DNP-820 Postconference Evaluation Individual Success Plan(ISP)

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_______

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.

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

Potential Challenges and How to Overcome Them

            The completion of doctoral studies can be challenging due to the complexities that come with it. Unlike the lower degrees, a doctoral student is expected to be a proactive and autonomous learner. In addition, the student is also expected to be more involved in the learning process and take a central role. However, the chances of succeeding can greatly be hampered by various challenges. The implication is that the doctoral learner should come up with a prior plan detailing how such obstacles or challenges would be overcome. Therefore, various challenges can also come with completing the Grand Canyon’s DNP 820A. Among the obstacles involves using the available time effectively. DNP studies may make a learner so busy, which calls for the learner to have adequate skills to keep and manage time as appropriate since timekeeping and management can be challenging. Therefore, it is important to come up with a good plan that can be implemented to help with proper time management. As such, drafting a timetable that should be used as a guide is appropriate. Such a timetable should have appropriate timelines, which can then indicate when and how a particular task should be completed. Another challenge can be striking a delicate balance between studies, family, and work. Therefore, there will be a need to create this balance. Involving the mentor, the peers, and sometimes the family members can be key in ensuring that the balance is achieved to improve chances of succeeding.

Direct Practice Improvement Project Planning and Progression

Elements of the design, development, and construction of the DPI project are integrated throughout the program curriculum. As you progress through the courses, use the following form to document your progress and preparation for the DPI project.

	Intended Site for DPI (Make sure this is approved through OFE)	GCU
	Site Name:
	Does your site have an IRB and or QI process? If yes, what is the process? Create a plan (including a timeline) for preparing for site QI/IRB requirements.*
	Contact Information:
	PICOT Question	Department Feedback
	Name:
	E-mail:		Date:
	Phone Number:
	Mentor, Preceptor, or Content Expert  Information	Practice Setting
	Name:
	E-mail:
	Phone Number:

Note: Learners should not recruit, implement, or collect data until after both site and GCU QI/IRB designations have been given. GCU QI/IRB occurs in DNP-960A.

By typing in his/her signature below, the learner agrees to have read, understood, and be accountable for the instructions, assignments, and hours are shown above and that all questions have been satisfactorily answered by the faculty and/or program lead. Additionally, the learner agrees to provide the mentor, preceptor, or content expert (depending on the course) with a copy of the syllabus for the course at or before the time of signature Mentors, preceptors, or content experts will sign 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 Modifications to this Individual Success Plan:  Always check the DC Network for updated versions of this plan for each course.

Direct and Indirect Hours

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.

• 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.

Kurt Lewin’s change theory is the choice of change model for my DPI project. As the DPI is about implementing a new idea or protocol that would result in improvement from what is already in practice. It will involve a series of steps and all hands must be on deck for a successful implementation.  Foreseeing resistance with any change process when trying to undo what people are accustomed to following the steps as established in Lewin’s change theory will pave the way for and guide toward a successful implementation of changeover.

To overcome the inner resistance to change, it is necessary to apply an additional force that is sufficient to break the habit or “unfreeze” the custom (Burnes & Bargal, 2017). Lewin’s three stages of the change process consist of the first stage which is “unfreezing” of the present level of habits to emotionally prepare for the process of change. The second stage in this process is “moving” when the change occurs; and the  “freezing” which is also referred to as refreezing is the third stage when the new habit or norm is adopted and institutionalized (Burnes & Bargal, 2017). The teamwork that will be involved in this process aligns with Lewin’s belief that group encounter is the best and most effective means of bringing about change in individuals.  Kurt Lewin’s three steps’ which include unfreezing, changing and refreezing are regarded by many as the classic or 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 IOWA Model is the change model that I selected for my DPI project as the best for the implementation of prop