NRS-465 Individual Success Plan: Complete Guide + Fully Worked Example (2026)
Written by: Sarah M. Nguyen, MSN, RN-BSN | Edited & Posted by Dan Palmer | Updated: June 8, 2026
NRS-465 Individual Success Plan
Everything a busy RN-to-BSN student needs to understand, complete, and submit a passing ISP, including a full sample with self-assessment entries already written.
| Quick Overview
The NRS-465 Individual Success Plan (ISP) is a structured planning and self-assessment form required in Grand Canyon University’s Applied Evidence-Based Project and Practicum course. It maps your 40 direct clinical practice hours and all 10-topic course assignments to GCU’s programmatic domains and mission-critical competencies. It must be submitted with your preceptor’s handwritten signature (electronic signatures are not accepted). This guide walks you through every section of the 2026 updated template with a fully completed example so you can submit with confidence. |
The Assignment
Planning is the key to successful completion of this course and program-related objectives. The Individual Success Plan (ISP) assignment requires early collaboration with the course faculty and your clinical preceptor. Learners must establish a plan for successful completion of:
- The required 40 direct clinical practice experience hours.
- Completion of work associated with program competencies.
- Work associated with completion of the learner’s capstone project change proposal.
Learners will use the Individual Success Plan to develop an individual plan for completing practice hours and course objectives. As a part of this process, learners will identify the number of hours set aside to meet course goals.
Learner expectations and instructions for completing the ISP document are provided in the “NRS-465 Individual Success Plan” template.
The Individual Success Plan is a clinical document that is necessary to meet clinical requirements for this course. Therefore, the form should be submitted with the preceptor’s hand-written signature. A typed electronic signature will not be accepted.
Learners should apply concepts from prior courses to critically examine and improve their current practice. Learners are expected to integrate scholarly readings to develop case reports that demonstrate increasingly complex and proficient practice.
After the ISP has been developed by the learner and approved by the course faculty, learners will initiate a preconference with the faculty and preceptor to review the ISP.
What Is the NRS-465 Individual Success Plan?
The NRS-465 Individual Success Plan is a clinical planning document — not a written essay — that every RN-to-BSN learner at Grand Canyon University must complete during Topic 1 of NRS-465. It functions as a formal contract between you, your course faculty, and your practicum preceptor, outlining exactly what you need to accomplish by the end of the 10-week course.
According to GCU’s 2026 course framework, the ISP serves three primary purposes: mapping your route to 40 direct clinical practice hours, aligning each graded assignment to specific GCU programmatic domains, and providing a self-assessment framework you complete in Topic 10 once the course is finished.
Think of it as a GPS for your entire capstone experience. Without it, you have no approved roadmap and your preceptor has no formal context for what you are trying to accomplish.
| 2026 Version Update
The current 2026 template requires 40 direct clinical hours (in an approved leadership OR community practicum setting). Older versions found on Studocu and CourseHero required 100 direct hours plus 25 indirect hours. If you are working from a downloaded template, verify it matches your course syllabus before filling it out. |
Who Needs to Complete the NRS-465 ISP and When?
Every student enrolled in NRS-465: Applied Evidence-Based Project and Practicum at GCU is required to complete and submit the ISP. It is due in Topic 1 — the very first week of the course — so there is no time to put it off.
The ISP timeline has two key checkpoints:
- Topic 1: Topic 1: Fill out the assignment table with your planned due dates and submit with your preceptor’s initial handwritten signature.
- Topic 10: Topic 10: Return to the ISP and complete the self-assessment column, documenting how each assignment helped you meet GCU’s competencies. The finalized ISP is then resubmitted.
| Critical Requirement
The ISP will not be accepted with a typed or electronic preceptor signature. GCU explicitly requires a physical, handwritten signature. Plan to have your preceptor sign a printed copy before Topic 1’s deadline. This often means reaching out to your preceptor several days in advance. |
How to Fill Out the NRS-465 ISP: Step by Step
Completing the ISP involves four distinct sections. Each section below includes exactly what to write and why it matters for your grade and clinical approval.
- Step 1: Complete the Contact Information Table
Enter your full legal name, GCU email, and phone number; your course faculty’s name and contact details; and your practicum preceptor’s name, email, phone, and practice site. This establishes the triad of accountability for your clinical hours.
2. Step 2: Identify Your Approved Clinical Practicum Setting
Specify whether your 40 hours will be completed in a leadership or community practicum. This must be pre-approved by GCU. Hours completed outside an approved site will not count toward your clinical requirement.
3. Step 3: Fill Out the Assignment Planning Table (Column by Column)
This is the heart of the ISP. For every assignment listed (Topics 1 through 10), enter your planned due date in the Date Due column. The programmatic domains and competencies are pre-filled in the template. Review them carefully because you will reflect on them in Topic 10.
4. Step 4: Obtain Preceptor Signatures (Two Required)
Print the completed form. Get your preceptor to sign the Initiation Signature block before submission in Topic 1. At the end of the course, your preceptor signs the Completion Signature block confirming all work was done under their guidance.
What Counts (and Does Not Count) Toward Your 40 Hours
Clinical hours that count: Time physically spent at your approved practicum site completing direct patient care, community assessment, quality improvement activities, or leadership shadowing under your preceptor’s supervision.
Hours that do NOT count: Time spent completing assignments (the ISP itself, written papers, the literature review), telephone conferences with your faculty or preceptor, travel time, or any time not spent at the approved clinical site.
| Pro Tip for Working RNs
Many working nurses use their current employer as their practicum site, but only if the site and preceptor have been formally approved by GCU. Talk to your faculty in Topic 1 about approval requirements. This can dramatically reduce the scheduling burden if you are already working full time. |
Fully Completed NRS-465 ISP Example (2026 Template — 40 Hours)
The following is a complete, worked example of a 2026-version NRS-465 ISP for a fictional but realistic RN-to-BSN student. Use it as a reference, not for direct submission. Pay close attention to the self-assessment language, as this is where most students lose points.
All the names, emails, phone numbers, and organization, and other informaton used in sample are fictitious. They are meant for illustration purpose only.
Section 1: Contact Information
| Learner Name | Jessica R. Morales, RN | Course Faculty | Dr. Patricia Alvarez, DNP, RN |
| jmorales@student.gcu.edu | Faculty Email | palvarez@gcu.edu | |
| Phone | (602) 555-0184 | Faculty Phone | (602) 639-7000 |
| Preceptor | Marcus J. Thompson, MSN, RN-BC | Practice Setting | ValuCare Medical Center, Quality Improvement Dept. (Leadership) |
| Preceptor Email | mthompson@valucarehospital.org | Required Hours | 40 direct clinical practice hours |
Section 2: Assignment Planning Table with Self-Assessments
| Assignment | Topic | Key Objective | Due Date | Domains & Competencies | Self Assessment (Topic 10) |
| Individual Success Plan (ISP) | 1 | 1.1: Create a plan for successful course completion | Week 1, Sunday | MC1, MC2 | Completing the ISP required applying MC1 (Effective Communication) as I coordinated with faculty and preceptor to establish clear expectations. I used MC2 (Critical Thinking) to analyze course requirements and build a realistic timeline around my 12-hour night shifts. |
| Capstone Change Project: Topic Selection | 1 | 1.2 to 1.3: Propose capstone topics; collaborate with preceptor | Week 1, Sunday | MC1, MC2, MC5 | Collaborating with Mr. Thompson to identify a relevant QI issue at the practicum site directly supported Domain 1 (Knowledge for Nursing Practice). My selected topic on reducing CAUTIs emerged from a real gap identified during practicum hours. |
| Benchmark: Capstone Topic Selection and Approval | 2 | 2.2 to 2.3: Identify clinical problem; connect to nursing practice implications | Week 2, Sunday | MC1, MC2, Domain 7.1 | Faculty approval of my CAUTI reduction topic reinforced Domain 7.1 (systems-based practice) as I had to articulate how the issue affected patient flow and organizational outcomes across the care continuum. |
| Capstone Change Project: PICOT Question | 3 | 3.1: Develop a PICOT question for an identified nursing practice problem | Week 3, Sunday | MC2, MC3 | Formulating the PICOT question strengthened my ability to connect evidence-based practice with patient safety priorities. I applied MC2 (Critical Thinking) to refine a focused, researchable question on fall prevention in hospitalized older adults. |
| Benchmark: Professional Reflective Journal (Topic 3) | 3 | 3.2: Explain how self-reflection supports ethical comportment and moral courage | Week 3, Sunday | Domain 9.5, 9.6, 10.3 | Reflecting on a challenging practicum interaction where I observed a safety near-miss deepened my understanding of Domain 9.5 (professional identity) and the moral courage required to speak up in high-pressure clinical environments. |
| Capstone Change Project: Literature Evaluation Table | 4 | 4.3: Synthesize evidence-based research data supporting the change proposal | Week 4, Sunday | MC2, MC4 | Evaluating 10 peer-reviewed sources on CAUTI prevention advanced my competency in Domain 4 (Scholarship for Nursing) by requiring me to assess research design, level of evidence, and applicability to my specific practicum population. |
| Benchmark: Midterm CET Evaluation | 5 | Midterm preceptor evaluation of clinical performance | Week 5, Sunday | Domain 1.3, 2.5, 4.2, 6.4, 7.3 | My midterm CET reflected strong performance in Domains 1.3 and 6.4. My preceptor noted my ability to integrate EBP principles into daily team huddles as a standout strength, aligning with Domain 7.3 (innovation and evidence-based practice). |
| Capstone Change Project: Implementation Plan | 5 | 5.2 to 5.4: Develop solution; discuss intervention impact and implementation steps | Week 5, Sunday | MC2, MC5, Domain 3.1 | Designing the CAUTI bundle implementation plan required applying Domain 3.1 (population health management). I mapped the intervention across the nursing unit’s workflow and established measurable outcome metrics for each implementation phase. |
| Benchmark: Capstone Change Project Literature Review | 6 | 6.3: Synthesize evidence-based research for the capstone project | Week 6, Sunday | MC2, Domain 4.1 | Writing a formal literature review advanced my competency in Domain 4.1 by requiring me to synthesize multiple bodies of evidence into a coherent argument for the proposed CAUTI prevention intervention, applying APA 7th edition standards throughout. |
| Benchmark: Change Project Evaluation Plan | 7 | 7.1: Create a plan for evaluating outcomes of the proposed intervention | Week 7, Sunday | Domain 5.1, 3.1 | Designing outcome metrics and evaluation timelines for the CAUTI bundle reinforced Domain 5.1 (quality improvement principles). I applied SMART goal criteria and identified two quantitative measures: CAUTI incidence rate and catheter utilization ratio. |
| Benchmark: Professional Reflective Journal (Topic 7) | 7 | 7.2: Explain how economics, policy, and regulatory requirements impact care outcomes | Week 7, Sunday | Domain 7.2 | Analyzing how CMS non-reimbursement policies for hospital-acquired CAUTIs affect organizational decision-making broadened my understanding of Domain 7.2 (cost-effectiveness of care) and reinforced the financial argument for my proposed intervention. |
| Capstone Change Project: Change Proposal | 8 | 8.1 to 8.3: Synthesize proposal; identify and address potential barriers | Week 8, Sunday | Domain 3.5, 10.2 | Assembling the culminating change proposal required synthesizing six weeks of work into a cohesive clinical document. I applied Domain 3.5 (advocacy strategies) by framing the proposal in terms of patient outcomes and addressed three potential barriers with evidence-based mitigation strategies. |
| Professional Reflective Journal (Topic 9) | 9 | 9.2: Reflect on practicum experience for personal and professional growth | Week 9, Sunday | Domain 10.3 | This reflection prompted meaningful examination of my leadership development throughout the practicum. I documented specific clinical encounters that expanded my capacity for Domain 10.3 (leadership development), particularly in navigating interdisciplinary communication barriers. |
| Benchmark: Capstone Presentation (Faculty Review) | 9 | 9.1: Design a professional presentation for capstone dissemination | Week 9, Sunday | Domain 3.5, 6.3 | Presenting the CAUTI reduction proposal to faculty required applying Domain 6.3 (interprofessional knowledge) as I tailored evidence-based language for a multidisciplinary audience and incorporated faculty feedback to strengthen the final version. |
| Capstone Change Proposal: Dissemination and Reflection | 10 | 10.1 to 10.3: Disseminate proposal; reflect; demonstrate interprofessional collaboration | Week 10, Sunday | MC1, MC2, MC5 | Presenting the final proposal at the practicum site’s quality committee was the most professionally meaningful moment of the course. MC1 (Effective Communication) and MC5 (Leadership) converged as I facilitated discussion and advocated for patient-centered practice change. |
| Finalized Individual Success Plan (this document) | 10 | Complete self-assessment of all competencies | Week 10, Sunday | Domain 9.3 | Completing the full self-assessment embedded in this ISP demonstrated Domain 9.3 (accountability to the individual, society, and profession) by requiring honest, evidence-based reflection on my growth throughout the practicum. |
| Clinical Practice Hours: Lopes Activity Tracker (Final) | 10 | Log and verify all 40 direct clinical hours | Week 10, Sunday | N/A | All 40 direct clinical hours were completed at ValuCare Medical Center Quality Improvement Department under Mr. Thompson’s supervision, documented weekly in the Lopes Activity Tracker and confirmed without discrepancy at course close. |
Section 3: Signature Block
By signing below, the learner agrees to have read, understood, and be accountable for all instructions, assignments, and hours shown above. Preceptors sign upon initiation and completion of the course.
| Learner Signature
Jessica R. Morales, RN Date: _______________ |
Preceptor Signature (Initiation)
Handwritten on printed copy Date: _______________ |
Preceptor Signature (Completion)
Handwritten on printed copy Date: _______________ |
Common Mistakes That Get NRS-465 ISPs Rejected
Most ISP submission problems fall into four predictable categories. Knowing these in advance can save you a week of resubmission delays.
| Common Mistake | The Fix |
| Typed or electronic preceptor signature. GCU will not accept DocuSign or typed names in lieu of handwritten ink. | Email your preceptor in Week 1, not on deadline day. Print the form, meet in person, and get a wet ink signature, then scan and upload. |
| Vague self-assessments such as ‘I met this competency’ with no supporting detail. Faculty expect specific examples from your practicum experience. | Reference a specific assignment, clinical encounter, or practicum moment in each self-assessment cell. Use the domain language directly. |
| Using an outdated template. The 2026 template requires 40 hours. Students using older PDFs from document-sharing sites submit the wrong hour requirements. | Always download the template directly from your GCU LoudCloud course shell in Topic 1. It will be the current, approved version for your cohort. |
| Counting ineligible hours. Phone calls, emails, and time writing papers are not clinical hours. Logging these in the LAT can create deficiencies discovered at course end. | Log hours in the Lopes Activity Tracker weekly, not in bulk at the end. Schedule your practicum visits on your calendar at the start of the course like work shifts. |
How the NRS-465 ISP Connects to GCU Mission Critical Competencies
Understanding the five Mission Critical Competencies (MC1 through MC5) is essential for writing strong self-assessments. Each competency appears across multiple assignments, so connecting them accurately shows faculty you understand the program’s larger goals.
| Competency | What GCU Means By It | How It Appears in NRS-465 |
| MC1: Effective Communication | Clear, assertive, respectful professional communication using nursing terminology | Coordinating with preceptor, writing the ISP, presenting the capstone proposal, submitting scholarly papers |
| MC2: Critical Thinking | Analyzing, synthesizing, and evaluating scientific evidence to improve patient outcomes | PICOT question development, literature evaluation table, literature review, change proposal |
| MC3: Christian Worldview | Applying professional values and ethical reasoning from a clearly articulated values framework | Reflective journals, ethical dimensions of the capstone topic selection |
| MC4: Global Awareness and Ethics | Understanding health disparities, WHO definitions of health, and global determinants of health | Community practicum settings, population health components of the change proposal |
| MC5: Leadership | Self-leadership skills including time management, priority setting, self-evaluation, and professional role development | ISP planning, capstone dissemination, leadership practicum hours, CET evaluations |
How to Work Effectively With Your Preceptor on the ISP
Your preceptor is not a passive signature-giver. The GCU framework expects active collaboration. A preconference — a three-way meeting between you, your faculty, and your preceptor — must happen after faculty approves your ISP and before clinical hours begin.
What to Bring to Your Preceptor Meeting
- A printed copy of your completed ISP for them to review before signing
- A one-page summary of your capstone topic so they can advise on site relevance
- A proposed schedule of practicum hours (days, times, duration) that works within their availability
- A brief explanation of which assignments require preceptor input: capstone topic selection, midterm CET, and final CET
Preceptor Red Flags to Avoid
- Will not sign in person: A preceptor who will only work digitally — this is a non-starter. GCU requires wet ink. Discuss alternatives with your faculty immediately if this is the case.
- A preceptor not approved by GCU: Verify approval status before you invest time in a relationship whose clinical hours may not be validated.
- Contact only on deadline day: Preceptors are busy clinicians. Give them at least one week of lead time for every document requiring their signature.
Frequently Asked Questions
Q1. How many clinical hours are required for the NRS-465 Individual Success Plan?
The 2026 version of the NRS-465 ISP requires 40 direct clinical practice hours in an approved practicum setting (either leadership or community). Older versions required 100 direct hours plus 25 indirect hours. Always confirm with your current course syllabus.
Q2. Can I submit the NRS-465 ISP with an electronic or typed preceptor signature?
No. GCU explicitly states that a typed electronic signature will not be accepted. Your preceptor must sign the printed ISP in ink twice: once at course initiation and once at completion. Plan your printing and meeting logistics well before the Topic 1 deadline.
Q3. Do I earn clinical hours for completing the ISP?
No. Time spent completing the ISP document, writing papers, or speaking with your preceptor by phone does not count toward your 40 required direct clinical hours. Clinical hours are earned only through time physically spent at your approved practicum site under preceptor supervision.
Q4. What happens if I do not complete my 40 clinical hours?
Failing to log all 40 approved clinical hours by the end of Topic 10 typically results in an incomplete or failing grade for NRS-465, which can delay BSN program completion. GCU uses the Lopes Activity Tracker (LAT) to verify hours, and discrepancies identified at course end cannot be retroactively corrected.
Q5. Can I use my current job as my NRS-465 practicum site?
Possibly, but only if your current employer and preceptor have been formally approved by GCU before hours begin. Many working RNs successfully use their workplace, particularly in quality improvement, infection control, or leadership roles. Contact your faculty in Topic 1 to confirm whether your site meets approval criteria.
Q6. Is the NRS-465 ISP submitted to LopesWrite?
No. The ISP is specifically exempt from LopesWrite submission. As a clinical planning document rather than a scholarly paper, it is submitted directly to your faculty through the course platform without plagiarism screening.
| ABOUT THE AUTHOR
Stacy M. Nguyen, MSN, RN-BSN is a registered nurse with 9 years of acute care experience and a graduate of GCU’s RN-to-BSN program. She specializes in nursing education content and has guided over 400 RN-to-BSN students navigate capstone and practicum requirements at GCU, WGU, and Chamberlain. She currently works as a Quality Improvement Coordinator and holds certifications in CPHQ and Infection Prevention. |
