NGRD 652 Healthcare Systems Leadership Assignment

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:
Provides leadership in using information systems/technology and patient care technology to improve and transform health care.
Utilizes current scientific underpinnings for practice.
Promotes the use of practice scholarship and analytical methods for evidence-based practice.
Participates in interdisciplinary collaboration to improve patient and population health outcomes.
Advocates for health care through policy analysis and development.
Applies organizational and systems leadership theory for quality improvement and systems thinking.
Demonstrates leadership in the promotion of advanced nursing practice and the nursing profession.
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:
Examine leadership models/theories, evaluate the evidence to support them; assess “best practices.”
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.
Evaluate appropriate teamwork models and critically analyze the potential of these models to improve interdisciplinary collaboration/communication and patient outcomes.
Employ consultative and leadership skills with intraprofessional and interprofessional teams to create change in healthcare and complex healthcare delivery systems.
Discuss the role of nursing education and leadership in succession planning
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:
Maintain a positive learning environment for all students
Make sure course materials are prepared on time
Return graded work in a timely fashion
Treat all students fairly and with respect
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:
Commitment to learning and completion of the assignments
Open-minded about bringing life, work, and educational experiences to the learning process
Able to communicate through writing
Self-motivated and self-disciplined
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:
Evidence-Based leadership
Interprofessional collaboration
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
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.
Canvas Online Discussion Boards
Total possible points: 60 (30% of grade)
Requirements
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)
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.
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.
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.
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.
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
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.
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.
Leadership Articles Analysis
Total possible points: 20 (10% of grade)
Due date: Seminar Week Session II on October 14.
Bring to Seminar Week
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.
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.
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).
Group A & B will read and present Case Study 4-1 (page 160): Developing a Culture of Interprofessional Collaboration.
Group C & D will read and present Case Study 4-2 (page 164): Creating a Culture of Innovation
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.
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.
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.
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
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.
Read the articles listed in this assignment and select one of the persuasion techniques.
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.
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:
Problem Identification with background information
Proposal of solution
Potential Barriers identified
Resources needed: money, time, people
Training required
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.
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
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.
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
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)
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?
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
Review the syllabus or understand course requirements. If you have questions or need clarification, please contact/email Dr. Letts.
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.
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:
Case Study/Group Analysis
Leadership Challenges for the 21st Century
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)
The text lists five key drivers for change. Pick one of these and apply it to a situation/issue where you work.
What level of quality is your organization willing to fund? Do you agree with this or disagree?
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:
Complete the Discussion Board Requirements.
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.
Prepare for Group Discussion and Case Presentation due Seminar Week
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)
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.
How do you align staff motivation with organizational goals?
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:
Complete the Discussion Board assignment.
Read the assigned Case Study and think about how you would answer the questions.
Investigate what collaborative model is used in your institution and how it helps foster collaboration.
Complete Case Study: Interprofessional Collaboration/Innovation assignment to present findings during Session III & IV (October 17 &18).
WEEK THREE SEMINARS/ACTIVITY:
First Seminar Leadership Session I is on Thursday, October 13, from 3:00 – 5:00 pm. The first hour will be a prese

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