Capstone Change Project Topics
Work with your preceptor to perform a needs assessment of the organization and community for your practicum. Review the needs assessment to identify possible project topics. In preparation for the capstone change project proposal, compile a list of three to five possible topics for your project, and submit to the assignment instructor in LoudCloud.
NRS-490 Individual Success Plan
Use this form to develop your Individual Success Plan (ISP) for NRS-490, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish to be successful as you work through this course and complete your overall program of study. You will also share this with your mentor at the beginning and end of this course so that he or she will know what you need to accomplish.
Application-based learning assignments are listed in the course syllabus with a Practice Portfolio Statement requirement element noted within the assignment itself. In order for you to successfully complete and graduate from the RN-to-BSN Program you must meet the following programmatic requirements: (1) completion of 100 practice immersion hours, and (2) completion of work associated with all program competencies.
In this ISP, you will identify all the objectives, tasks, and/or assignments relating to the 100 practice immersion hours you need to complete by the end of this course. Specify the dates by which you will complete each task and/or assignments. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A).
ALL course assignments listing a “Practice Hours Portfolio” statement must be included in the ISP and are worth and recorded here as approximately 10 hours each. Actual clock hours must be recorded on this time log.
Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:
· Use the Individual Success Plan to develop a personal plan for completing your practice immersion hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.
Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (Appendix A).
Completing your ISP does not earn practice hours, nor does telephone conference time, or time spent with your mentor.
· Within the Individual Success Plan, ensure you identify all course assignments which may include the following: Memorandums of Understanding (MOU)(if Affiliation Agreement is not required); comprehensive log of practice immersion hours applied to baccalaureate level learning outcomes; evaluations from faculty and mentors; your evaluations of your mentor; scholarly activity report; competency self-assessment (part of your ISP); reflective journal (Submitted in Week 10 but covering all weeks in the course); course goals and plan for how competencies and practice immersion hours will be met; and both faculty and mentor approvals of course goals and documented practice immersion hours.
|Application-based Learning Course Assignments||List of Current Course Objectives||Number of Clock Hours Associated with Each Assignment||Assignment|
University Mission Critical Competencies and
Programmatic Domains & Competencies
(see Appendix A)
Collaboration with the faculty to help with the development of a successful planning procedures. This helps in making Individual Successful Plan that will help in developing Direct Practices Improvements Project (DPI_
|1. Analysis of the healthcare technology with information regulation, laws and regulations that deals with the ethical standards.|
2. Evaluating the various theories used in informatics and their application to guide integration of technology into practice.
Domains:1.1, 1.2, 1.3, 1.4, 2.1 2.2, 2.3, 3.1, 3.2, 3.3, 3.4
Creating the slides to provide an effective presentation to give to the different administrators and the different nurses to provide the direct patients cares.
|1. Analysis of the functions and the use of health tools and technologies to include the various advantages, the different disadvantages, and unintended consequences.|
2. Evaluation of the methods of patient’s education for use of health care technologies
|MC1- MC5, Domains-1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3,2.4 3.1, 3.2, 3.3, 4.1, 4.2 4.3, 5.1, 5.2, 5.3, 5.4 5.5|
Using CPOE and CPSS select one clinical practice issue that involves a specific medication.
|1. Analysis of the benefit and challenge with Computers Provided Orders Entries (CPOE) system and Clinical Decisions Supporting Systems (CDSS) in clinical settings.|
2. Description of how CPOE and CDSS have been embedded within the HERs can be useful when it comes to the specific patients’ populations.
|MC1- MC5, Domains-1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 3.1, 3.3, 3.4, 5.1, 5.2, 5.3, 5.5|
Assisting in the design of the HER Databases and Databases Management Systems
|1. Examination of the key|
Concepts that are behind the
as well as the use of
2. Description of the clinical
repurpose data’s being the most useful in an
safety make up and the other quality
Domain-1.1, 1.3, 2.1, 2.3, 2.4, 3.1, 3.3, 3.4, 4.2, 4.5, 5.2, 5.3, 5.5
Topic 6 DQ1
Topic 6 DQ2
|1. Analysis of the patients-specific and aggregation data for different clinical and administration roles.|
2. Analysis of the health care data and the quality measure.
Domain 3.1-3.4, 4.1-4.5, 5.1-5.5
Telehealth Paper and Develop a Mind Map to generate ideas about how telehealth technology can be used in my practice setting.
|1. Discussion and comparison of various telehealth technologies that have alternatives in the population’s healthcare.|
Critiquing existing implementations strategies of telehealth in the organizational literature.
Domains-1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5
Case Report: Health Care Informatics and Identify a Potential Practice Problem in this current course.
|1. Analyzing the “health” from the various perspectives of the patients to include technologies and health care literacy.|
Exploration of the trends in informatics and the nationals and international levels.
Domains-1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5
Select a technology used in this course and write a 1,000-1,250-word essay using content in the readings and textbook to propose practicable suggestions for improvements.
|1. Evaluation of health care technologies using human factor methodologies.|
2. Assessment of the elements of the user-technologies interface and the impacts of the elements on workflows.
Domains-1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4 5.5.
|Comprehensives clinical logs of hours||2||2-12-2019||MC1s-MC5|
|Current and updated CVs||2|
|Final Evaluations by Faculties||2|
|Portfolios Practices Hours||2|
By typing in his/her signature below, the student agrees to have read, understood, and be accountable for the instructions, assignments, and hours shown above and that all questions have been satisfactorily answered by the faculty and/or program director.
Mentors will sign upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.
|Mentor Signature [Upon Initiation of Course]|
|Mentor Signature [Upon Completion of Course]|
GCU RN-to-BSN Domains & Competencies
A. University’s Mission Critical Competencies
How does this Individual Success Plan support the GCU Mission?
MC1: Effective Communication: Therapeutic communication is central to baccalaureate nursing practice. Students gain an understanding of their ethical responsibility and how verbal and written communication affects others intellectually and emotionally. Students begin to use nursing terminology and taxonomies within the practice of professional and therapeutic communication. Courses require students to write scholarly papers, prepare presentations, develop persuasive arguments, and engage in discussion that is clear, assertive, and respectful.
MC2: Critical Thinking: Courses require students to use critical thinking skills by analyzing, synthesizing, and evaluating scientific evidence needed to improve patient outcomes and professional practice.
MC3: Christian Worldview: Students will apply a Christian worldview within a global society and examine ethical issues from the framework of a clearly articulated system of professional values. Students will engage in discussion of values-based decisions made from a Christian perspective.
MC4: Global Awareness, Perspectives, and Ethics: The concept of global citizenship is introduced to baccalaureate students in the foundational curriculum. Some courses will focus on the human experience across the world health continuum. The World Health Organization (WHO) definitions of health, health disparities, and determinants of health are foundational to nursing practice.
MC5: Leadership: Students will apply a Christian worldview within a global society and examine ethical issues from the framework of a clearly articulated system of professional values. Students will engage in discussion of values-based decisions made from a Christian perspective.
B. Domains and Competencies
How does this Individual Success Plan support the Program Domains and Competencies?
Domain 1: Professional Role
Graduates of Grand Canyon University’s RN-BSN program will be able to incorporate professional values to advance the nursing profession through leadership skills, political involvement, and life-long learning.
1.1: Exemplify professionalism in diverse health care settings.
1.2: Manage patient care within the changing environment of the health care system.
1.3: Exercise professional nursing leadership and management roles in the promotion of patient safety and quality care.
1.4: Participate in health care policy development to influence nursing practice and health care.
1.5: Advocate for autonomy and social justice for individuals and diverse populations.
Domain 2: Theoretical Foundations of Nursing Practice
Graduates of Grand Canyon University’s RN-BSN program will have acquired a body of nursing knowledge built on a theoretical foundation of liberal arts, science, and nursing concepts that will guide professional practice.
2.1: Incorporate liberal arts and science studies into nursing knowledge.
2.2: Comprehend nursing concepts and health theories.
2.3: Understand and value the processes of critical thinking, ethical reasoning, and decision making.
Domain 3: Nursing Practice
Graduates of Grand Canyon University’s RN-BSN program will be able to utilize the nursing process to provide safe quality care based on nursing best practices.
3.1: Utilize the nursing process to provide safe and effective care for patients across the health-illness continuum: promoting, maintaining, and restoring health; preventing disease; and facilitating a peaceful death.
3.2: Implement patient care decisions based on evidence-based practice.
3.3: Provide individualized education to diverse patient populations in a variety of health care settings.
3.4: Demonstrate professional standards of practice.
Domain 4: Communication/Informatics
Graduates of Grand Canyon University’s RN-BSN program will be able to manage information and technology to provide safe quality care in a variety of settings. In addition, graduates will be able to communicate therapeutically and professionally to produce positive working relationships with patients and health care team members.
4.1: Utilize patient care technology and information management systems.
4.2: Communicate therapeutically with patients.
4.3: Professionally communicate and collaborate with the interdisciplinary health care teams to provide safe and effective care.
Domain 5: Holistic Patient Care
Graduates of Grand Canyon University’s RN-BSN program will be able to provide holistic individualized care that is sensitive to cultural and spiritual aspects of the human experience.
5.1: Understand the human experience across the health-illness continuum.
5.2: Assess for the spiritual needs and provide appropriate interventions for individuals, families, and groups.
5.3: Provide culturally sensitive care.
5.4: Preserve the integrity and human dignity in the care of all patients.
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