Chapter1, 2, 3 Analyze your personal leadership style. Identify Personal Values Develop Personal mission statement and goals

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1 Nursing Leadership & Management NURS 4211 Course Information Course Description: This course examines managerial and leadership concepts, issues, roles, and functions as applied to the role of the professional nurse in various healthcare settings. Course Objectives: At the end of this course the student will be able to: Apply theories of effective leadership and management within selected health care arenas. 1. Utilize the skills of nursing process, critical thinking, ethical decision-making, communication, and therapeutic nursing intervention in managing culturally competent, cost effective care of groups of clients across the wellness/illness continuum. 2. Collaborate with interdisciplinary health care team members in prioritizing and coordinating quality/cost effective healthcare. 3. Demonstrate leadership and management of a care-giving team comprised of individuals with varied cultural and ethnic origins, and varied levels of clinical knowledge and competencies. 4. Utilize skills of inquiry and research as a means to enhance knowledge base, facilitate change, and improve quality of care. 5. Demonstrate professional accountability for effective leadership within nursing practice and for advancement of the profession. Prerequisites and Co-requisites: Admission to MSN-RODP Program as a bridge student, or special permission Current RN licensure Completed bachelor s degree Course Topics Module 1 What is Leadership and management and How does it apply to me? (Theories of Effective Leadership, Followership, and Management) Organizational and Personal Mission, Vision and Goals (Planning Hierarchy) Module 2: Critical Thinking, Problem Solving and Effective Decision Making Chapter1, 2, 3 Analyze your personal leadership style Identify Personal Values Develop Personal mission statement and goals Chapter 5 Institutional constraints and change practice

2 Change Theory: planned change vs. chaos Module 3 Managing Quality and Risk Module 4 Managing Costs and Budgets, Care Delivery and Staffing Chapter 16 Discussion Board Question re. Personal reaction to change Chapter 19 Quality Improvement paper Discussion Board Question Chapter Case Study Discussion Board Question Module 5 Organizational Structure and Power Motivation, Communication and Team Building (Interpersonal Relationships, Collaboration and Team Building) Chapter 7,9 Analyze an organizations structure and culture Chapters 17 Discussion Board Questions Communication Activity Module 6 Delegation Chapter 22 Delegation case study Conflict Management Chapter 23 Conflict Management Case Study and Discussion Board Module 7 Role Transition Chapter 25 Role assessment Time and stress management Chapter26 Time management analysis

3 Textbooks, Supplemental Materials, Hardware and Software Requirements Please visit the Virtual Bookstore to obtain textbook information for this course: Required Texts: Yoder-wise, P, (2007) Leading and managing in nursing. Mosby InC ISBN Supplementary Materials: Assigned periodicals, documents, position statements, and Internet online articles. The text below is used as a reference. Covey, S. R. (1989). The Seven Habits of Highly Effective People New York: Fireside. Hardware Requirements: Software Requirements: Additional software requirements for this course include Microsoft Word and Power Point, and Acrobat Reader. Instructor Information: Please see the separate page inside the course to find instructor contact information as well as a statement of virtual office hours and other communication information. Assessment and Grading: Course assignments: All course requirements are submitted online through the digital drop box or discussion board. Grading Procedures: The grade in this course is based on successful completion of a contract. The C, B and A contract activities are described below with further detail in the corresponding module. Essentially, you must complete all the C grade items, and then choose other items to complete either a B or an A. Begin with the C Grade activities. Many of the activities require use of a clinical facility. You may use any clinical facility you are familiar with or have access to. I expect students to complete all the C activities then the specific contract activities for the desired B or A. However, if for some reason the activities are not completed I do have a grading system. o Contract items are graded on a pass/fail basis (2 = pass 1= redo 0 = fail) If an activity is unsatisfactory it will be returned one time for improvement

4 o o o o o (Student responses to discussion questions and contract activities must be substantive, that is, thoughtful and analytical. An unsatisfactory assignment is one that does not exhibit analysis of the issue, does not answer the question completely, or shows sparse evidence of introspection or application.) There are a total of 56 points possible in assignments. A = pts; B = pts; C = pts. Below pts is not passing Some C grade contract items are time sensitive. Please check the due dates in the calendar and in the module. If a student is unable to fulfill this requirement for any reason, he/she should notify the instructor prior to the class and make alternative arrangements. Written assignments must meet APA grammatical standards and those standards set in contract. These graded activities are to be turned in via Digital Drop box and discussion board. Basic requirements are listed below - Detailed information is in each module Graded activities are under assignments in each module. C Grade Activities - Students are required to complete all C Grade Activities.These activities are considered basic skills for nurse leaders and managers. Activities for a B and A - Each student comes to this course with a different bag of skills therefore you can choose an activity that will increase or stretch your abilities. Choose two extra activities for a B (in addition to the C grade activities) Choose 4 extra activities for an A (in addition to the C grade activities) Guidelines for participation in online class discussions All students are expected to actively participate in online class discussions. Participation in assigned online discussions of course content is expected as topics are introduced and as applied to assigned readings. Each discussion question posted will be assigned a date by which the student must respond. If a student is unable to fulfill this requirement for any reason, he/she should notify the instructor prior to the class and make alternative arrangements. The aim is to encourage interaction among students and faculty, not simply to present information. Students are required to respond to all discussion questions. Student responses to discussion questions must be substantive, that is, thoughtful and analytical. Because the D2L system has its own way of formatting material posted on the discussion feature, the student will not be expected to strictly follow APA guidelines for online submissions. However, the student is held to academic standards of writing style and the use of proper grammar, punctuation and spelling. Grade points for postings to the course discussion board are based on the student s depth of participation. All students must participate in the discussion forums in order to meet the course requirements. The discussion board will be evaluated each week. The final grade for class participation will be dependent on the level at which the student generally participates throughout the semester.

5 Discussion Board points are assigned as follows (these items are included under assignments) o Pass - includes in depth response to discussion questions and additional substantive responses to 1 or 2 postings from other students o Not pass - Response to assigned discussion question only and/or does not meet any of the criteria. Grading Scale: = A = B = C = D <70 = F Learning Activities and Assignments Details for learning activities and associated reading are in each Module. C Grade Assignments (details are in each Module) Module 1 Evaluate and Analyze personal leadership style according to a current leadership theory Develop personal mission statement and 5 year goals Turn in your personal mission statement and 5 year goals Module 2 Institutional constraints identified. Plan a change Discussion Board Question re. Personal reaction to change Module 3 Develop and analyze a quality improvement tool-(in depth explanation in the module) Module 4 Discussion Board Questions related to staffing Scheduling Case Study Module 5 Analyze the organizational structure of a healthcare institution Motivation/tem building activity Communication activity Module 6 Delegation activities - o Learning Exercise using the ANA guidelines presented in Module 6 explain why you would or would not delegate the following list of activities.

6 Conflict Management analysis Module 7 Time and stress management activity Role assessment B and A Grade Activities - the B and A activities are designed to assist the student to expand their knowledge. Choose activities in areas that you have little experience or area that you want to learn more about. Choose two of these activities to complete for a B (must also complete the C grade activities) Choose four of these activities to complete for an A (must also complete the C grade activities) Activities from the basic concepts 1. Compare and contrast two other people s leadership style. Describe how they are or are not effective. (Refer to the Attributes of Leaders and Managers Box 1.1, the various theories of Leadership or Gardner's Tasks of Leadership Box 1.2) (Give examples of how they exhibit the characteristics of theoretical leadership style). 2. Complete the cultural values checklist and family health illness inventory in back of the text Activities 8-2 and 8-3 beginning page 638 Activities from Managing resources 3. Budgeting activity A. (to learn more about the budgeting process in your organization) - complete exercise Budgeting Activity B. (to assist one to become aware of profit and loss) - complete Exercise page Exploring overtime policies. Exercise 13-5 page 281 Activities from Changing the status Quo 6. Risk management activity - First do activity 19.1 page 678 Yoder Wise, Next - describe an error that occurred in the agency where you practice - one that resulted in harm and one that did not. What would you suggest to avoid a reoccurrence? Decide under what circumstances you would inform the family and patient and under what circumstances you would withhold the information.

7 7. Strategic planning and goal setting - Using the guidelines for effective goals in the text as examples, write some specific short term, medium term and long term goals for a department or team you are involved with. If you wish, discuss them with a team member. Activities from Interpersonal and Personal Skills 8. Conflict resolution - A. Analyze your actions in a past conflict. Choose a conflict in which you have been directly involved. Play 20 questions: Conflict analysis Activity 22-2 page 691 B. After analyzing the conflict with the questions, reflect on your knowledge about yourself and the five different approaches to conflict, then write out a short scenario (including all for stages of conflict resolution) describing how you could or should act to resolve the conflict. Turn in part B. 9. Stress management - Analyze a stressful situation and your coping strategies (some are listed in Chapter 26 beginning page 537). Activity 26.2 page 706 Class Participation: The student is expected to participate by responding to and bulletin board chats with classmates for interactive feedback on assignments as identified in modules. It is especially important for students in an on-line course to maintain contact with their instructor. The instructor must hear from every student at least once a week: if during a given week, a student fails to make contact in some way (by submitting an assignment or participating in a chat or discussion) he or she must the instructor, even if the student is sick or out of town. A student who fails to contact the instructor on a regular basis may miss important updates or even fail the course. Punctuality: Students need to consult the course calendar for the readings, exam and other due dates and is expected to meet stated deadlines. Course Ground Rules The following are recommendations for students taking this class: Learn how to navigate in D2L. Consult the course calendar for dates for readings, exams and extra-credit assignments Check the discussion board 2-3 times a week to see if the instructor or another student has introduced a new topic for discussion. Manage your time wisely. Give yourself enough time to read the assigned text chapters and lessons before an exam.

8 Keep abreast of course announcements. Keep in contact with the instructor through course on a regular basis. Address technical problems immediately. Observe course netiquette at all times. Guidelines for Communications Always include a subject line. Remember without facial expressions some comments may be taken the wrong way. Be careful in wording your s. Use of emoticons might be helpful in some cases. Use standard fonts. Do not send large attachments without permission. Special formatting such as centering, audio messages, tables, html, etc. should be avoided unless necessary to complete an assignment or other communication. Respect the privacy of other class members. Discussion Groups: Review the discussion threads thoroughly before entering the discussion. Try to maintain threads by using the reply button rather than starting a new topic. Do not make insulting or inflammatory statements to other members of the class. Be respectful of other s ideas. Be patient and read the comments of other class members thoroughly before entering your remarks. Be positive and constructive in class discussions. Respond in a thoughtful and timely manner. Chat: Introduce yourself to the other learners in the chat session. Be polite. Choose your words carefully. Do not use derogatory statements. Be concise in responding to others in the chat session. Be prepared to open the chat session at the scheduled time. Be constructive in your comments and suggestions. Resources Web Resources: Columbia Guide to Online Style by Janice R. Walker and Todd Taylor Citation Styles Online Library The Tennessee Board of Regents Virtual Library is available to all students enrolled in the Regents Degree Program. Links to library materials (such as electronic journals, databases, interlibrary loans, digital reserves, dictionaries, encyclopedias, maps and librarian support) and Internet resources needed by learners to complete online assignments and as background reading must be included in all courses.

9 Students With Disabilities Qualified students with disabilities will be provided reasonable and necessary academic accommodations if determined eligible by the appropriate disability staff at their home institution. Prior to granting disability accommodations in this course, the instructor must receive written verification of a student s eligibility for specific accommodations from the disability services staff at the home institution. It is the student s responsibility to initiate contact with their home institution s disability services staff and to follow the established procedures for having the accommodation notice sent to the instructor. Syllabus Changes The instructor reserves the right to make changes as necessary to this syllabus. If changes are necessitated during the term of the course, the instructor will immediately notify students of such changes both by individual communication and posting both notification and nature of change(s) on the course bulletin board. Technical Support Telephone Support: If you are having problems logging into your course, timing out of your course web site tools, or other technical problems, please contact the AskRODP Help Desk by calling, (toll free) or go to the AskRODP website at: Approved by RODP Curriculum Committee

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