Week 1 Individual Success Plan (ISP)
DNP 810 Full Course Assignments GCU
Individual Success Plan (including Pre, Mid, and Post Conference documentation)
Course # __DNP-810A_______
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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.
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| Learner Information | GCU | ||
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| Course Faculty | GCU | ||
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| Mentor/Preceptor Information | Practice Setting | ||
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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.
For you to successfully complete and graduate from the DNP Program, you must meet 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 including signature by the Dean. DNP Learners who are deficient in hours or have a final manuscript deemed “not ready” for the Dean’s review at the end of the program may require additional extension courses to meet programmatic requirements prior to 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.
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.
| 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 | 06/13/22 | An individual success plan is to be written in collaboration with the faculty in an effort to come up with a plan which guides the DNP student to complete the course requirement and the course deliverables. Various requirements are to be considered.
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 | 06/11/22 | Entails selecting an essential structural element and exploring the implications it has no research, health, and life span. In addition, application areas of the said information by a doctoral-prepared nurse are also to be discussed. | 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. |
08/03/22 | |
| Topic 1 DQ 2 | 2 | 06/13/22 | Involves identifying a particular disease experienced in personal life or clinical practice and discussing if the patient’s understanding of the translation, transcription, and DNA/RNA replication can affect the management of the condition. | 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. |
08/03/22 | |
| Topic 1 assignment | 3 | 06/15/22 | The assignment entails applying the family health portrait tool for family history and a condition or disease of interest. A summary will then be formulated that includes the discovered heredity patterns, risk of transmission, and how the tool could be used in practice. | 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. |
08/03/22 | |
| Topic 2 DQ 1 | 2 | 06/18/22 | Involves identifying a complex inheritance health issue experienced in clinical practice or personal life and exploring the approach which can be used when dealing with a patient with the complex inheritance issue. | 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. |
08/03/22 | |
| Topic 2 Q 2 | 2 | 06/20/22 | While referring to the complex inheritance health issue identified in discussion question one, an exploration of a suitable genetic test to be applied in screening and diagnosis is to be done. The discussion will also focus on how the information can be used by a DNP-prepared nurse. | 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. |
08/03/22 | |
| Topic 2 assignment 1 | 3 hrs | 06/22/22 | A case study involves describing a disease, prevalence, 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 are to be discussed. The family’s role in health care discussions is also to be explored. | 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. |
08/03/22 | |
| Topic 3 DQ 1 | 2 hrs | 06/25/22 | Entails the identification of a relevant model that can be applied in the creation of 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.
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. |
08/03/22 | |
| Topic 3 DQ 2 | 2 hrs | 06/27/22 |
Involves discussing why it is key to have comprehensive health and physical assessment to cover environmental and genomic influence information. The discussion also covers how the information can be applied by a DNP-prepared nurse in practice. |
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. |
08/03/22 | |
| Topic 3 assignment | 3 hrs | 06/29/22 | Entails exploring the second part of the case study, which deals with describing if the chromosomal analysis should be used and the possible cause of the disorder. A description of the disorder will then be done, starting from its origin as either a complex inheritance or single-gene inheritance, and a discussion 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 happens. | 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. |
08/03/22 | |
| Topic 4 DQ1 | 2 hrs | 07/02/22 | Involves discussing the most notable recent advances in genetics and genomics and how they are applied in prognosis, treatment, diagnosis, and health screening. | 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. |
08/03/22 | |
| Topic 4 DQ2 | 2 hrs | 07/04/22 | This will be a discussion concerning different responses resulting in 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.
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. |
08/03/22 | |
| Topic 4 assignment | 4 hrs | 07/06/22 | Involves exploring a case that can be of benefit to a client from the process of genetic counseling and discussing why genetic counseling is important
The possible reactions that the patient may have to the counseling and how to avoid negative reactions are also to be explored. |
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. |
08/03/22 | |
| Topic 5 DQ1 | 2 hrs | 07/09/22 | Entails identification of a health issue that has been impacted positively by nutrition in the clinic and discussing how nutrition improves health | 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. |
08/03/22 | |
| Topic 5 DQ 2 | 2 hrs | 07/11/22 | Involves choosing a malnutrition disorder in the community or clinical setting and exploring how genetics and environment influence the disorder, and discussing the prevalence rates, testing, treatment, and prognosis. | 4.1: Analyze epidemiological, biostatistical, environmental, and other appropriate scientific data related to individual, aggregate, and population health. | 08/03/22 | |
| Topic 5 assignment | 3 hrs | 07/13/22 | This is the third part of the case study and involves examining how genetics can impact policy issues and discussing the nutritional influences related to the diseases identified earlier. It also entails the nutritional assessment process and counseling and how it is connected to screening, prevention, and health treatment effectiveness monitoring, treatment selection, diagnosis, and prognosis. | 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. |
08/03/22 | |
| Topic 6 DQ1 | 2 hrs | 07/16/22 | Entails discusses the impact of an aging population on waste resources and enhanced health care expenditures and the role played by genetics. Also involves a discussion on how the information can be used by a DNP-prepared nurse. | 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. |
08/03/22 | |
| Topic 6 DQ2 | 2 hrs | 07/18/22 |
Involves identifying a method that uses evidence-based data to support new and innovative ways to care for the aging population and the expected outcomes of using such methods. Avenues of applying such information by a DNP-prepared nurse are to be explored too. |
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. |
08/03/22 | |
| Topic 6 assignment | 4 hrs | 07/20/22 | Involves exploration of the older individuals’ health issues by evaluating literature in terms of public policy integration. In addition, possible barriers to the possible solution are to be discussed. | 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. |
08/03/22 | |
| Topic 7 DQ 1 | 2 hrs | 07/23/22 | Involves discussing the impact of a chronic condition on wasted resources and health care expenditure and the possible role of genetics. A discussion of how the information can be used by a DNP-prepared nurse is also to be explored. | 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 inte |