). Kurt Lewin: 70 Years on. Journal of Change Management, 17(2), 91–100. https://doi-org.lopes.idm.oclc.org/10.1080/14697017.2017.1299371
Cummings, S., Bridgman, T., & Brown, K. G. (2016). Unfreezing change as three steps: Rethinking Kurt Lewin’s legacy for change management. Human relations, 69(1), 33-60.
The chosen change model for my Direct Practice Improvement (DPI) project is the IOWA Model, selected for its effectiveness in implementing the proposed intervention. This selection is underpinned by the model’s ability to provide a systematic framework for change in nursing practice, integrating critical thinking, clinical inquiry, and collaboration with stakeholders to deliver quality care (Kowal, 2010). The IOWA Model facilitates the implementation of evidence-based practice in organizations, fostering positive and credible change by enhancing the patient care process. Practice changes are most effectively propelled by clinically relevant questions associated with the desired change (Butts & Rich, 2017). To meet the growing demands of patients and the dynamic healthcare system, clinical employees are encouraged to have a comprehensive understanding of Evidence-Based Practice (EBP). Additionally, the IOWA change model serves as a process model through which nurses can execute evidence-based practice.
The IOWA model is instrumental as a process model for nurses to carry out evidence-based practice. Kowal (2010) underscores that routine-based nursing lacks benefits for patients, emphasizing evidence-based practices as optimal for improving health outcomes. Consequently, the utilization of the IOWA model in evidence-based practice positively impacts the healthcare continuum, as evidenced by the enhanced care provided to patients. Welch and Fournier (2018) highlight that “The therapeutic practices of the nurse are grounded in a ‘commitment’ and ‘responsibility’ to the patient” (p. 4). Therefore, it is logical to assert that the goal of patient-focused caring in nursing, utilizing evidence-based practice, is best implemented through the IOWA model of change.
References
Butts, J. B., & Rich, K. L. (2017). Philosophies theories and for advanced nursing practice (3rd ed.). Jones & Bartlett Learning.
Welch, B. M., Wiley, K., Pflieger, L., Achiangia, R., Baker, K., Hughes-Halbert, C., Morrison, H., Schiffman, J., & Doerr, M. (2018). Review and Comparison of Electronic Patient-Facing Family Health History Tools. Journal of Genetic Counseling, 27(2), 381–391. https://doi-org.lopes.idm.oclc.org/10.1007/s10897-018-0235-7
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