1 Running Head ARTICLE CRITIQUE

1 Running Head: ARTICLE CRITIQUE
Article Critique – Task Stream Assignment
EDF 5481
Florida International University

ARTICLE CRITIQUE 2
Article Critique – Task Stream Assignment
Introduction Summary
The article I critiqued is called “Interactions Among Online
Learners: A Quantitative
Interdisciplinary Study” by Pawan Jain, Sachin Jain, and Smita
Jain, 2011. The study focuses on
the amount of interaction students have with each other and
with their professors to identify if
interaction levels differ among disciplines.
Research Problem
The major research problem identified in the study is that there
is not enough research
concerning the matter of online interaction. The majority of the
completed research is very
discipline specific and cannot be generalized. The author’s
justification for conducting the study

was to remedy the lack of prior research on this increasingly
important topic. The purpose is “to
fill the gap and try to understand the relationship between the
interaction and differences in
discipline;” however, the authors also noted that this was “one”
of the purposes of the study and
failed to mention any other purpose.
While the authors did not specifically discuss their decision to
utilize a quantitative
approach in this study, it was clearly justified by their need to
examine the relationship between
discipline and study interaction. The theoretical basis that is
used as the basis for this study is
that increased interaction within an online course will
ultimately lead to a better designed course
and better outcomes for students grades. Further, the authors
attest that much of the literature is
inadequate for their study due to the specificity of the studies,
disallowing them to be universally
applied.

ARTICLE CRITIQUE 3
The research question is “do the differences in the discipline
area impact the overall
interaction among learners as defined by the number of learner -
learner interactions?” The
hypothesis that was tested is “there is no significant
relationship between the number of learner-
learner interactions and discipline area.” The only noted
relationship that could be inferred
between the theory and the research question/hypotheses is that
there are not any studies that
have been conducted that measure said information in a way
that can be used for their purposes.

They note the importance of learner-learner interaction as a
major pedagogical design; however,
they continued to note the lack of available research.
METHODS SUMMARY
Measurement
The primary concepts/variables in this study were the
observations of the amount of
discussion posts by students in 39 different courses across 4
disciplines (College of Education,
College of Business, College of Arts and Sciences and the
College of Health Sciences). The
identified independent variable was the 4 categories of
discipline; the dependent variable was the
overall interactions per student per week. The conceptual or
operational definition of these
variables was not mentioned beyond the above listed
information. The authors did not address
whether the measures were valid or reliable.
Research Design
Although the authors in this study did not explicitly state the
specific research design, one
can infer the researchers used a Randomized-to Groups Pretest-
Posttest Design. Maturation

could be a threat to the internal validity because of the time
elapsed between the pretest and
between posttest 1 and 2. Experimenter effects could also be a
threat to internal validity because
ARTICLE CRITIQUE 4
the study does not assure the reader that experimenter bias has
not influenced the results. Subject
effects could also be a threat to internal validity. Students may
have responded differently
knowing they were part of a study. The authors did not address
whether or not the children knew

they were being videotaped or used for a research study, which
may have affected their behavior
and responses. Because this study only included a sample from
the majority one race/ethnic
group (White), and was not specific to the SES of the
participants, there is a clear threat to
external validity. The study may not be generalized
appropriately to a larger population.
Sampling
The population that the authors wanted to study was
interdisciplinary students enrolled in
online courses. The population from which the sample was
taken does not represent all of the
appropriate people. The sample was taken from Graduate online
courses at a major university in
the Rocky mountain region from four different disciplines. The
sample is limited in that it
excludes all students besides graduate students. There was no
mention of a specific sampling
technique that was used. I presume that it was a convenience
sample. Additionally, there was
not any address of the implications of the sampling technique
for the findings.

There may be issues with external validity based on the limited
population of the sample.
Since they only sampled graduate courses, it cannot be
generalized that the results would be
similar for other class levels. The difference in intensity for
graduate courses compared to
undergraduate courses is not noted as it should be.
Data Collection
The researchers collected data based on observations of the
number of discussion posts
per student per week in each course across the four disciplines.
The advantage of this data
collection is that the information from the courses was archived
and researchers needed only to

ARTICLE CRITIQUE 5
count the amount of discussion posts. The disadvantages to this
use of data collection include
human error in counting, as well as the lack of distinction
between quality and quantity of the
posts.
Data Analysis Critique
The data was organized using SPSS 15.0 statistical software.
Descriptive statistics were
utilized to summarize, organize and simplify the data collected
for the study Additionally, a one-
way analysis of variance was used to find the relationship
between the dependent variable and
the nominal independent variable, discipline. Follow -up tests
were conducted to analyze the
pairwise differences among the mean and Scheffe’s post hoc
comparison test was employed for

this purpose.
Results Critique
The major findings of the study were that “the mean number of
interactions per student
per week was 4.76; the standard deviation for this variable was
3.89” (Jain et al, 2011, p. 541).
The use of a one way analysis of variance was conducted and
concluded that “differences in
discipline accounted for 22% of the variance of the dependent
variable” (Jain et al, 2011, p.
542). The results showed that the overall interaction in Arts &
Science courses was significantly
different than the overall interaction in Health Science courses.
The interaction in Business
courses was significantly different than both, the interaction in
Health Science courses and the
interaction in education courses. But no significant differences
were found between the
interactions in Arts & Sciences courses and interaction in
Business courses and interaction in
health Science courses and between interaction in education
courses and the interaction in Arts &
Sciences courses. Overall, the health sciences courses had a

higher interaction rate than the rest,
leading the authors to conclude that the “interactivity in an
online class depends on the discipline
ARTICLE CRITIQUE 6
it belongs to” (Jain et al, 2011, p. 543). I am not highly
confident in the results because of the
nature of the data collection as well as the limited sample used.
Additionally, they do not
provide for a practical use.

Implications of the Findings Critique
The conclusions that the authors reached were that interactivity
was different based on
the discipline of the course; these conclusions are appropriate
but the author did not provide
practical implications of the study. The only implications the
author noted was that additional
research would need to be conducted. The authors did not
provide any practical information on
how the conclusions of this study could be used to further
develop courses. In my opinion, the
significance of findings was minimal for my area of interest.
Online education design and
implementation is my area of interest and I did not find this
study to be particularly helpful or
beneficial.
My Contribution
Overall the study did not provide any practical information. I
would suggest adjusting
the data collection method to include additional information
about the particular students from
whom data was being collected (Are they full time or part time?
Are they married? Do they have

children? Do they work? If yes, do they work part time or full
time?). The information gathered
as to which students provided higher levels of interaction would
be far more beneficial in
designing online courses. I would keep the data collection of
the graduate students, but also
expand it to include undergraduate as well. I feel it is
important to note the difference in
interaction between graduate level business courses and
undergraduate level business courses.

ARTICLE CRITIQUE 7
Simply knowing that there is a difference among interactions
does not provide any beneficial
information in developing courses and activities designed to
increase interaction.
The authors noted on more than one occasion the lack of
research already in this field;
however, I felt that their contribution should have been more
significant. They conducted this
study, which in my opinion, still leads to a lack of necessary
research.
Additionally, the actual layout of the information in their paper
is not easy to navigate
through. There was key information that was left out such as
the sampling technique used, as
well as any external factors that were not controllable. I would
suggest changing the layout of
the article and address key information in a clear and easy to
follow way. The independent and
dependent variables were not clearly addressed until the Results
section of the article, when they
should have been listed at the beginning of the Methods section.
The Theoretical Framework section was well laid out and the
authors did a good job of

defining any new terms that they used; however, they lacked a
clear connection between the
question and the theoretical framework. They were not clear as
to specifically what the
theoretical framework had to do with the questions at hand.
Further, the purpose of the study
was mentioned in the theoretical framework section as opposed
to the opening portion of the
study. The paper also noted in the theoretical framework that
said purpose was “one of the
purposes” (2011, p. 541), but another purpose was never clearly
identified. I think it is important
to lay out a clear purpose toward the beginning of the article so
that the reader can easily identify
what they will get out of the article.
As mentioned above, there was a significant lack of practical
implementations. The
results failed to provide information and suggestions on how to
move forward. They simply
suggest that interaction is good based on their theoretical
framework and that in fact there is a

ARTICLE CRITIQUE 8
difference in interaction amongst disciplines. I would change
the procedures of the study to be
able to provide practical uses, such as what can be done to
increase interaction for students who
have additional responsibilities such as full time jobs, spouses,
and children? Information on
when the discussion posts were completed as well as the
timeframe as to how long the students
were given to complete each post, would also be beneficial. I
also feel that information should
be provided on the length of posts, to determine if the students
in each discipline are contributing
quality comments and discussion or are they simply replying

with “yes, I agree”.
In conclusion, I thought that the study lacked focus, and
implications. I felt as though the
authors took the easy way out in stating that “more research was
necessary”, which is generally
true of most studies. I felt as though the authors could have
completed additional data collection
in relation to the particular students in each course as well as
expanded the study across
undergraduate courses as well. There was no mention in the
article about specifically studying
graduate students. I was disappointed in the article; I did not
feel as though I gained any
information from reading it, other than a conclusion that I could
have inferred on my own.

9 ARTICLE CRITIQUE
References
Jain, P., Jain, S., Jain, S., (2011). Interactions among online
learners: a quantitative
interdisciplinary study. Education, 131, 3, p. 538-544.
References
Walker, D. D., Stephens, R., Roffman, R., DeMarce, J., Lozano,
B., Towe, S., & Berg, B.
(2011). Randomized controlled trial of motivational
enhancement therapy with
nontreatment-seeking adolescent cannabis users: A further test
of the teen marijuana check-
up. Psychology of Addictive Behaviors, 25(3), 474-484.
doi:10.1037/a0024076

10 ARTICLE CRITIQUE
NRS-493 Individual Success Plan
REQUIRED PRACTICE HOURS: 100 Direct Clinical
Experience (50 hours
community/50 hours leadership) – 25 Indirect Clinical
Experience Hours.
P
R
A
C
T
I

C
E
I
M
M
E
R
S
I
O
N
Complete Contact Information
Student Information GCU
Name: Tristine Laffoon
E-mail: [email protected]
Phone Number: 918-441-1017
Course Faculty Information GCU
Name: Teresa Mosley

Practicum Mentor Information Practice Setting
Name: Christie Turley
MOU signed & uploaded to
Instructor in LoudCloud via
Individual Forum
Yes ► X No ►
If no, is an existing Affiliation Agreement on file?
ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for
NRS-493, the
Professional Capstone and Practicum course. An individual
success plan maps out what
you, the RN-to-BSN student, needs to accomplish in order to be
successful as you work
through this course and complete your overall program of study.
You will also share this
with your preceptor at the beginning and end of this course so
that he or she will know
what you need to accomplish.
In this ISP, you will identify all of the objectives and
assignments relating to the 100
direct clinical practice experience hours and the 25 indirect
clinical practice hours you

need to complete by the end of this course. Use this template to
specify the date by which
you will complete each assignment. Your plan should include a
self-assessment of how
you met all applicable GCU RN-to-BSN Domains &
Competencies (see Appendix A).
This study source was downloaded by 100000820201108 from
CourseHero.com on 05-18-2022 22:01:37 GMT -05:00
https://www.coursehero.com/file/99484129/tristine-NRS-493-
IndividualSuccessPlandocx/
GENERAL REQUIREMENTS
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
clinical practice experience 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 (see Appendix
A).
Completing your ISP does not earn clinical practice experience
hours, nor does
telephone conference time, or time spent with your preceptor.
• Within the Individual Success Plan, ensure you identify all
graded course assignments
and indirect clinical assignments listed in the table on the next
page.
Application-based
Learning Course
Assignments
List of Current Course
Objectives
Number of
Clock
Hours
Associated
with Each
Assignment
Assignment
Date Due
Self-Assessment:
GCU RN-to-BSN
University Mission Critical

Competencies and
Programmatic Domains &
Competencies
(see Appendix A)
WEEK 1
Course mentor
Identification and
approval process
Pre-conference
Individual Success
Plan
Capstone change
project topics
Lopes Activity Tracker
Reflective Journal
Discussion topic 1&2
Agreement between
Grand Canyon
University and HillCrest
Hospital
Develop ISP and share
ideas with mentor.
Submit documentation
for Course Mentor

identification process
Plan for a capstone
research project
10 5/16/2021
11:59:59
Discussion
topic due
dates
#1 5/12/21
11:59:59
#2 5/14/21
11:59:59
MCI-MC5 Domains 1.1: 2.3: 3.4:
4.1: 5.1
WEEK 2
Capstone Topic
Summary,
Selection, and
Approval
Lopes Activity
Tracker
Reflective Journal
Identify a topic

problem, and
opportunities to
improve patient care,
and outcomes, within a
clinical practice setting.
Determine evidence‐
based solutions Identify
strategies for logistical
Implementation of a
10 5/23/2021
11:59:59
Discussion
topic due
dates
#1 5/19/21
11:59:59
MCI-M5 Domains 1.1: 1.2: 1.3:
1.4 :2.1:2.2: 2.3 3.1:3.2: 3.3 3.4:
4.1: 4.3: 5.1: 5.2
Discussion topic

1&2
solution. Use the PICOT
process in analyzing a
clinical problem or
organization issue.
#2 5/21/21
11:59:59
WEEK 3
PICOT Statement
Paper (Discussion
with mentor)
Lopes Activity
Tracker
Discussion topic
1&2
Reflective journal
Benchmark
Capstone Change
Project Objectives
1. Evaluate evidence-
based research and other
appropriate resources to
inform the development
of a change plan.
2. Identify strategies for

logistical
implementation of
proposed solutions.
3. Demonstrate the
ability to evaluate levels
of evidence into a
concise format.
4. Integrate evidence,
clinical judgment, inter-
professional
perspectives, and patient
preferences in planning,
implementing, and
evaluating outcomes of
care.
10 5/30/2021
11:59:59
Discussion
topic due
dates
#1 5/26/21
11:59:59
#2 5/28/21
11:59:59
MC1-MC5: Domai.3ns 1.1:
1.2:1.3: 1.4: 2.1: 2.2:2.3: 3.1:

4.14.2: 4.3: 5.1:5
WEEK 4
Evidence-Based
Practice Proposal
Development Plan 2
Literature
Evaluation Table
Lopes Activity
tracker
Reflective journal
Discussion topic
1&2
Capstone Change
Project Outcomes
1. Evaluate evidence-
based research and other
appropriate resources
for the development of a
change plan.
2. Identify strategies for
logistical
implementation of
proposed solutions.
3. Demonstrate the
ability to evaluate levels
of evidence into a

concise format.
4. Integrate evidence,
clinical judgment, inter-
professional
perspectives, and
patients' preferences in
planning, implementing,
and evaluating
outcomes of care.
10 6/06/2021
11:59:59
Discussion
topic due
dates
#1 6/2/21
11:59:59
#2 6/4/21
11:59:59
MC1-MC5 Domains 1.1: 1.2: 1.3:
1.4: 1.5: 2.1: 2.2;2.3: 3.1: 4.1:
4.2: 4.3: 5.1: 5.2
WEEK 5
Evidence-Based
Identify the objectives,

strategies, and best
outcomes of the
10 6/13/21
11:59:59
MC1-MC5 Domains 1.1: 1.2: 1.3:
1.5: 2.1: 2.2: 2.3: 3.1: 3.2: 3.4.1:
Practice Proposal
Project
Development and
Implementation
Plan 1 (Practice
Hours Completion
Statement
lopes activity
tracker
Reflective journal
Discussion topic
1&2

Midterm Evaluation
of student
Mid-Conference
evidence-based practice
proposal.
Mapped out steps to
implement the strategies
for change proposal
Find resources to
organize and implement
the proposal.
Establish an evaluation
plan for change
proposal effectiveness
in ensuring adequate
health promotion and
disease prevention
Discussion
topic due
dates
#1 6/9/21
11:59:59
#2 6/11/21
11:59:59
4.2; 4.3: 5.1:5.2: 5.3:5.4:

WEEK 6
Evidence-Based
Practice Proposal
Project
Development and
Implementation
Plan 2 (Literature
Review with
Mentor
Capstone Change
Project resources
Reflective jounal
Lopes activity
tracker
Discussion topic
1&2
Identify the objectives,
strategies, and best
outcomes of the
proposal.
Find resources to
organize and implement
the proposal.
Analyzing how current
research supports the
PICOT, as well as

identifies what is known
and what is not known
in the evidence.
10 6/20/2021
11:59:59
discussion
topic due
dates
#1 6/16/21
11:59:59
#2 6/18/21
11:59:59
MC1-MC5 Domains 1.1: 1.2: 1.3:
1.4; 1.5: 2.1; 2.2: 2.3: 3.1: 3.2:
3.3: 3.4: 4.1: 4.2: 4.3: 5.1:5.2:
5.3: 5.4:
WEEK 7
Change Proposal
Project Evaluation
and Dissemination
Plan
Lopes activity
tracker
Reflective journal

Discussion topic
1&2
Ability to identify ways
of evaluating a proposed
solution. Assess
variables and outcomes
before and after project
implementation using
basic statistics. Address
plans of making
evidence for change
proposal known.
Employ excellent
communication and
teamwork with
interdisciplinary
10 6/27/2021
11:59:59
Discussion
topic due
dates
#1 6/23/21
11:59:59
#2 6/25/21
11:59:59
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: 3.4: 4.1: 4.2, 4.3: 4.4; 4.5:
5.1: 5.2: 5.3: 5.4: 5.5
members to deliver the
best evidence-based
patient care.
WEEK 8
Change Proposal
Project Evaluation
and Dissemination
Plan 2
Practice Hours
Completion
Statement
Reflective journal
Lopes activity tracker
Discussion topic 1&2
Apply evidence-based

research steps and
processes required as
the foundation to
address clinically
oriented problem or
issue in future practice.
Address plans of
making evidence for
change proposal known.
Employ excellent
communication and
teamwork with
interdisciplinary
members to deliver the
best evidence-based
patient care.
10 7/04/2021
11:59:59
Discussion
topic due
dates
#1 6/30/21
11:59:59
#2 7/2/21
11:59:59

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, 3.4, 4.1, 4.2, 4.3, 4.4,
4.5, 5.1, 5.2, 5.3, 5.4, 5.5
WEEK 9
Evidence-Based
Practice Proposal
Project 1(Capstone
Project Change
Proposal)
Lopes activity
tracker
Reflective journal
Discussion topic
1&2
Present a professional
comprehensive change
initiative.
Apply new knowledge
and skill to nursing
practice watching the
process of evidence-
based research
utilization by nursing
staff.
Analyze research
studies for use as

in healthcare settings.
Be an active
interprofessional
collaborator in
leadership, skills and
decision-making to
provide in providing
high-quality patient care
Know the organization
and other barriers that
can derail change
proposals to affect
10 711/2021
11:59:59
Discussion
topic due
dates
#1 7/7/21
11:59:59
#2 7/9/21
11:59:59
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

health care delivery and
practice.
Effectively
communicate and
exemplify good
leadership traits in
ensuring a successful
implementation of the
change initiative.
WEEK 10
Evidence-Based
Practice Proposal
Project 2
Benchmark &
Professional
Capstone and
Practicum
Reflective Journal
Individual Success
Plan

Lopes activity
tracker
Post Conference
Present a professional
comprehensive change
initiative.
Apply new knowledge and
skill to nursing practice
watching the process of
evidence-based research
utilization by nursing staff.
Analyze research studies for
use as evidence-based
practice in healthcare
settings.
Be an active
interprofessional collaborator
in leadership, skills and
decision-making to provide
in providing high-quality
patient care
Know the organization and
other barriers that can derail
change proposals to affect
health care delivery and
practice.
Effectively communicate and
exemplify good leadership
traits in ensuring a successful

change initiative.
10 7/18/2021
11:59:59
Discussion
topic due
dates
#1 7/14/21
11:59:59
#2 7/16/21
11:59:59
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
Personal evaluation
with mentor
7/18/21

11:59:59
Scholarly Activity 7/18/21
11:59:59
Comprehensive Log
of Practice
Immersion Hours
100. 7/11/2021
1:59:59
MC2; MC5
Domain 1.1; 1.2; 1.3; 1.4; 1.5
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.
Preceptors will sign upon initial receipt and at the end of the
course to confirm that
assignments have been complete with your guidance.
Student Signature
Name: Tristine Laffoon
Date: 5/14/2021

Mentor Signature [Upon Initiation of Course]
Name: Christie Turley
Date: 5/14/21
Mentor Signature [Upon Completion of Course]
Name: Week 10 mentor signs when date assignment completed
is filled in.
Date:
APPENDIX A:
GCU RN-to-BSN Domains & Competencies
• 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
values-based decisions made
from a Christian perspective.
• 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.
Competencies:
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
have acquired a
body of nursing knowledge built on a theoretical foundation of
liberal arts,
science, and nursing concepts that will guide professional
practice.
Competencies:
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

be able to utilize the
nursing process to provide safe quality care based on nursing
best practices.
Competencies:
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
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.
Competencies:
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
be able to provide
holistic individualized care that is sensitive to cultural and
spiritual aspects of the
human experience.
Competencies:
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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Application-based
Learning Course
Assignments
List of Current
Course Objectives
Assignment
Date Due
Self-Assessment:
Programmatic
Domains &
Competencies
(see Appendix A)
Self-Assessment:
GCU RN-to-BSN
University Mission
Critical Competencies
(see Appendix A)
Date
Assignment

Completed
Week 1
Preconference Call 8/16/2020 1:1 MC1
Develop Individual Success
Plan
Create a plan for
successful
completion of the
course.
8/16/2020 1:1; 2:1 MC1;MC2; MC5
Identify Capstone Change
Project Topics
Demonstrate
interprofessional
collaboration during
the creation of the
capstone project
change proposal.
8/16/2020 1:1; 1:2; 1:3
2:1; 2:2; 2:3
3:2; 3:4
MC1; MC2; MC4;MC5
Reflective Journal Writing Integrate reflective
practice in the form

of a reflective
journal.
8/16/2020 1:1; 1:2; 1:3; 1:4
2:2; 2:2; 2:3
3:2; 3:4
4:1; 4:3
5:1; 5:3; 5:4
MC1; MC2; MC4; MC5
Week 2
Capstone Topic Summary
Demonstrate
interprofessional
the creation of the
capstone project
change proposal.
8/23/2020 1:2; 1:3; 1:4
2:3
3:2
5:2; 5:4

MC1; MC2; MC5
Capstone Project Topic
Selection and Approval
supporting journal articles
Demonstrate
interprofessional
the creation of the
capstone project
8/23/2020 1:1; 1:2; 1:3; 1:4
2:1; 2:2; 2:3
5:1; 5:4
MC1; MC2; MC3; MC4;
MC5
https://www.coursehero.com/file/67237354/Week1-ISPdocx/
change proposal.
Develop a solution to
address a clinical
practice issue to

improve patient
outcomes.
Connect the
developed solution of
a clinical practice
issue with how it will
affect nursing
practice.
Identify a clinical
practice problem or
an organizational
issue within a
community clinical
practice setting.
Connect the
identified clinical
practice problem or
organization issue to
the implications it
would have on
nursing practice.
practice into the
practicum reflective
journal.
8/23/2020
1:1; 1:2; 1:3; 1:4
2:2; 2:2; 2:3

3:2; 3:4
4:1; 4:3
5:1; 5:3; 5:4
MC1; MC2; MC4; MC5
Week 3
Develop PICOT question
and write paper
Create a PICOT
question
incorporating an
evidence-based
nursing practice
8/30/2020 1:1; 1:2; 1:3; 1:4; 1;5
2:1; 2:2; 2:3
3:1; 3:2; 3:4
MC1; MC2; MC3; MC4;
MC5

intervention. 4:1; 4:3
5:1; 5:4
Benchmark - Capstone
Change Project Objectives
Critique evidence-
based research to
support the
development of the
capstone project
change proposal.
Create objectives for
an evidence-based
nursing practice
change proposal.
Demonstrate
interprofessional
the creation of the
capstone project
change proposal.
8/30/2020 1:1; 1:2; 1:3; 1:4; 1:5
2:1; 2:2; 2:3; 2:4
4:1; 4:3
5:1; 5:4

MC1; MC2; MC3; MC4
practice into the
journal.
8/30/2020 1:1; 1:2; 1:3; 1:4
2:2; 2:2; 2:3
3:2; 3:4
4:1; 4:3
5:1; 5:3; 5:4
MC1; MC2; MC4; MC5
Week 4
Literature Evaluation Table Synthesize evidence-
based research data
to support the
development of the
capstone project
change proposal.
09/06/2020 1:3; 1:4; 1:5
2:1; 2:2; 2:3
4:1
MC1; MC2; MC4; MC5

Capstone Change Project
Outcomes
Identify a change or
nursing theory to
support the nursing
intervention for the
capstone project
09/06/2020 1:1; 1:2; 1:3; 1:4; 1:5
2:1; 2:2; 2:3; 2:4
4:1; 4:3
MC1; MC2; MC3; MC4
change proposal.
Write measurable
outcomes for the
evidence-based
nursing practice
intervention used in
the capstone project
change proposal.

Demonstrate
interprofessional
the creation of the
capstone project
change proposal.
5:1; 5:4
practice into the
journal.
09/06/2020 1:1; 1:2; 1:3; 1:4
2:2; 2:2; 2:3
3:2; 3:4
4:1; 4:3
5:1; 5:3; 5:4
Week 5
Practice Experience Mid-
Conference
09/13/2020 1:1 MC1
Midterm Evaluation of
Student
09/13/2020

Clinical Practice Experience
Remediation – if required
09/13/2020
Strategic Plan Summary Assess the
organization and
community for key
stakeholders.
Assess the culture of
the organization for
potential challenges
in incorporating the
09/13/2020 1:1; 1:2; 1:3; 1:4; 1:5
2:1; 2:2; 2:3; 2:4
4:1; 4:3
5:1; 5:4
MC1; MC2; MC3; MC4
nursing practice
intervention.

Create a strategic
plan defining how
the nursing practice
intervention would
be implemented in
change proposal.
Demonstrate
interprofessional
collaboration
throughout the
creation of the
capstone project
change proposal.
practice into the
journal.
09/13/2020 1:1; 1:2; 1:3; 1:4
2:2; 2:2; 2:3
3:2; 3:4
4:1; 4:3
5:1; 5:3; 5:4
MC1; MC2; MC4; MC5
Week 6

Literature Review Table Synthesize evidence-
based research data to
support the
development of the
capstone project
change proposal.
09/20/2020 1:1; 1:2; 1:3; 1:4; 1:5
2:1; 2:2; 2:3
4:1; 4:3
MC1; MC2; MC4; MC5
Resources
Identify a change or
nursing theory to
support the nursing
intervention for the
capstone project
change proposal.
Write measurable
outcomes for the
09/20/2020 1:1; 1:2; 1:3; 1:4; 1:5
2:1; 2:2; 2:3; 2:4
4:1; 4:3

5:1; 5:4
MC1; MC2; MC3; MC4
evidence-based
nursing practice
intervention used in
change proposal.
Demonstrate
interprofessional
the creation of the
capstone project
change proposal.
practice into the
journal.
09/20/2020 1:1; 1:2; 1:3; 1:4
2:2; 2:2; 2:3
3:2; 3:4

4:1; 4:3
5:1; 5:3; 5:4
MC1; MC2; MC4; MC5
Week 7
Evaluation Plan
Determine how the
capstone project
change proposal could
be disseminated to
leadership.
Create a plan to
evaluate outcomes of
the proposed nursing
practice intervention
used in the change
proposal.
Demonstrate
interprofessional
the creation of the
capstone project
change proposal.
09/27/2020 1:1; 1:2; 1:3; 1:4; 1:5
2:1; 2:2; 2:3

4:1; 4:3
5:1; 5:4
MC1; MC2; MC3; MC4;
practice into the
09/27/2020 1:1; 1:2; 1:3; 1:4
2:2; 2:2; 2:3
MC1; MC2; MC4; MC5
journal. 3:2; 3:4
4:1; 4:3
5:1; 5:3; 5:4
Week 8
Benchmark-Capstone Project
Change Proposal

Produce a written
comprehensive
evidence-based
capstone project
change proposal using
components
developed in prior
topics of the course.
Integrate a plan for
evaluating the nursing
intervention in the
written comprehensive
evidence-based
capstone project
change proposal.
Integrate a change or
nursing theory into the
written comprehensive
evidence-based
capstone project
change proposal.
Identify potential
barriers to the
change proposal.
Integrate how the
identified potential
barriers will be
overcome.
Demonstrate
interprofessional

the creation of the
capstone project
10/04/2020 1:1; 1:2; 1:3; 1:4; 1:5
2:1; 2:2; 2:3
3:1; 3:2; 3:3; 3:4
4:1; 4:2; 4:3
5:1; 5:2; 5:3; 5:4
MC1; MC2; MC3; MC4;
MC5
change proposal.
practice into the
journal.
10/04/2020 1:1; 1:2; 1:3; 1:4
2:2; 2:2; 2:3

3:2; 3:4
4:1; 4:3
5:1; 5:3; 5:4
MC1; MC2; MC4; MC5
Week 9
Capstone Project Change
Proposal Presentation for
Faculty Review and
Feedback
(professional presentation)
Design a professional
presentation for
dissemination of the
capstone project
change proposal.
Demonstrate
interprofessional
the creation of the
capstone project
change proposal.
10/11/2020 1:1; 1:2; 1:3; 1:4; 1:5
2:1; 2:2; 2:3
3:1; 3:2; 3:3; 3:4

4:1; 4:2; 4:3
5:1; 5:2; 5:3; 5:4
MC1; MC2; MC3; MC4;
MC5
practice into the
journal.
10/11/2020 1:1; 1:2; 1:3; 1:4
2:2; 2:2; 2:3
3:2; 3:4
4:1; 4:3
5:1; 5:3; 5:4
MC1; MC2; MC4; MC5
Week 10
Capstone Project Change
Proposal Presentation
Present the capstone
project change
proposal to an
interprofessional
group of leaders.

Demonstrate
interprofessional
collaboration in the
dissemination of the
capstone project
10/18/2020 1:1; 1:2; 1:3; 1:4; 1:5
2:1; 2:2; 2:3
3:1; 3:2; 3:3; 3:4
4:1; 4:2; 4:3
5:1; 5:2; 5:3; 5:4
MC1; MC2; MC3; MC4;
MC5
change proposal.
Individual Success Plan
Demonstrate
achievement of the

course objectives in
the written completion
of the Individual
Success Plan (ISP).
10/18/2020 1:2; 1:3; 1:4
2:1; 2:3
3:2
4:3
MC1; MC2; MC5
Benchmark – Professional
Capstone and Practicum
Reflective Journal
Integrate self-
reflective practice in
summarizing the
journal entries.
10/18/2020 1:1; 1:2; 1:3; 1:4; 1:5
2:1; 2:2; 2:3
3:1; 3:2; 3:3; 3:4
4:1; 4:2; 4:3
5:1; 5:2; 5:3; 5:4

MC1; MC2; MC3; MC4;
MC5
Scholarly Activity
10/18/2020
Practice Experience Post
Conference
10/18/2020
Indirect Clinical Practice
Experience
10/18/2020
Student Evaluation of
Preceptor and Site
10/18/2020
Final Evaluation of Student
by Preceptor
10/18/2020
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NRS-493 Individual Success Plan
REQUIRED PRACTICE HOURS: 100 Direct Clinical
Experience (50 hours community/50 hours leadership) – 25
Indirect Clinical Experience Hours.
P
R
A
C
T
I
C
E
E
X
P
E
R
I
E
N
C
E
Complete Contact Information
Student Information
GCU
Name:
E-mail:

Phone Number:
Course Faculty Information
GCU
Name:
E-mail:
Phone Number:
Practicum Preceptor Information
Practice Setting
Name:
E-mail:
Phone Number:

ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for
NRS-493, the Professional Capstone and Practicum course. An
individual success plan maps out what you, the RN-to-BSN
student, needs to accomplish in order to be successful as you
work through this course and complete your overall program of
study. You will also share this with your preceptor at the
beginning and end of this course so that he or she will know
what you need to accomplish.
In this ISP, you will identify all of the objectives and
assignments relating to the 100 direct clinical practice
experience hours and the 25 indirect clinical practice hours you
need to complete by the end of this course. Use this template to
specify the date by which you will complete each assignment.
Your plan should include a self-assessment of how you met all
applicable GCU RN-to-BSN Domains & Competencies (see
Appendix A). General Requirements
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 clinical practice experience 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 (see Appendix A).
Completing your ISP does not earn clinical practice experience
hours, nor does telephone conference time, or time spent with
your preceptor.
· Within the Individual Success Plan, ensure you identify all
graded course assignments and indirect clinical assignments
listed in the table on the next page.

Topic
Graded Assignment
Indirect Clinical Assignments
Topic 1
1. Individual Success Plan
2. Reflection Journal Entry
1. List of potential topics for the change proposal
Topic 2
1. Topic Selection Approval Paper
1. Search the literature for supporting journal articles
2. Summary of topic category; community or leadership
Topic 3
1. PICOT Question Paper
1. List of objectives
Topic 4
1. Literature Evaluation Table
1. List of measurable outcomes
Topic 5
1. Summary of the strategic plan
2. Midterm Evaluation Tool
Topic 6
1. Literature Review Table
1. List of resources
Topic 7

1. Summary of the evaluation plan
2. Remediation-if required
Topic 8
1. Benchmark Written Capstone Project Change Proposal
Topic 9
1. Professional Presentation
Topic 10
1. Finalized ISP
2. Scholarly Activity Summary
3. Benchmark-Reflection Journal Summary
1. Summary of presentation
2. Final Clinical Evaluation Tool
3. Practice Clinical Evaluation Tool-Agency
4. Practice Clinical Evaluation Tool-Preceptor

Application-based Learning Course Assignments
List of Current Course Objectives
Assignment
Date Due
Self-Assessment:
Programmatic Domains & Competencies
(see Appendix A)
Self-Assessment:
GCU RN-to-BSN
University Mission Critical Competencies
(see Appendix A)
Date
Assignment
Completed

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.
Preceptors will sign upon initial receipt and at the end of the
course to confirm that assignments have been complete with
your guidance.
Student Signature
Name:
Date:
Preceptor Signature [Upon Initiation of Course]
Name:
Date:
Preceptor Signature [Upon Completion of Course]
Name:
Date:
© 2015. Grand Canyon University. All Rights Reserved.
© 2015. Grand Canyon University. All Rights Reserved.
APPENDIX A:
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
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 are required to develop skills and
knowledge associated with their professional role. Courses
require students to develop self-leadership skills such as time
management, setting priorities, self-control, and evaluation of
their abilities and performance.
B. Domains and Competencies
How does this Individual Success Plan support the Program
Domains and Competencies?
Domain 1: Professional Role
be able to incorporate professional values to advance the

nursing profession through leadership skills, political
involvement, and life-long learning.
Competencies:
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
have acquired a body of nursing knowledge built on a
theoretical foundation of liberal arts, science, and nursing
concepts that will guide professional practice.
Competencies:
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
be able to utilize the nursing process to provide safe quality
care based on nursing best practices.
Competencies:
3.1: Utilize the nursing process to provide safe and effective
care for patients across the lifespan
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
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.
Competencies:
4.1: Utilize patient care technology and information
management systems.
4.2: Communicate therapeutically with patients.
4.3: Promote interprofessional collaborative communication
with health care teams to provide safe and effective care.
Domain 5: Holistic Patient Care
be able to provide holistic individualized care that is sensitive
to cultural and spiritual aspects of the human experience.
Competencies:
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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