NRS-490-RS Scholarly Activity Summary Paper
NRS-490-RS Scholarly Activity Summary Paper
Throughout the RN-to-BSN program, students are required to participate in scholarly activities outside of clinical practice or professional practice. Examples of scholarly activities include attending conferences, seminars, journal club, grand rounds, morbidity and mortality meetings, interdisciplinary committees, quality improvement committees, and any other opportunities available at your site, within your community, or nationally. NRS-490-RS Scholarly Activity Summary Paper
You are required to post one scholarly activity while you are in the BSN program, which should be documented by the end of this course. In addition to this submission, you are required to be involved and contribute to interdisciplinary initiatives on a regular basis.
Submit, as the assignment, a summary report of the scholarly activity, including who, what, where, when and any relevant take-home points. Include the appropriate program competencies associated with the scholarly activity as well as future professional goals related to this activity. You may use the “Scholarly Activity Summary” resource to help guide this assignment.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
You are not required to submit this assignment to LopesWrite.
This document describes the scholarly activity elements that should be included in a five paragraph summary. You may use this resource to help guide the preparation of the Scholarly Activities assignment, due in Topic 10.
This section consists of a single paragraph that succinctly describes the scholarly activity that you attended/participated in, the target market for the activity, and the benefit of the activity to you.
This section consists of either a short narrative or a list of bullet points that concisely identifies the problems the scholarly activity is designed to solve.
Educate: What is the current state of the activity topic? Explain why this is a problem, and for whom is it a problem? Inspire: What could a nurse achieve by participating in the scholarly activity? Use declarative sentences with simple words to communicate each point. Less is more. NRS-490-RS Scholarly Activity Summary Paper
This section consists of either a short paragraph or a list of bullet points that concisely describes the solution to a proposed practice problem that the scholarly activity addressed and how it addresses the problem outlined in the previous section.
This section consists of short paragraphs that define the opportunity that the scholarly activity is designed to capture. It is important to cover the objectives and goals that were met. How will attending/participating in this scholarly activity help you grow as a nurse?
Program Competencies Addressed
This section consists of a list of program competencies that were addressed in this scholarly activity. Please use the list from the ISP.
APA, cover page, refernces >2014,i will give conference and subject matter on conference I attended.
NRS-490 Individual Success Plan
REQUIRED PRACTICE HOURS: 100
|Complete Contact Information|
|Phone Number:||917-668-1286||Cell 631-805-4005|
|Course Faculty Information||GCU|
|Practicum Mentor Information||Practice Setting|
|Name: Kathleen Olsen||Park Slope Family Health center|
|MOU signed & uploaded to Instructor in LoudCloud via Individual Forum||Yes ► ☐||No ► ☒
If no, is an existing Affiliation Agreement on file? __yes___field counselor
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 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 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 of 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 tasks 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. NRS-490-RS Scholarly Activity Summary Paper
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
University Mission Critical Competencies and
Programmatic Domains & Competencies
(see Appendix A)
|Week 1 Obtain a mentor||Identify Problems||10||11/18/18||Effective Communication||11/18/18|
|Determine clinical problems|
|Wk 2-How can I improve clinic||Define EB solutions||10||11/25/18||Critical thinking||11/25/18|
|Wk 3- Critical thinking||Analyze the problem/picot statement||10||12/2/18||Assessing patients and community needs.||12/2/18|
|Wk-4 How can I implement my change||Utilize the nursing process||10||12/9/18||Leadership skills||12/9/18|
|Wk 5 –Can I get support for my change||Who will benefit from changes||10||12/16/18||Promotion of patient safety and quality of care||12/16/18|
|Wk-6- EBP impacts||Manage patient care||10||12/23/18||Implement patient care decisions based on EBP||12/2318|
|Wk 7-Internal/External methods||What will affect my out comes||10||12/29/18||Collaboration with patient and healthcare team members||12/29/18|
|Wk -8 Evaluation of effectiveness||Did I come up with any data||10||1/6/19||Maintain patient safety, positive outcomes||1/6/19|
|Wk -9 Independent/Dependent Variables||What could be changed||10||1/13/18||Assess for needs of patients and providers. Appropriate interventions for individuals and families||1/13/18|
|Wk -10 Discuss strengths and weaknesses||Did my project work, what can be improved||10||1/20/18||Demonstrates professional standards of practice||1/20/19|
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. NRS-490-RS Scholarly Activity Summary Paper
|Name:||Gregory Catania RN|
|Mentor Signature [Upon Initiation of Course]|
|Mentor Signature [Upon Completion of Course]|
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. NRS-490-RS Scholarly Activity Summary Paper
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.
- 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.