Nursing Leadership & Management NURS Credit Hours

Transcription

1 Nursing Leadership & Management NURS Credit Hours 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: 1. Apply theories of effective leadership and management within selected health care arenas. 2. 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. 3. Collaborate with interdisciplinary health care team members in prioritizing and coordinating quality/cost effective healthcare. 4. 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. 5. Utilize skills of inquiry and research as a means to enhance knowledge base, facilitate change, and improve quality of care. 6. 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) Chapter1, 3, 4 - Analyze your personal leadership style Identify Personal Values resulting in professional and personal mission statement Goals: Where do you want to be in 5 years? Civility in Nursing and Workplace violence Discussion Board - Chapter 25 1 Page 11/7/2011

2 Module 2: Critical Thinking, Problem Solving and Effective Decision Making Change Theory: planned change vs. chaos Module 3 IOM and Managing Quality and Risk Chapter 6 - Institutional constraints and change practice Chapter 17 - Discussion Board Question re. Personal reaction to change Chapter 2 and 20 - Quality Improvement paper Module 4 Managing Costs and Budgets, Care Delivery and Staffing Module 5 Organizational Structure and Power Motivation, Communication and Team Building (Interpersonal Relationships, Collaboration and Team Building) Module 6 Delegation Conflict Management Module 7 Role Transition Time and stress management Chapter 12, 13, 14 - Case Study and observation Chapter 7,8 - Analyze an organizations structure and culture Chapters 18 - Discussion Board Questions Communication Activity Chapter 26 - Delegation case study Chapter 23 - Conflict Management Case Study and Chapter 27 - Role assessment Chapter 28 - Time management analysis Specific activities for C, B, and A are listed below (learning activities and assignments) with details in each D2L module Textbooks, Supplemental Materials, Hardware and Software Requirements Please visit the Virtual Bookstore to obtain textbook information for this course: Supplementary Materials: Assigned periodicals, documents, position statements, and Internet online articles. 7 Habits of Highly Effective People Hardware Requirements: 2 Page 11/7/2011

3 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. 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. 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 (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.) o Some C grade contract item are time sensitive. Please check the due dates in the calendar and in the module. o 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. o Written assignments must meet APA grammatical standards and those standards set in contract. o These graded activities are to be turned in via Digital Drop box. Basic requirements are listed below - Detailed information is 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 3 Page 11/7/2011

4 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. Discussion Board points are assigned as follows: 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 critieria Grading Scale: = A = B = C = D <70 = F Learning Activities and Assignments Details for learning activities and associated reading are in each Module. Modules are turned into the drop box or the discussion board. Place title of activity in the subject line C Grade Assignments (details are in each Module) Module 1 Chapters 1, 3, 4 Evaluate and Analyze personal leadership style according to a current leadership theory Develop personal/professional mission statement Identify your goals in 5 years Civility in Nursing and workplace violence..chapter 25 Discussion board Module 2 Chapter 6, 17. Gap analysis and change project Discussion Board Question re. Personal reaction to change Module 3 Chapter 2 and 20 Develop and analyze a quality management paper considering IOM and Patient safety goals (in depth explanation in the module) Module 4 Chapter Chapter 13, 14 Discussion board RT Staffing Module 5 Chapter 8, 16, 18 Analyze the organizational structure of a healthcare institution 4 Page 11/7/2011

5 P 313 add information from p.144 decision making Motivation/team building activity exercise 18.6 pg 360 DB Communication activity (self assessment) communication pitfalls, Module 6 Chapter 23, 26 Delegation activities - o Learning Exercise/practice - Which of these would you be willing to delegate. turned in using the ANA guidelines presented in Module 6 explain why you would or would not delegate the following list of activities. o DB rt delegation Conflict management Case study Discussion Board: Conflict self Assessment exercise 23 2 pg Module 7 Role Analysis DB rt Time management 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 to receive a B (must also complete the C grade activities) Choose Four of these activities to complete to receive an A (must also complete the C grade activities) Activities from the core 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, Leadership or Gardner's Tasks of Leadership Table 1.1) (Give examples of how they exhibit the characteristics of theoretical leadership style.) 2. Leaders must be able to create a culture that encourages adherence to standards for patient safety. Identify a situation in which you would revise or change practice to enhance safety. How would you introduce this change to your staff using the Diffusion Theory? What strategies would you use for early adopters of this change? Chapter 2 - Patient Safety 3. Related to Decision Making: Exercise 6-3 or 6-5 Design a decision grid or use the fishbone diagram to identify components of a current situation. Activities from Managing resources 4. Budgeting activity A. (to learn more about the budgeting process in your organization)- complete exercise (old book 11-14) 5 Page 11/7/2011

6 5. Budgeting Activity B. (to assist one to become aware of profit and loss) - complete Exercise (old book page 234) 6. Exploring overtime policies Exercise 14.1 page 280 Activities from Changing the status Quo 7. Risk management activity - (read pages in text) First: Describe the risk management (adverse event, incident report) process at your institution. 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. 8. Exploring Commitment exercise 18.3 page 354 Activities from Interpersonal and Personal Skills 9. Conflict resolution - Chapter 23/25 Case Study Sandra recently began to question her decision to become a nurse and was considering leaving the profession after only 6 months of licensure. Orientation had left her in tears at least once per week, and she began to question her ability to be a safe and competent nurse. Sandra felt belittled by her preceptor and unsupported by her co-workers, who all seemed too busy to help her. She frequently observed her preceptor roll her eyes and sigh loudly when Sandra asked a question; she observed the same thing from the preceptors of the other two new graduates. Sandra understood that her preceptor was experiencing conflict in her own life because she commonly overheard her preceptor on the phone arguing with her husband. Questions 1. What strategies can be implemented to reduce lateral violence on Sandra s unit? Use information from cpt 23 and 25 (Horizontal Violence and Box 25.7) 2. What can Sandra and the other new graduates do to improve the work environment? 3. What conflict-handling techniques will be of particular importance during the process? 10. Stress management - Analyze a stressful situation and your coping strategies (some are listed in Chapter 28 beginning page 560). Think about a recent situation in which you experienced a high level of distress. Describe the situation: Indicate how you responded. What were your coping strategies? Emotionally: Behaviorally: Physically: Were your coping strategies successful? What else could you have done or how could you have responded differently? 6 Page 11/7/2011

7 11. Community Service 4 hours in any are a plus. Submit an evaluation of your community service experience. What function does this community service serve in t he community? How does it contribute to the health and welfare of the community? What role do health care professionals have in this organization if any? If no role for health care professionals, are they needed? Why or why not? What role did you play in this activity? 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. 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. 7 Page 11/7/2011

8 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. 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: 8 Page 11/7/2011