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NRS-465 Individual Success Plan (ISP): How to Complete It + Fully Worked Example
The NRS-465 Individual Success Plan (ISP) is the first assignment due in the NRS-465 Applied Evidence-Based Project and Practicum course at GCU, due in Topic 1, before most students have fully read the syllabus. It is a clinical planning document, not a written essay, and it requires your preceptor’s handwritten ink signature before you can submit. No electronic signatures. No DocuSign.
This guide tells you exactly what to fill in, what to avoid, and includes a fully completed NRS-465 Individual Success Plan example with self-assessment entries already written so you can see what a passing submission looks like.
This assignment is part of the NRS-465 Applied Evidence-Based Project and Practicum sequence at GCU. For a complete guide to every NRS-465 assignment from the ISP through the final presentation, see the NRS-465 Applied Evidence-Based Project and Practicum guide.
NRS-465 Individual Success Plan (ISP) 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.
You are not required to submit this assignment to LopesWrite.
What Is the NRS-465 Individual Success Plan (ISP)?
The NRS-465 Individual Success Plan is a structured clinical contract between you, your course faculty, and your practicum preceptor. It maps three things:
- Your route to 40 direct clinical practice hours in an approved leadership or community practicum setting
- All graded assignments across Topics 1 through 10, with your planned due dates
- A self-assessment framework you complete in Topic 10 showing how each assignment helped you meet GCU’s programmatic domains and Mission Critical Competencies
The ISP has two submission checkpoints:
- Topic 1: Fill in the assignment table with planned due dates. Submit with preceptor’s initial handwritten signature.
- Topic 10: Complete the self-assessment column for every assignment. Resubmit the finalized Individual Success Plan (ISP) with the preceptor’s completion signature.
The ISP is not submitted to LopesWrite. It is a clinical document submitted directly to your faculty through the course platform.
2026 template note: The current NRS-465 ISP requires 40 direct clinical hours. Older templates found on Studocu and CourseHero specified 100 direct hours plus 25 indirect hours. Always download your template from the GCU LoudCloud course shell in Topic 1.
What Counts Toward Your 40 Clinical Hours (and What Does Not)
Hours that count: Time physically spent at your approved practicum site completing direct patient care, community assessment, quality improvement activities, or leadership shadowing under preceptor supervision.
Hours that do NOT count: Time completing written assignments (including the ISP itself), telephone or email contact with faculty or preceptor, travel time, or any time outside the approved clinical site.
Working RN tip: Many nurses use their current employer as the practicum site, which removes the scheduling burden entirely, but only if the site and preceptor are formally approved by GCU before hours begin. Confirm with faculty in Topic 1.
How to Complete the NRS-465 ISP: Step by Step
Step 1, Fill In Contact Information
Enter your full legal name, GCU email, and phone number. Enter your course faculty’s name and contact details. Enter your practicum preceptor’s name, email, phone, and practice site name.
Step 2, Identify Your Approved Practicum Setting
Specify whether your 40 hours will be completed in a leadership or community practicum. GCU must pre-approve the site. Hours completed at an unapproved site will not count.
Step 3, Complete the Assignment Planning Table
For every assignment listed (Topics 1 through 10), enter your planned due date in the Date Due column. The programmatic domains and competencies columns are pre-filled. Read each one, you will reference this language when writing your self-assessments in Topic 10.
Step 4, Obtain Two Preceptor Signatures
Print the completed form. Get your preceptor’s handwritten ink signature in the Initiation block before Topic 1 submission. At course end, your preceptor signs the Completion block confirming all work was completed under their supervision.
Critical: Contact your preceptor at the start of Topic 1, not on deadline day. Preceptors are active clinicians. Build in at least one week of lead time for any document requiring their physical signature.
Download the NRS-465 ISP Template
NRS-465-RS1-IndividualSuccessPlan_New (Click to Download)
NRS-465 Individual Success Plan Example, Fully Completed (2026 Template, 40 Hours)
The following is a complete, worked NRS-465 Individual Success Plan example for a realistic RN-to-BSN student. All names, emails, phone numbers, and organization details are fictitious and for illustration only. Pay close attention to the self-assessment language in the final column, this is where most students lose points.
Need a custom ISP written for your specific preceptor, site, and capstone topic? WhatsApp us: +1 564-544-6924
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 and 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 CAUTI prevention in adult ICU patients. |
| 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 (ISP) | 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
| Learner Signature | Preceptor Signature (Initiation) | Preceptor Signature (Completion) |
|---|---|---|
| Jessica R. Morales, RN | Handwritten on printed copy | Handwritten on printed copy |
| Date: _______________ | Date: _______________ | Date: _______________ |
Download the completed NRS-465 Individual Success Plan example
Common Mistakes That Get NRS-465 ISPs Rejected
| Mistake | The Fix |
|---|---|
| Typed or electronic preceptor signature | Email your preceptor in Week 1, not on deadline day. Print the form, meet in person, get wet ink, scan and upload. |
| Vague self-assessments (“I met this competency”) | Reference a specific assignment, clinical encounter, or practicum moment in each cell. Use the domain language directly. |
| Using an outdated template | Download the template from your GCU LoudCloud course shell in Topic 1, never from Studocu or CourseHero. |
| Counting ineligible hours | Log hours in the Lopes Activity Tracker weekly. Phone calls, emails, and paper-writing time do not count. |
Mission Critical Competencies: What to Write in Your Self-Assessments
Understanding the five Mission Critical Competencies is essential for writing strong Topic 10 self-assessments. Each competency maps to specific assignments across the course.
| Competency | What It Means | Where It Appears in NRS-465 |
|---|---|---|
| MC1: Effective Communication | Clear, assertive, professional communication using nursing terminology | ISP coordination with preceptor, capstone presentation, scholarly papers |
| MC2: Critical Thinking | Analyzing and evaluating scientific evidence to improve patient outcomes | PICOT development, literature evaluation table, literature review, change proposal |
| MC3: Christian Worldview | Applying professional values and ethical reasoning | Reflective journals, ethical dimensions of capstone topic selection |
| MC4: Global Awareness and Ethics | Health disparities, WHO health definitions, global determinants of health | Community practicum settings, population health components of the change proposal |
| MC5: Leadership | Time management, priority setting, self-evaluation, professional role development | ISP planning, capstone dissemination, leadership practicum hours, CET evaluations |
Self-assessment writing rule: Do not write “I met this competency.” Write the specific assignment, the specific clinical encounter, and the specific domain you applied. The NRS-465 Individual Success Plan example above shows exactly how each self-assessment entry should be framed.
Working With Your Preceptor on the NRS-465 ISP
Your preceptor is not a passive signature-giver. GCU requires a preconference, a three-way meeting between you, your faculty, and your preceptor, after faculty approves your ISP and before clinical hours begin.
What to Bring to the Preceptor Meeting
- A printed copy of your completed ISP for them to review before signing
- A one-paragraph summary of your capstone topic so they can advise on site relevance
- A proposed practicum schedule (days, times, duration) that fits within their availability
- A brief explanation of which assignments require their direct input: topic selection, midterm CET, and final CET
Preceptor Red Flags to Address Early
- A preceptor who will only communicate digitally and cannot sign in ink, address this with faculty immediately
- A preceptor not yet formally approved by GCU, verify approval status before investing time in the relationship
- A preceptor contacted only on deadline day, give at least one week of lead time for every signature required
NRS-465 GCU Syllabus: What to Know Before Starting
The NRS-465 GCU syllabus positions the ISP as the foundation for the entire 10-week course. Every subsequent assignment, PICOT development, literature evaluation table, implementation plan, literature review, evaluation plan, and the benchmark change proposal, builds on the clinical direction you establish in your ISP in Topic 1.
Students who treat the ISP as a formality and rush it in an hour consistently struggle to complete coherent self-assessments in Topic 10, because the Topic 10 entries require you to trace each assignment back to specific practicum experiences you did not formally plan for. The ISP is the only assignment in NRS-465 Applied Evidence-Based Project and Practicum where spending 90 minutes at the start saves you hours of retroactive reconstruction at the end.
NRS-493 Individual Success Plan: Is It the Same?
Students searching for an NRS-493 individual success plan example or NRS-493 individual success plan are looking for a similar document. NRS-493 is GCU’s Professional Capstone and Practicum course for MSN students. It uses a structurally identical ISP format, same contact information table, same assignment planning table, same preceptor signature requirements, but the assignments, competencies, and hour requirements differ based on the MSN program requirements.
The NRS-465 Individual Success Plan example on this page is for the RN-to-BSN program specifically. If you are in NRS-493, the self-assessment language and competency domains will be different, but the completion process, preceptor signature requirements, and common mistakes are identical.
Related Content
NRS-465 Benchmark Capstone Change Project: Literature Review, Guide + Worked Example
NRS-465 Capstone Change Project: Change Proposal, Complete Guide + Worked Sample
NRS-465: Applied Evidence-Based Project and Practicum
Frequently Asked Questions
How many clinical hours are required for the NRS-465 ISP?
The 2026 NRS-465 ISP requires 40 direct clinical practice hours in an approved practicum setting (leadership or community). Always confirm with your current course syllabus, older versions required 100 direct hours plus 25 indirect.
Can I submit the NRS-465 ISP with an electronic preceptor signature?
No. GCU explicitly states a typed or electronic signature will not be accepted. Your preceptor must sign the printed ISP in ink twice: at course initiation and at completion.
Does completing the ISP earn clinical hours?
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. Hours are earned only through time physically spent at your approved practicum site under preceptor supervision.
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. GCU uses the Lopes Activity Tracker (LAT) to verify hours, and discrepancies discovered at course end cannot be retroactively corrected.
Can I use my current workplace as my NRS-465 practicum site?
Possibly, but only if your employer and preceptor are formally approved by GCU before hours begin. Many working RNs successfully use their workplace in quality improvement, infection control, or leadership roles. Confirm with faculty in Topic 1 before scheduling any hours.
Where can I find an NRS-465 Individual Success Plan ISP PDF?
The completed NRS-465 Individual Success Plan example on this page is available as a downloadable Word document. A PDF version is available on request via WhatsApp (+1 564-544-6924). Always verify that any template you download matches the current GCU format for your cohort.
Is the Finalized Individual Success Plan (ISP) a separate assignment?
Yes. The Finalized Individual Success Plan (ISP) is a Topic 10 resubmission of the same document you submitted in Topic 1, now with all self-assessment cells completed and the preceptor’s completion signature added. It is listed as a separate assignment in the assignment table and maps to Domain 9.3 (accountability to the individual, society, and profession).