NR541 WEEK 4 Individual Development Plan

Individual Development Plan

for
Attainment/Improvement

of
Professional Nursing

Informatics Competencies

Guidelines & Rubric

Purpose

Each student will create an individual development plan to
attain or strengthen professional nursing informatics competencies that is
based upon initial self-assessment of NI competencies at the beginning of NR541
that was due Week 1. Students will evaluate their progress in relation to each
identified goal at the end of each informatics course. For this assignment you
will add onto the Self-Assessment Competency document that you used for Week 1
assignment and submit to the Individual Development Plan assignment for Week 4.
While you are encouraged to develop a plan for ALL areas that are identified as
in need of further development (a self-assessed 2 or 3) for the purpose of this
assignment select 30 priority competencies for further development based upon
your career aspirations.

Due Date

Sunday, 11:59 p.m. MT at the end of Week 4

Total Points Possible: 150

Directions

Understanding one’s own competencies in nursing informatics
enables the identification of goals related to each needed competency, planning
of strategies to attain needed knowledge and skills, establishes
accountability, and promotes self-evaluation of your progress to attain core
informatics competencies. The grade is limited to the creation of measurable
goals and strategies. No grade is assessed for attainment of competencies
within this course.

The initial self- evaluation and individual development plan
are based upon Level 3 and Level 4 Nursing Informatics (NI) Competencies in the
following areas:

· Computer
skills

· Informatics knowledge

· Informatics
skills

Tips

· Identifies
specific, measurable goals to attain/approve competency.

· Provides
plan to meet each goal must include metrics, be specific for measurement

Directions and Assignment Criteria

Assignment Criteria

Points

%

Description

Identification of Competencies

20

13%

Identify competencies and self-ranking of core competencies
identified during initial self-assessment

Identification of
Goals

55

37%

Identifies specific, measurable goals to attain/approve
competency. include metrics, be specific for measurement

Planning

55

37%

Provides plan to meet each goal (note that the plan may
continue to evolve as you progress through the program)

Grammar

20

13%

Grammar, spelling, punctuation, references, citations, and
APA formatting

Total

150

100%

Sample

Initial Assessment

Core Competency

Student Identified specific, measurable goals to
attain/approve competency (Goals must include metrics, be specific).

Plan to Meet Student Practicum Goals

1 2 3

Develops or modifies spreadsheets used for complex
problems

Will master the use of spreadsheets (What) in the
application of my responsibilities as nurse manager (Where) at XYZ Medical Center for budget information
by March 2017 (When) as evidenced by the ability to create, add and delete
columns, format cells, and apply mathematical formulas (how measured) and don’t
forget (how well or level of performance)

1.Sign up for Excel Class January 2017 at XYZ Medical
Center.

2.Review Excel tutorials as needed to aid in budget
preparation

3.Use Excel to prepare unit budget for FY 2017.

Grading
Rubric

Assignment Criteria

Exceptional

(100%)

Outstanding or highest level of performance

Exceeds

(88%)

Very good or high level of performance

Meets

(80%)

Competent or satisfactory level of performance

Needs Improvement

(38%)

Poor or failing level of performance

Developing

(0)

Unsatisfactory level of performance

Identify competencies and self-ranking of core competencies
identified during initial self-assessment

20 Points

8 Points

0 Points

Brings forward self-ranking of all core competencies
identified during initial self-assessment

Has identified less than one-half of the core competencies
in the plan

Has not identified any core competencies.

Identifies specific, measurable goals to attain/approve
competency. include metrics, be specific for measurement

55 Points

49 Points

44 Points

21 Points

0 Points

All 30 goals are specific and measurable

The majority of the 30 goals are specific and measurable

Goals provide most details but are less than 100% measurable

Goals provide insufficient detail to be measurable

Goals are unclear or missing

Provides plan to meet each goal (note that the plan may
continue to evolve as you progress through the program)

55 Points

49 Points

44 Points

21 Points

0 Points

Strategies show clear evidence of activities required to
obtain goals and are specific to the student and initial self-rating of
competency

,

Most strategies show clear evidence of activities required
to obtain goals and are specific to the student and initial self-rating of
competency

Plan identifies activities to obtain goals and are specific
to the student and initial self-rating of competency

Plan is vague and/or not specific to the student or level of
competency

Plans to attain each competency are largely or entirely
absent

Grammar, spelling, punctuation, references, citations, and
APA formatting

20 Points

Points

Points

Points

0 Points

No grammar, spelling, punctuation, reference, citation or
APA errors

1 total grammar, spelling, punctuation, reference, citation
or APA error

2 total grammar, spelling, punctuation, reference, citation
or APA errors

3 total grammar, spelling, punctuation, reference, citation
or APA errors

4 or more grammar, spelling, punctuation, reference,
citation or APA errors

__________ of 20
Points

150 Total Points
_____ of 150 Points

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