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NGRD 652 Healthcare Systems Leadership Assignment

NGRD 652 COURSE DESCRIPTION

This course focuses on developing leadership skills and competencies within the healthcare system that facilitates quality, patient-centered, efficient, and cost-effective health care. The course integrates leadership theories and organizational models into complex professional systems. Emphasis is placed on exploring the role and function of the advanced practice nurse leader from a systems perspective and concentrating on developing skills required to deliver health care that meets the current and future needs of the institution and populations (target, sets, panels, and broader communities).

Policies regarding email communication: Email communications are essential and encouraged. The instructors will attempt to reply to general questions or concerns within 48 hours, Monday through Thursday, during business hours (8:00 a.m.5:00 p.m. PST). Emails received after 5:00 pm may not be responded to until the next business day. Emails may not be responded to on the weekend.

TEACHING/LEARNING STRATEGIES

This will be an online seminar-style course utilizing structured, self-directed study, student-faculty consultation, and student-peer interaction to assist the student in successfully achieving the course objectives. Students will participate in seminars, canvas learning activities, writing a scholarly paper, and practice-type experiences. Online coursework will include participation in weekly discussion boards.

DNP PROGRAM STUDENT LEARNING OUTCOMES 

After LLU’s DNP program, the DNP graduate:

  1. Provides leadership in using information systems/technology and patient care technology to improve and transform health care.
  2. Utilizes current scientific underpinnings for practice.
  3. Promotes the use of practice scholarship and analytical methods for evidence-based practice.
  4. Participates in interdisciplinary collaboration to improve patient and population health outcomes.
  5. Advocates for health care through policy analysis and development.
  6. Applies organizational and systems leadership theory for quality improvement and systems thinking.
  7. Demonstrates leadership in the promotion of advanced nursing practice and the nursing profession.
  8. Incorporates the principles of practice prevention and population health into their practice to improve the nation’s health.

COURSE OVERVIEW/PLAN

Health care systems leadership will be examined through reading, discussion, and analysis of behavioral, relational, interactional, and structural considerations embedded in the leadership role. Additional leadership challenges confronting nursing leaders such as teamwork/interdisciplinary collaboration and leadership succession planning for organizational and professional sustainability will be explored. This course prepares the DNP graduates to assume leadership roles as key participants in organizational and systems decisions to effectively collaborate with other healthcare professionals and facilitate change in shaping the future of healthcare delivery.         

COURSE LEARNING OUTCOMES

In this course, the student will:

  1. Examine leadership models/theories, evaluate the evidence to support them; assess “best practices.”
  2. Select evidenced-based leadership models that have the potential for successful implementation in an identified healthcare environment, describing when and how they can best be applied to improve system effectiveness.
  3. Evaluate appropriate teamwork models and critically analyze the potential of these models to improve interdisciplinary collaboration/communication and patient outcomes.
  4. Employ consultative and leadership skills with intraprofessional and interprofessional teams to create change in healthcare and complex healthcare delivery systems.
  5. Discuss the role of nursing education and leadership in succession planning
  6. Identify and apply key strategies in coaching and mentoring and develop a plan for a mentorship program in your area of nursing practice

 

COURSE PERFORMANCE

This is a graduate-level doctoral course to prepare Advanced Practice DNP leaders. It is expected that students will be self-motivated learners. While instructors provide the learning environment, they cannot guarantee student success. Students must engage independently in the process. Students may vary in their competency levels on the above outcomes and can expect to achieve these outcomes at a passing level only if they honor all course policies, attend classes regularly, complete all assigned readings and coursework in good faith, and meet all other courses expectations.  

BUILDING COMMUNITY AND A SAFE ENVIRONMENT: 

The course instructors believe it is important for students to know what to expect of us.

We will:

  1. Maintain a positive learning environment for all students
  2. Make sure course materials are prepared on time
  3. Return graded work in a timely fashion
  4. Treat all students fairly and with respect
  5. Encourage discussion and participation and will encourage all students to learn the course material truly

It is essential to know what we will expect of you:

  1. Commitment to learning and completion of the assignments
  2. Open-minded about bringing life, work, and educational experiences to the learning process
  3. Able to communicate through writing
  4. Self-motivated and self-disciplined
  5. Willing to notify instructors immediately if problems arise

REQUIRED READING: TEXTBOOKS

Porter-O’Grady, T. & Malloch, K. (2015). Quantum Leadership: Building Better Partnerships for Sustainable Health, 4th edition. Jones & Bartlett Publishers, Sudbury, MA. (must purchase)

Zaccagnini, M. E. & White, K. W. (2014). The Doctor of Nursing Practice Essentials: A New Model of Advanced Practice Nursing. Jones & Bartlett Publishers. Sudbury, MA. (Site license for four simultaneous users available through Del Webb Library via STATref)

REQUIRED READING: ARTICLES, NOTES, BOOK CHAPTERS, AND WEB

RESOURCE

Chism, L.A. (2013). The Doctor of Nursing Practice: A Guidebook for Role Development and Professional Issues. Burlington, MA: Jones and Bartlett. Pages 35 – 58

Dunham-Taylor, J. & Pinczuk. J. (2010). Financial Management for Nurse Managers: Merging the Heart with the Dollar, 2nd edition, Chapters 12-17. Jones & Bartlett Publishers, Sudbury, MA. (Site license for four simultaneous users available through Del Webb Library via STATref)

George, B., Sims, P., McLean, A.N., & Mayer, D. (2007). Discovering your authentic leadership.

Harvard Business Review, 1-9. 

IOM (Institute of Medicine). 2011. The Future of Nursing: Leading Change, Advancing Health. Washington, DC: The National Academies Press. Available free online (Link provided in CANVAS module).

Keeping Patients Safe: Transforming the Work Environment of Nurses, Washington, DC: The National Academies Press (Link available in Canvas).

Patterson, K. Grenny, J. McMillan, R & Switzler, A. (2012). Crucial Conversation. (2nd ed.). New York, NY: McGraw Hill. Chapters 1, 2 &5(required). Chapter 7 (Strongly recommended).

RECOMMENDED ADDITIONAL READING

Barry, J., & Winter, J. (2015). Health System Chief Nurse Executive. Journal of Nursing Administration, 45(11), 527-528.  

Crowell, D, (2011). Complexity Leadership: Nursing’s Role in Health Care Delivery. Philadelphia: F.A. Davis Company.

Fallon, L. F., & McConnell, C. R.  (2007). Human resource management in health care. Sudbury, MA:  Jones & Bartlett.

Gapenski, L. C. (2009). Fundamentals of healthcare finance. Chicago, IL: Health Administration Press. 

Huber, D. (2006). Leadership and nursing care management. St. Louis, MO:  Elsevier.   

Jennings, B., Scalzi, C., Rodgers, J., & Keane, A. (2007). Differentiating nursing leadership and management competencies. Nursing Outlook, 55(4), 169-175.

Mathena, K. (2002). Nursing manager leadership skills. Journal Nursing Administration, 32, 36142. 

Northouse, Peter G. (2013). Leadership: Theory and practice, 6th ed. Thousand Oaks, CA: Sage. ISBN 978-1-4522-0340-9

Rother, J., & Lavizzo-Mourey. (2010). Addressing the nursing workforce:  A critical element for health reform. Health Affairs, 28, 620-624.

Course Topics: 

  1. Evidence-Based leadership
  2. Interprofessional collaboration
  3. Creating a legacy: leadership development, mentoring, and succession planning

GENERAL COURSE INFORMATION:

  • Attendance Policy: Class participation is through designated online discussions and assignments throughout the course. Students are required to participate in all weekly course assignments and discussion boards.
  • Late Work Policy: There will be a penalty of 10% per day for late work up to five (5) working days, including all discussion board postings, and written assignments, unless the student has prearranged for an emergency extension with the course instructor. Late work will not be accepted after five working days of the original due date. Since this is a S/U course, failure to meet the late work policy will fail the course. Extensions are granted, at the discretion of the individual instructor, for emergencies (i.e., computer crash when submitting, serious illness, admission to the hospital, death of a relative).
  • Student Evaluation: Satisfactory completion of course requirements requires demonstrating the development of theory-based knowledge, synthesis of concepts, and critical analysis and application of content to practice in each assignment. Students must complete all assignments with a minimum score of 85% to pass the course.
  • Grading Policy: This course will be graded per SN Graduate Grading Scale (see below). Several methods will be used to evaluate your performance in this course. These assessment methods are summarized below.

Grading Scale
A 95-100% C 76-78%
A- 92-94% C- 71-75%
B+ 88-91% D+ 68-70%
B 85-87% D 63-67%
B- 82-84% F Below 62%
C+ 79-81%

DETAILED COURSE REQUIREMENTS

  1. Seminar Days I-IV: October 13, 14, 17 & 18.

Participation: Each student shares responsibility for the quality of course content by actively participating in the weekly discussions and seminars. Based on your reading, critiques, and thoughts, come to the seminar ready to actively participate in seminar discussion, focusing on understanding and applying theories/concepts to practice. Attendance is required on all on-campus seminar dates. No excuses will be granted for missing this time except for personal/family emergencies determined by the course instructors. Failure to come prepared to participate during seminars may result in a zero for seminar participation.

  1. Canvas Online Discussion Boards

    Total possible points: 60 (30% of grade)

    Requirements

  1. Respond to the discussion question posted in the course schedule and on the discussion board forum for each assigned discussion week. (Go to the Discussion Board button under the ‘modules’ tab in CANVAS)
  2. Weekly discussion board topics are assigned throughout the quarter. They will be open and available on canvas “discussion board” for limited timeframes only. Posting due dates are identified on the course schedule, and all postings are due by midnight of the posted due date. Professional judgment, thought-provoking discourse, and relevant experiences are encouraged.
  3. For each contribution to the online discussion, you will be expected to read assigned course materials, identify new and specific research/informational articles that you have found related to the topic of interest and your clinical practice area, and apply the theoretical concepts to the DNP project process for the week, and cite the references for all external resources. There should be limited quoted material. Instead, students are expected to synthesize their reading and provide documentation per APA 6th Edition.
  4. Participation consists of 1 new posting for each weekly topic (1 posting per topic, which are no less than 250 words but no more than 500 words (excluding references), and referenced as appropriate. Respond to at least two (2) classmates.
  5. The week will begin each Monday at 6 am PST and end each Sunday at 11:59 pm-midnight PST. Postings for the week must be posted no later than Sunday evening, 11:59 pm (midnight) PST. Failure to post by the deadline will result in no credit for that week’s assignment.
  6. The course instructor will moderate the Forum, but students should not expect to receive weekly feedback on every posting. The course instructor will contact individual students as appropriate if postings do not meet course requirements
  1. Leadership Book & Model Paper

Total possible points: 40 (20% of grade)

Book selection due October 2

Assignment due November 20

Read the assignment under Week #1 and choose the leadership book you will be presenting and begin work on your first paper. 

  1. Select and read a book from the list below. Write an analysis of the leadership model evidenced by the book you chose from the list found in this assignment. This paper is NOT a book review but a discussion of the leadership principles presented by the author. Topics to include (but are not limited to):
    • Book title/author
    • Major themes
    • Author’s philosophical perspective and definition of leadership
    • Compare and contrast your philosophy and definition of leadership with the author(s).
    • Analyze the level and quality of research/evidence to support the efficacy of the leadership model
    • What do you agree/disagree with, and why
    • Insights gained and usefulness in practice
    • A paper should be 5-7 pages long and have a reference list of 3-5 evidenced-based or research articles on your chosen leadership model. Be sure you follow APA format when writing all of your papers! 

Book Selections – Choose one of the books below or another if approved by Course Faculty, Dr. Maria Letts.      Due:  October 3.

Bennis, W. (1994). On Becoming a Leader. Reading, MA: Perseus, 1994.

Bingham, J. (2013). Cultures. River Grove Books

Charan, R., Drotter, S. & Noel, J. (2001). The Leadership Pipeline: How to Build the Leadership Powered Company, San Francisco: Jossey-Bass.

Cherniss, G. & Goleman, D. (Eds) (2001). The Emotionally Intelligent Workplace: How to Select for, Measure, and Improve Emotional Intelligence in Individuals, Groups, and Organizations. San Francisco: Jossey-Bass.

Collins, Jim (2001). Good to Great: Why Some Companies Make the Leap and Others Don’t. Harper Collins Publishers, New York.

Collins, J (2011). Great by Choice. Harper Collins Publishers, New York.

Collins, J. (2009) How the mighty fall: why some companies never give in. Harper Collins Publishers, New York

Covey, SR. (2004). The 8th Habit: From Effectiveness to Greatness. Free Press. New York

Covey, SR. (2006). The Speed of Trust: The one thing that changes everything, Free Press: Simon & Shuster, NY

Covey, S. (2012). Smart Trust: Creating prosperity, energy, and joy in a low-trust world, Free Press: Simon & Shuster, NY

Farson, R. & Keyes, R. (2002). Whoever Makes the Most Mistakes Wins The Paradox of Innovation. New York: The Free Press.

Gerzema, J. & D’Antonio, M. (2013). The Athena Doctrine: How women (and the men who think like them) will rule the future. Jossey-Bass.

Gladwell, M (2000). The Tipping Point: How Little Things Can Make a Big Difference. Boston: Little, Brown

Gladwell, M (2009). What The Dog Saw and Other Adventures, New York: Little, Brown, and Company. 

Greenleaf, Robert (1977). Servant Leadership: A Journey into the Nature of Legitimate Power and greatness.

Heifitz, R. & Linsky, M. (2002). Leadership on the Line: Staying Alive Through the Dangers of Leading. Boston, MA: Harvard Business School Press.

James, J. (1996). Thinking in the Future Tense: Leadership Skills for the New Age. New York Simon & Schuster, 1996.

Kouzes & Posner (2012). The Leadership Challenge 5th Edition. Jossey-Bass, San Francisco, CA.

Marcus, B. & Coffman, C. (1999). First, Break All the Rules: What the World’s Greatest Managers Do Differently. New York: Simon & Schuster.

Maxwell, J. C, (2011). The 5 Levels of Leadership: Proven steps to maximize your potential. Center Street Publishers

Maxwell, J. C. (2005). The 360 degrees Leader: Developing Your Influence from Anywhere in the organization. Nashville, TN

O’Reilly, D. & Pfeffer, J. (2000). Hidden Value: How Great Companies Achieve Extraordinary Results with Ordinary People. Boston, MA: Harvard Business School Press.

Pearson, C. & Porath, C. (2009) The cost of bad behavior: How incivility damages your business and what to do about it. Penguin Group. New York, NY.

Senge, Peter (2006). The 5th Discipline: The Art and Practice of the Learning Organization

Wheatley, Margaret (2006). Leadership and the New Science: Discovering Order in a Chaotic World. Berrett-Koehler Publishers, San Francisco.   

  1. Leadership Articles Analysis

Total possible points: 20 (10% of grade)

Due date: Seminar Week Session II on October 14. Bring to Seminar Week 

  1. Find and read one article from Nursing Journals on either leadership &

Management issues and trends, OR Communication Challenges in Leadership. Your reading assignment is intended to give you some insight into and provide you with some questions, issues, or concerns related to Leadership Challenges for the 21st Century and Complex Communication Challenges for the Nurse Leader and information for the Discussion Board Questions week two and three.  

  1. Develop one key question from the article you would like to present for discussion if time allows. You are required to turn your question in with an annotated bibliography of your article for session II during Seminar Week. 
  2. Case Study: Interprofessional Collaboration/Innovation

Total possible points: 20 (10% of grade)

Due date: Seminar week, sessions III & IV on October 17 &18. 

For this assignment, the class will be divided into four groups to read and analyze the Case Studies found in the textbook. Each group –will do a BRIEF presentation of findings during sessions III & IV (October 17 &18).

  1. Group A & B will read and present Case Study 4-1 (page 160): Developing a Culture of Interprofessional Collaboration.
  2. Group C & D will read and present Case Study 4-2 (page 164): Creating a Culture of Innovation
  3. Each individual in the group will be expected to read, study, and answer the questions at the assigned case study’s end. The answers do not need to be written in a formal paper. Bring these papers to Seminar Week to be submitted after the group discussion.
  4. During Session II, groups will be given time to discuss how they collaboratively want to present the case study, the problems identified, and possible interventions and then develop a brief presentation for the rest of the students. The presentation should be 12 minutes maximum.
  5. A good structure for investigating and reporting this type of information is to explore the teamwork models used within different institutions. For example, I have listed a number of those models below. You can choose one of the models below and do a literature review to see how and when these models have been used and how they apply to the creation of interprofessional collaboration or innovation.
  6. Each group should be prepared to hand in supporting documents for the case study findings. These do not need to be written up in a formal presentation; however, if citations are used, references must be provided.

EXAMPLES OF COLLABORATIVE MODELS

Interprofessional Education via Simulation               TeamStepps                                                                                                                  

Crew Resource Management                                      Transitional Care

High Reliability Organizations                                          Nurse-Physician Collaboration

TCAB (Transforming Care at the Bedside)               Team Nursing

Academic-Service Partnerships                               Transdisciplinary Care                                                                          

Rounding/Hand-offs Transitional care model           Care Coordination

The role of Clinical Nurse Leader                      Team Science (Bennett & Gadlin)

Appreciative Inquiry Primary nursing                    Rapid Response Teams

Kaiser Permanente Nursing Vision, & Values Model

Toyota Production System (TPS or “Lean” production) 

Medical Home/Accountable Care Organizations

OR OTHER MODEL IN CONSULTATION WITH FACULTY

  1. Persuasion Technique

Total possible points: 20 (10% of grade) Due to November 3. 

Submit executive summary via CANVAS and PowerPoint presentation  DNP. Prepared nurses must achieve the competency in demonstrating effective communication, negotiation, and collaborative skills to facilitate organizational-wide changes in health care delivery towards specific goals. According to researchers such as Robert Cialdini and others, you will review the six fundamental principles of negotiators and leaders that govern how people influence each other. The six principles are (1) Appeal to Authority, (2) Reciprocity, (3) Social Validation, (4) Liking, (5) Need for Consistency, and (6) Scarcity.

  1. Read the articles listed in this assignment and select one of the persuasion techniques.
  2. Submit a short PowerPoint presentation (no more than 8-12 slides and no longer than 10 minutes) on one of the techniques demonstrating how the technique can be applied to address a project or change you are trying to promote within your institution or unit, or workplace.
  3. Submit a one-page executive summary of the presentation as a handout to accompany and support the PowerPoint presentation.

Executive Summary Report. An executive summary report should also be prepared (approximately 1-2 pages, not including a list of references and appendices with graphs, charts, or tables). Executive summaries are not written in the style of professional papers. They are generally word/memo type documents addressing at a minimum:

  1. Problem Identification with background information
  2. Proposal of solution
  3. Potential Barriers identified
  4. Resources needed: money, time, people
  5. Training required
  6. Implementation Strategies

Your organization may have an approved format for such proposals or reports. You are welcome to use it or create your own addressing the topics identified above. Remember, this is a project to gain support from your team or administration, so include all the necessary information succinctly to convince them! This assignment does not require extensive research; the project’s focus is to develop the ability to make a compelling, well-delivered presentation.

SUGGESTED READING ON PERSUASION TECHNIQUE (Available in Canvas)

Cialdini, R. (2007). A board member’s guide to influence. Associations Now, 2(14), 5760. 

Cialdini, R. (2001). Harnessing the science of persuasion. Harvard Business Review, 79, 72-79. 

Cialdini, R. (1999). Of tricks and tumors: Some little-recognized costs of dishonest use of effective social influence, Psychology & Marketing, 16(2), 91-91.

Cialdini, R. (2003). Rejection-then-retreat: Getting them to give. Stanford Social Innovation Review, 1, 21-21. 

Cialdini, R. (2003). The boy who cried ‘scarcity.’ Stanford Social Innovation Review, 1, 23-23. 

Cialdini, R. (2003). The Power of Persuasion, Stanford Social Innovation Review, 1, 1827. 

Cialdini, R. & Goldstein, N. (2002). The science and practice of persuasion. Cornell Hotel and Restaurant Administration Quarterly, 43(2), 40-50. 

Cialdini, R., Goldstein, N. & Martin, S. (2009). How to persuade people to say yes. Training Journal, 36-40. 

Cialdini, R., & Martin, S. (2006). The power of persuasion. Training Journal, 40-44. 

Goldstein, N. Cialdini, R. & Griskevicius, V. (2008). A room with a viewpoint: Using social norms to motivate environmental conservation in hotels. Journal of Consumer Research, 35(3), 472. 

Goldstein, N., Griskevicius, V. & Cialdini, R. (2007). Invoking social norms: A social psychology perspective on improving hotels’ linen-reuse programs. Cornell Hotel and Restaurant Administration Quarterly, 48(2), 145-150. 

Griskevicius, V., Cialdini, R. & Goldstein, N. (2008). Applying (and resisting) peer influence. MIT Sloan Management Review, 49(2), 84-88. 

Groves, R., Cialdini, R. & Couper, M. (1992). Understanding the decision to participate in a survey. Public Opinion Quarterly, 56(4), 475-475. 

Mowen, J. & Cialdini, R. (1980). On implementing the door-in-the-face compliance technique in a business context, Journal of Marketing Research, 17(2), 253-253. 

  1. Leadership Development, Mentoring, and Succession Planning Paper

Total possible points: 40 (20% of grade)

Due date: December 4. Submit via CANVAS run through Turn-It-In

  1. You are to write a 6-8 page paper (excluding title and reference page) analyzing your worksite organization’s leadership development, mentoring, and succession plan. Compare, contrast and analyze your organization’s plan for leadership succession with “best practices” found in the literature. This is your major paper for this course, so review and use correct APA formatting. The grading rubric for this paper is under files in CANVAS.
  2. The paper is to include the following but is not limited to:
    • Brief background/history of your organization.
    • How leaders are chosen in your organization. Describe the current leadership development, mentoring, and succession plan.
    • Elaborate on “Best Practices” suggested in the literature. Be sure to reference.
    • Compare and contrast your organization’s method(s) for leadership development and mentoring. Succession planning to “best Practices,” analyze for effectiveness, and recommend what the organization could do to improve the leadership succession process.
    • Describe ways you think the IOM’s Future of Nursing report recommendations will affect leadership succession in your organization.
    • Cite at least 5 current (within the last five years) resources from the literature
  1. Reflections

Total possible points: (Not applicable)

Due date: (as assigned) Submit via CANVAS  

For weekly readings without a discussion board posting, you will be required to post a reflection based on the reading. Although this assignment will not be graded, you must submit a reflection when assigned and post it on the assigned due date. Your reflection should be less than 300 words and should demonstrate the application of the information to your leadership team, colleagues, or role as a DNP leader. Peers may respond; however, this is not required. You may be assigned additional reflections throughout the course; instructions will be provided accordingly. 

WEEKLY CLASS INFORMATION, ASSIGNMENTS, AND ACTIVITIES: 

(see also under Weekly Modules on CANVAS) 

This section repeats what was printed in the Course Schedule but includes objectives, discussion board questions, and other assignment directions.

WEEK ONE OVERVIEW September 26-Oct 2

THEORY TOPIC #1: EVIDENCE-BASED LEADERSHIP 

DISCUSSION TOPIC:  Complexity Principles for Leaders

Reading Assignment: Porter-O’Grady, T. & Malloch, K. (2015), Quantum Leadership. Chapter two: 10 Complexity Principles for Leaders for Thriving in the Quantum Age. 

Pages 49-95

Discussion Board Questions: (Go to the Discussion Board button under ‘modules’ in CANVAS)

  1. Select one of the 10 Complexity Principles. Briefly describe your understanding of the principle you have selected and apply it to a situation at work. How does it impact and apply to you? Your colleagues? Leadership team? How does it apply to your role as a DNP leader?
  2. Read case studies 2-1 or 2-2 (Pages 88-95). Select one case study and respond to the following: Describe and apply principles or strategies the nursing leader can use to prepare the nursing team (case 2-1) /entity leaders (case 2-2) to prepare for the upcoming changes.

Learning Objectives:

  • Explore how the DNP-prepared administrator can use evidenced-based leadership models to improve staff effectiveness and enhance patient outcomes based on the book you have chosen (see list below).
  • Provide support from the literature on its efficacy as an evidenced-based leadership model.
  • Choose a leadership model or principle to explore and apply to leadership roles and functions

Required Reading/Activity: 

Dunham-Taylor, J. & Pinczuk. J. (2010). Financial Management for Nurse Managers:

Merging the heart with the Dollar 2nd edition Chapter 2: Quantum Leadership: Love one another, pp. 11-62.

Zaccagnini, ME & White, KW (2014). The Doctor of Nursing Practice Essentials: A New

Model of Advanced Practice Nursing. Jones & Bartlett Publishers. Sudbury, MA; Chapter 2: Systems Thinking, Healthcare Organizations, and the Advanced Practice Nurse Leader, pp. 37-59.

CINHC White Paper (2013). Nurse Role Exploration Project: The Affordable Care Act and New Nursing Roles, The California Wellness Foundation.

Barry, J., & Winter, J. (2015, November). Health System Chief Nurse Executive. Journal of Nursing Administration. pp. 527-528. 

WEEK ONE ASSIGNMENTS

  1. Review the syllabus or understand course requirements. If you have questions or need clarification, please contact/email Dr. Letts.
  2. Read the assignment under Topic #1 and choose the leadership book you will be presenting and begin work on your first paper. Begin to gather information for your first Leadership Paper. See listed book selection under Course Assignments – Choose one of the books listed or another if approved by Course Faculty, Dr. Maria Letts. Due:  October 2.
  3. Complete the Discussion Board Requirements.

WEEK TWO OVERVIEW October 3 – 9

This week you will be gathering the information you need for the Seminar Week Sessions: 

  1. Case Study/Group Analysis
  2. Leadership Challenges for the 21st Century
  3. Complex Communication Challenges for the Nurse Leader

DISCUSSION TOPIC:  New Healthcare Valuation Model

Reading Assignment: Porter-O’Grady, T. & Malloch, K. (2015), Quantum Leadership. Chapter Three: Pages 99-122.

Discussion Board Questions: (Go to the Discussion Board button under ‘modules’ in CANVAS)

  1. The text lists five key drivers for change. Pick one of these and apply it to a situation/issue where you work.
  2. What level of quality is your organization willing to fund? Do you agree with this or disagree?
  3. Is there a connection between cost and patient outcomes? If so, how is that demonstrated in your workplace?

THEORY TOPIC #1(cont.): EVIDENCE-BASED LEADERSHIP 

Learning Objectives: (cont. from last week)

  • Explore how the DNP-prepared administrator can use evidenced-based leadership models to improve staff effectiveness and enhance patient outcomes based on the book you have chosen (see list below).
  • Provide support from the literature on its efficacy as an evidenced-based leadership model.
  • Choose a leadership model to explore and apply to leadership roles and functions

WEEK TWO ASSIGNMENT:

  1. Complete the Discussion Board Requirements.
  2. Develop one key question from the article you would like to present for discussion if time allows. Submit your question with an annotated bibliography of your article for session II during Seminar Week due 10/10.
  3. Prepare for Group Discussion and Case Presentation due Seminar Week
  4. Finish reading your book selection on evidenced-based leadership

WEEK THREE OVERVIEW October 10-16

DISCUSSION TOPIC:  Innovation & Change

Reading Assignment: Porter-O’Grady, T. & Malloch, K. (2015), Chapter Four:  Pages 127-160.

Discussion Board Questions: (Go to the Discussion Board button under ‘modules’ in CANVAS)

  1. After reading your text, do you think you work in an institution that is innovative and encourages change? Does your workplace have a culture of interprofessional collaboration? Support your answer with examples.
  2. How do you align staff motivation with organizational goals?
  3. What is your leadership role regarding staff motivation and organizational change?

THEORY TOPIC #2:  INTERPROFESSIONAL COLLABORATION

Learning Objectives:

  • Critically evaluate teamwork models and their application to the practice setting.
  • Determine the level and quality of evidence to support a teamwork model.
  • Identify barriers and drivers specific to a teamwork model affecting implementation in a practice setting.
  • Defend the DNP’s role in forming and managing teams.
  • Explore the literature for evidence/research on the chosen model to validate or denounce efficacy.

Required Reading/Activity:

  • Zaccagnini, ME & White, KW (2014). The Doctor of Nursing Practice Essentials: A New Model of Advanced Practice Nursing. Jones & Bartlett Publishers. Sudbury, MA
  • Chapter 6: Interprofessional Collaboration for Improving Patient and Population Health pgs. 217-256.

WEEK THREE ASSIGNMENTS:

  1. Complete the Discussion Board assignment.
  2. Read the assigned Case Study and think about how you would answer the questions.
  3. Investigate what collaborative model is used in your institution and how it helps foster collaboration.
  4. Complete Case Study: Interprofessional Collaboration/Innovation assignment to present findings during Session III & IV (October 17 &18).

WEEK THREE SEMINARS/ACTIVITY:

  1. First Seminar Leadership Session I is on Thursday, October 13, from 3:00 – 5:00 pm. The first hour will be a presentation by Dr. Letts. In the second hour, we will be meeting in Groups to decide how each group wants to present the Case Study information.
  2. Second Seminar Leadership Session II is on Friday, October 14, from 3:00 –

5:00 pm This session will be a Q & A and discussion with Karla Aryan, Executive Director of Patient Care Services for Loma Linda University East Campus Hospital. A lecture by Dr. Letts will follow if time allows. 

WEEK FOUR OVERVIEW October 17-23

TOPIC:  SEMINAR WEEK (cont.) No required reading

WEEK ASSIGNMENTS/ACTIVITY:

  1. Third Seminar Leadership Session III is on Monday, October 17, from 3:00

– 5:00 pm. There will be a presentation by LLUH Legal Counselor on Complex Communication Challenges for Nursing Leaders. For the last hour, we will begin presentations Case Study: Interprofessional Collaboration/Innovation by groups

  1. Fourth Seminar Leadership Session IV is on Tuesday, October 18, from 3:00 – 5:00 pm. The first hour is a presentation by Garrett Caldwell, Executive director for the office of public affairs for LLUH. The last hour of this session

will be the final presentation Case Study: Interprofessional Collaboration/Innovation by groups. 

  1. Begin persuasion technique powerpoint and executive summary assignment

WEEK FIVE OVERVIEW October 24-30

DISCUSSION TOPIC:  Leadership and Conflict

Reading Assignment: Porter-O’Grady, T. & Malloch, K. (2015), Chapter Six:  Pages 203-247.

Discussion Board Questions: (Go to the Discussion Board button under ‘modules’ in CANVAS)

  1. Is your natural tendency to conflict management or conflict resolution when faced with a work-related dilemma? Does handling conflicts come quickly for you? What is your style of dealing with workplace conflicts?
  2. What is the difference between identity- and interest-based conflicts? As a leader, how would you approach these types of conflicts?

WEEK ASSIGNMENTS:

  • Complete the Discussion Board Assignment
  • Finish reading your book selection on evidenced-based leadership
  • Begin writing your evidenced-based leadership paper and book/model discussion

WEEK SIX OVERVIEW October 31 – November 6

TOPIC:  Leadership Skills, Communication & Change Agent.  

Required Reading Activity: 

  1. Porter-O’Grady, T. & Malloch, K. (2015), Chapter Eight: Pages 307-340.
  2. Patterson, K. Grenny, J. McMillan, R & Switzler, A. (2012). Crucial Conversation. (2nd ed.). New York, NY: McGraw Hill. Chapters 1, 2

&5(required). Chapter 7 (Strongly recommended).

  1. Find and read one article from Nursing Journals on either Leadership & Management issues and trends OR Communication Challenges in Leadership. Your reading assignment is intended to give you some insight into and provide you with some questions, issues, concerns, and information for reflection.

Learning Objectives:

  • Understand vulnerability as a leadership trait
  • Identify essential relationship skills that support leadership
  • Identify and define Complex Communication Challenges

Reflection: How would you apply the information you have read to your leadership style, leadership team, colleagues, or role as a DNP leader? Or you may respond to one or more of the questions below (no more than 300 words).  

  1. Think about your leadership style. How would you describe it? Transformational? Transactional? Servant? Etc.
  2. What type of communication skills does it take to move an organization from “coping management” to “visionary leadership”?
  3. What is the difference in your environment when you use your communication skills to “lead” instead of when you are a “constituent”?

INTERPROFESSIONAL COLLABORATION THEORY ASSIGNMENT: 

Negotiation /Persuasion techniques assignment due 11/3 

DNP-prepared nurses must achieve the competency in demonstrating effective communication, negotiation, and collaborative skills to facilitate organizational-wide changes in health care delivery towards specific goals.

Learning Objectives: 

  • Researchers such as Robert Cialdini and others identify the six principles of negotiators and leaders that govern how people influence each other. Explore the literature for the application of persuasion techniques/principles
  • Demonstrates application of one of the persuasion techniques.

Required Reading/Activity 

See RECOMMENDED READING ON PERSUASION TECHNIQUE

WEEK SIX ASSIGNMENTS:

  1. Submit reflection
  2. Complete and submit Negotiation /Persuasion techniques PowerPoint presentation and executive summary (CANVAS) due 11/3
  3. Continue writing your evidenced-based leadership paper and book/model discussion

WEEK SEVEN OVERVIEW November 7-13

TOPIC:  Errors and Punitive Cultures

Reading Assignment: Porter-O’Grady, T. & Malloch, K. (2015), Chapter Nine:  Pages 351-383.

Discussion Board Questions: (Go to the Discussion Board button under ‘modules’ in CANVAS)

  1. Your reading presents the concept of error as an opportunity to improve healthcare outcomes. What does this mean?
  2. From your reading, would you say your organization has a “punitive” culture or a “just” culture? Give an example.
  3. As a leader, you know clinical errors do not occur in isolation – how do you investigate a system when an error has happened?

THEORY TOPIC #3: CREATING A LEGACY

Learning Objectives: 

  • Discuss the importance of leadership succession planning for organizational stability.
  • Analyze current methods/processes for leadership succession in your health care organization.
  • Describe your organization’s leadership succession plan.
  • Identify “best practices” in the leadership literature about leadership succession.
  • Compare, contrast, and critique “best practices” with what is a reality in your health care organization.
  • Explore how the DNP can be a change agent in developing a successful leadership succession plan.

Required Reading/Activity: (Links to readings available in CANVAS)

IOM (Institute of Medicine). 2011. The Future of Nursing: Leading Change, Advancing Health. Washington, DC: The National Academies Press, Chapter 5,

“Transforming Leadership” pgs. 221-254. (Link available in CANVAS module for this topic).

National Center for Healthcare Leadership (NCHL) white paper on best practices in health leadership succession. (Link available in CANVAS module for this topic).

Study Sees Looming Crisis for Healthcare Leadership. (2011). Medical Benefits, 28(7), 10-11. (Link available in CANVAS module for this topic).

Other Suggested Resources:

Ferguson, L.M. (2011). From the perspective of new nurses:  What do effective mentors look like in practice? Nurse Education in Practice, 11, 119-123.

Ghaye, T. & Lillyman, S. (2008). The Reflective Mentor. London: Quay Books.

Grossman, S.C. (2007). Mentoring in nursing – A dynamic and collaborative process. New York: Springer.

Hurley, C., & Snowden, S. (2008). Mentoring in times of change. Nursing in Critical Care –British Association of Critical Care Nurse, 13(5), 269-275.

Kan, E.Z., & Stabler-Hass, S. (2009).  Fast facts for the clinical nursing instructor: 

Clinical Teaching in a nutshell. New York:  Springer.

Stoddard, D. A. (2009). The heart of mentoring:  Ten proven principles for developing people to their fullest potential. Colorado Springs, CO: NavPress.

WEEK ASSIGNMENTS

  1. Complete the Discussion Board Requirements
  2. Begin to research the leadership literature regarding succession planning papers. This paper is due December 1

WEEK EIGHT OVERVIEW November 14-20

DISCUSSION TOPIC:  Leadership

Reading Assignment: Porter-O’Grady, T. & Malloch, K. (2015), Chapter Ten:  Pages 391-422.

Reflection: How would you apply the information you have read to your leadership style, leadership team, colleagues, or role as a DNP leader? Or you may respond to one or more of the questions below (no more than 300 words). (Go to the Discussion Board button under ‘modules’ in CANVAS)

  1. How do you define leadership?
  2. How do you lead as a nurse? In practice? In the community?
  3. Briefly describe your philosophy of nursing.
  4. What does it mean to have a degree of emotional competence as a leader?

THEORY TOPIC#4:  CREATING A LEGACY(cont.)

Learning Objectives: (cont. from last week)

  • Discuss the importance of leadership succession planning for organizational stability.
  • Analyze current methods/processes for leadership succession in your health care organization.
  • Describe your organization’s leadership succession plan.
  • Identify “best practices” in the leadership literature about leadership succession.
  • Compare, contrast, and critique “best practices” with what is a reality in your health care organization.
  • Explore how the DNP can be a change agent in developing a successful leadership succession plan.

Required Reading/Activities:

Carriere, B. K., Muise, M., Cummings, G., & Newburn-Cook, C. (2009). Healthcare Succession Planning. Journal of Nursing Administration, 39(12), 548-555. (Link available in CANVAS module for this topic).

Huston, C. (2008). Preparing nurse leaders for 2020, Journal of Nursing Management, 16(8), 905-911. (Link available in CANVAS module for this topic).

WEEK ASSIGNMENTS

  1. Submit reflection
  2. Submit Leadership book and model paper due 11/20 by 11:59 pm
  3. Continue working on the succession planning paper. This paper is due December 1,

WEEK NINE OVERVIEW November 21-27

THANKSGIVING: No required reading this week. No Discussion Board This Week!

WEEK TEN OVERVIEW November 28 – December 4

DISCUSSION TOPIC:  The Leader as Transformer

Reading Assignment: Porter-O’Grady, T. & Malloch, K. (2015), Chapter Eleven:  Pages 431-461.

Reflection: How would you apply the information you have read to your leadership style, leadership team, colleagues, or role as a DNP leader? Or you may respond to one or more of the questions below (no more than 300 words).  

  1. Your textbook talks about Toxic Organizations and People: how do you define these behaviors? Give examples.
  2. Pick two of the 10 principles for minimizing toxic behavior in organizations and explain how you would use them in your organization to reduce the negative effects of dysfunctional behavior.

 

Learning Objectives:

  • Identify and discuss common sources of toxicity and dysfunction in healthcare organizations.
  • Analyze long-standing leadership behaviors that negatively affect organizations.
  • Critique the principles for minimizing organizational toxicity.

 

WEEK ASSIGNMENT:  

  1. Submit reflection
  2. Work on significant course assignments
  3. Complete and submit Leadership Succession Paper due December 4

WEEK ELEVEN  December 5-11

 

DISCUSSION TOPIC:  Coaching and Mentoring

 

Reading Assignment: Porter-O’Grady, T. & Malloch, K. (2015), Chapter Twelve:  Pages 469-506.

Discussion Board Questions: (Go to the Discussion Board button under ‘modules’ in CANVAS)

  1. What are elements of a leader’s coaching relationship and their impact on employee performance?
  2. How do you “coach/mentor” for acceptance of professional responsibility, authenticity, and integrity in your staff?
  3. Analyze one coaching/mentoring challenge in your organization that promotes or inhibits nursing leaders’ good coaching /mentoring.

 

Learning Objectives: 

  • Recognize key elements of coaching needed in healthcare today
  • Discuss how coaching/mentoring translates into the implementation and development of new skills
  • Identify and explore steps that can be taken to develop new and innovative methods of coaching and mentoring by nursing leaders

WEEK ASSIGNMENTS:

  1. Complete the Discussion Board Requirements

WEEK ELEVEN OVERVIEW December 12-16

FINALS WEEK

No Assignments

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