NURS 205 Introduction to Leadership
Course Name:
Introduction to
Leadership
NURS 205
Course Number:
Academic Program:
Campus: Los Angeles
Nursing BSN
Section A:
Instructor’s Name
Phone Number:
E-mail:
Office location:
Office hours:
Sheryl Abelew MSN RN
I. Instructor’s Contact Information, Course Pre and Co-Requisites
Contact instructor via email or by appointment only
sabelew@westcoastuniversity.edu
120
0930-1130
Course Prerequisites
Course Co requisites
NURS 100, 101L, 120, 121L, 200, 210L, 201, 211L or theequivalent
NURS 204, 214L
II. Mission and Outcomes
University Mission
At West Coast University, we embrace a student-centric learning
partnership that leads to professional success. We deliver transformational
education within a culture of integrity and personal accountability. We
design market-responsive programs through collaboration between faculty
and industry professionals. We continuously pursue more effective and
innovative ways through which students develop the competencies and
confidence required in a complex and changing world.
College of Nursing
Mission
The mission of the College of Nursing is to provide evidence-based and
innovative nursing education to culturally diverse learners; preparing nurses
to provide quality and compassionate care that is responsive to the needs of
the community and the global society.
College of Nursing
Philosophy
The philosophy of the College of Nursing is the education of nurses who
become lifelong learners and critical thinkers. The philosophy reflects
beliefs that education is a continuous process, occurring in phases
throughout an individual’s lifetime
West Coast University Course Syllabus
Revision Date:
Revision Date: Month, Year (i.e. February, 2010)
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April, 2011
NURS 205 Introduction to Leadership
Program Learning
Outcomes
Term:
Class Meeting Dates:
Class Meeting Times:
Class Meeting Location:
Class Credit Hours
Class Credit Length
Class Required Texts,
Learning Resources
1.
Synthesize knowledge derived from liberal arts and sciences with a
conceptual framework as a basis for professional nursing practice.
2. Utilize nursing process in health promotion, restoration, and disease
and illness prevention.
3. Apply evidence-based practice in providing therapeutic nursing
interventions for patients and families in a wide variety of health care,
and community setting.
4. Apply critical thinking skills in providing culturally sensitive and
developmentally appropriate nursing care to patients who are
experiencing simple and/or complex health problems in a variety of
settings.
5. Provide health care education to individuals, families, and aggregates.
6. Develop measurable goals that demonstrate the willingness to
become a life-long learner in building expertise as a member of the
nursing profession.
7. Utilize effective communication to interact with patients, families, and
the interdisciplinary health team.
8. Assume responsibility for the delegation and supervision of the
delivery of nursing care to subordinates based on the subordinate’s
legal scope of practice and ability.
9. Demonstrate application of the AACN 9 Essentials.
10. Be eligible to apply for the registered nursing licensing examination in
order to be employed as a registered nurse in a variety of settings.
III. Course Information
Term 9 of BSN of Program
June 21, 2011 – August 16, 2011
1230-1600
Room 212
2 semester credits/3.34 contact hours per week/30 hours per term
9 Weeks
American Psychological Association. (2009).Publication manual of the
American Psychological Association (6th ed.).Washington, DC:
American Psychological Association.
Assessment Technologies Institute, LLC (2007). Content Mastery Series
Leadership and Management. Overlook Park, KS www.atitesting.com
Boyd, D., Considine, C., &Saccoman, E. (2008). NCLEX-RN Review (HESI).
Houston, TX: Health Education Systems, Inc.
California Board of Registered Nursing (2010). Nurse Practice Act Rules and
Regulations. Sacramento, CA: Author
Lipe, S.K. & Beasley, S. (2004). Critical thinking in nursing: A cognitive skills
workbook. Philadelphia, PA: Lipincott Williams & Wilkins.
Evolve Online Learning Center. Case Studies & Practice Tests
West Coast University Course Syllabus
Revision Date:
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NURS 205 Introduction to Leadership
Class Required Texts,
Learning Resources
(continued)
Class Recommended
Texts, Learning
Resources
Sullivan, E.J. & Decker, P.J. (2009).Effective Leadership and Management in
Nursing (7th ed.). Upper Saddle River, NJ: Prentice Hall.
http://www.lirn.net/services.shtml
(Available anywhere with Internet access)
Patron Indentification #: 52516
Opposing Viewpoints
InfoTrac- magazine articles
Medical Encyclopedia
Medical Dictionary
Current information on dozens of topics
Ebsco Databases:http://search.ebscohost.com
(Available anywhere with Internet access)
UserID: west
Password: coast
Full text periodical articles
EBRARY:
http://site.ebrary.com/lib/westcoastu
(Only available on the WCU campus)
43,000+ full text books
Course Catalog
Description
Provides information related to the leadership and management role when
working within a team to help diverse clients achieve optimal wellness.
Organizational skills, time management, delegation, and teaching skills are
emphasized.
Course Learning
Outcomes
1.
2.
3.
4.
5.
6.
7.
The student will be able to discuss leadership theories, leadership
styles, and distinguish between leadership and management.
The student will be able to analyze various organizational
structure/management theories as they relate to nursing practice.
The student will be able to compare and contrast variety of health care
delivery models.
The student will utilize critical thinking skills when assigning and
delegating nursing care/tasks based on the RNs, LVNs, and UAPS scope
of practice.
The student will be able to discuss change theory, change
management, conflict resolution, and strategies to promote
innovation.
The student will be able to analyze the impact of group dynamics and
therapeutic communication patterns on work teams and groups of
patients.
The student will be able to analyze ethical and legal dilemmas in
nursing and health care by applying ethical decision making
frameworks and legal principles to them.
West Coast University Course Syllabus
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NURS 205 Introduction to Leadership
Course Learning
Outcomes (continued)
8.
Teaching Strategies
Lecture/Discussion
Small group discussion provides a forum for questioning
Simulation exercises in small groups
Use of videotapes and class presentations provide the opportunity to
integrate concepts and strengthen critical thinking skills.
Formative Assessment of
Student Learning:
 Will not count more
than 80% of final
grade
Summative Assessment
of Student Learning:
 Will not count more
than 20% of final
grade
Participation:
 Student Participation
will not account for
more than 10% of the
final grade.
The student will be able to explain the process through which laws,
legal requirements, and policy are established and how to participate
in the political process.
IV. Evaluation Methods, Grading
Formative Assessment:
Assignment/Assessment Activity
Role Transition Paper
Resume / Interview
Class Presentation - Groupwork
Group Assignment (homework)
Examinations
Summative Assessment:
Final examination
Due Date
Points
5
5
5
5
60
20
Student must attain a score of at least 76% out of the 80% examinationoriented part of the total course grade. In other words, if the total number
of points available in a given class is 100, then a minimum of 80 of those
points are earned by taking examinations, and a student must earn at least
61 points of the 80 points (76%) out of those exam questions in order to
pass the course. Assuming the student attains the minimum 76% (61
points), then the 20% non-examination activities (20 points) are added to
calculate the final course grade. Note – A student can attain 76% of the
combined examinations and still fail the course if not attaining enough
points from non-examination assignments.
West Coast University Course Syllabus
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NURS 205 Introduction to Leadership
West Coast
University Grading
Scale (reflective of
final course grade.
See associated
policy in Catalog)
West Coast
University
Attendance Policy
Grade
A
V. Policies and Procedures
WCU Numerical
Scale
Points
for non program
specific courses
4
90-100
Nursing and Dental Hygiene
Specific Numerical Score
91-100
B
3
80-89
84-90
C
2
70-79
76-83
D
1
60-69
64-75
F
0
59 and below
63 and below
TC
N/A
Transfer Credit
Transfer Credit
W
N/A
Withdrawal
Withdrawal
I
N/A
Incomplete
CR
N/A
Credit
Incomplete
Credit granted for 75% or
higher on a challenge exam or
Credit awarded for NURS 199
Satisfactory attendance in courses is a requirement of the university and linked
with student success. The percentage of attendance is calculated on the basis of
the clock hours identified and varies by the type of course or major. For
example, 30% of a three credit lecture course is 13.5 hours. Absences in excess
of 30% of any course will result in a grade of “F” and the student will be required
to repeat the course. Nursing students may not be absent for more than 20% of
a NURS lab or clinical course identified as “L”. Dental hygiene students may not
be absent for more than 20% of any DHYG course whether theory or clinical.
If any student is absent from the University for more than 14 consecutive
calendar days, excluding holidays, and no contact has been made during that
period, the student will be withdrawn from the University.
Students must provide the Academic Dean or Dean of Nursing with written
documentation verifying the required military leave and length of time
requested.
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NURS 205 Introduction to Leadership
Course Completion
Requirements
Students are expected to participate in class. Participation includes being
present in the class, participation in discussions, and active engagement in the
lecture/learning activities.
Students must achieve a passing grade of B or better, submit all required
assignments, complete all required quizzes and examinations, and meet the
standards of the University attendance policy.
Unscheduled quizzes may be given periodically throughout the term. The quizzes
may include previously covered content and/or content to be covered during the
current day’s class session.
Unless designated as a group project by the instructor, all student papers and
assignments must be completed by the individual student and represent the
student’s own original work. Group projects are designated as such so that all
other assignments are individual assignments and are to be completed by the
student and NOT as a group assignment.
Each student is responsible for his or her own learning which includes all aspects
of the work required for a class. In order to maintain security and confidentiality,
student assignments must be submitted directly to the instructor via the
method(s) approved by the instructor. Do not fax papers to the campus. Do not
e-mail papers to instructors without written permission from the instructor.
Students who do not successfully pass a course and therefore must repeat the
class are required to earn a minimum grade of ‘B’ on the course they retake.
Students who fail to earn a minimum grade of ‘B’ on a repeated course will be
academically disqualified from the University.
West Coast
University Make-up
Work Policy
In order to meet course outcomes students may be required to make up all
assignments and work missed as a result of absences. The faculty may assign
additional make-up work to be completed for each absence. Hours of make-up
work cannot be accepted as hours of class attendance.
Students are required to be present when an examination is given. If
unexpectedly absent for a documented emergency situation (i.e. death in the
immediate family), it is the student’s responsibility to arrange for a make-up
date by contacting the faculty member within 48 hours of the original
assessment date. The make-up work must be completed within five (5) school
days of the originally assigned date. Students who do not take the exam on the
scheduled make-up date or who do not contact the instructor within 48 hours
will receive a zero score for that assessment activity. The highest score possible
on a nursing or dental hygiene make-up examination is passing grade (e.g., if a
student obtained a perfect score (100%) in the make-up examination, the grade
will still be recorded as a passing grade). Lack of preparation at the scheduled
exam time is not an acceptable excuse for not taking an examination or quiz.
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NURS 205 Introduction to Leadership
Classroom Policies




Academic Integrity
Policy
Students are expected to dress professionally during class time, as they
will in their future roles and positions.
No children are allowed in class or unattended on campus.
Personal use of cell phones, Blackberries or any other electronic devises
in the classroom during class time is not permitted. Unauthorized use
may lead to faculty member confiscation of the device for the remainder
of the class. Consistent breaches of this policy will be addressed by the
University as a student conduct issue.
Behavior that persistently or grossly interferes with classroom activities
is considered disruptive behavior and may be subject to disciplinary
action. Such behavior inhibits other students' abilities to learn and the
instructor’s abilities to teach. A student responsible for disruptive
behavior may be required to leave class pending discussion and
resolution of the problem. Consistent breaches of this policy will be
addressed as a student conduct issue.
Academic honesty, integrity, and ethics are required of all members of the West
Coast University community. Students are expected to conduct themselves in a
manner reflecting the ideals, values, and educational aims of the University at all
times. Academic integrity and honorable behavior are essential parts of the
professionalism that will be required well beyond graduation from WCU. They
are the foundation for ethical behavior in the workplace.
A student who acts in an unethical or unprofessional manner on an assignment
will receive a grade of zero for that assignment. A second incident of unethical
or unprofessional behavior may result in administrative termination from the
university.
In its commitment to academic honesty and accurate assessment of student
work, West Coast University uses a plagiarism-detection web-service to help
prevent plagiarism. Consequently, instructors reserve the right to submit student
assignments to the website to check for similarities between student
submissions and the internet, various research databases, and the web-site’s
database of previous student submissions.
Students may be required to electronically submit their work to the instructor or
to the website, and by taking WCU courses, students agree that all assignments
are subject to plagiarism detection processes and Academic Honesty policies.
Assignments submitted to the website by the student or instructor will become
part of the service’s database and will be used for plagiarism prevention and
detection. Student papers, however, will remain the intellectual property of the
authors.
Any submitted papers that are not the student’s original work will be
considered plagiarism, in violation of the Academic Honor Code. For
clarification of plagiarism, please refer to the WCU Catalog, Dean or Instructor.
West Coast University Course Syllabus
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NURS 205 Introduction to Leadership
Academic
Dishonesty
The University considers plagiarism and falsification of documents, including
documents submitted to the University for other than academic work, a serious
matter that may result in a failure in the class or dismissal from the program. All
student work is to be submitted to faculty and represent the student’s original
work. All students are required to follow the American Psychological Association
(APA) writing guidelines. All sources used as references must be properly
identified
Students who violate university standards of academic integrity are subject to
disciplinarysanctions, including failure in the course and suspension from the
university. Since dishonesty in any form harms the individual, other students
and the university, policies on academic integrity will be strictly enforced.
Familiarize yourself with the Academic Integrity guidelines and the Academic
Honor Code in WCU catalog and program handbooks.
Testing and
Examination Policy
The university testing policy stipulates that no phones or other electronic
devices, food or drink, papers, hats or backpacks can be taken into the
examination area. In specific courses the faculty may have additional
requirements. Talking during testing or sharing of information regarding the test
questions is not allowed.
Once the exam results are available, the students will be offered a test review.
The student will be provided with a test copy (not applicable to HESI, ATI exams),
answer sheet, and a copy of his or her Scranton, which must all be returned
unchanged upon completion of review. No written or oral notes can be taken
when a student reviews his or her exam. The school encourages students to
review their test results as soon as the exam is completed. HESI (or ATI) exam
results are available for review on line through the Elsevier (or ATI) website
usually within 24 hours of completing the exam. Students are encouraged to use
this information to tailor their remediation in areas of weakness as identified by
subjects missed on the HESI or ATI exam. The HESI and ATI testing policy require
that you may not share any of the testing information with anyone at any time.
Please read it carefully as this is a legal document you are signing and will be
legally held accountable to uphold, when taking these examinations. See Testing
policy and Academic Honor Code in WCU catalog and/or Nursing Student
Handbook.
Reasonable
Accommodations
Any student requesting accommodations based on a verified disability is required
to register with the Director of Student Services each semester. A letter or clinical
evaluation form from a learning specialist showing proof of a learning disability and
what accommodations are required to assist the student, is required to be on file
with the Director of Student Services. A letter of verification for approved
accommodations can be obtained from that office. Please be sure the letter is
delivered to your instructors at the beginning of each term so they may
appropriately assist you.
Changes to the
Course Schedule
Any changes to the course schedule as outlined in this syllabus will be thoroughly
discussed with students attending the class prior to implementation.
West Coast University Course Syllabus
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NURS 205 Introduction to Leadership
Additional Program
or Accreditation
Requirements
AACN Essentials forBaccalaureate Education for Professional Nursing Practice
The purpose of this section of the syllabus is to guide the student in
understanding how the ACCN 9 Essentials are incorporated into their education
and to provide guidance to them in developing their individual portfolios.
The Essentials that are met in NURS 205 Introduction to Leadership include the
following:
Essential II, Basic Organizational and System Leadership for Quality Care and
Patient Safety
 Outcome 4 – Demonstrate an awareness of complex organizational
systems.
o Analyze various organization structure/management theories as
they relate to nursing practice.
Essential V, Healthcare Policy, Finance, and Regulatory Requirements
 Outcome 1 – Demonstrate basic knowledge of healthcare policy, finance,
and regulatory environments, including local, state, national, and global
healthcare trends.
o Explain the process through which laws, legal requirements,
and policy are established and how to participate in the political
process.for Quality Care and Patient Safety
 Outcome 4 – Demonstrate an awareness of complex organizational
systems.
o Analyze various organization structure/management theories as
they relate to nursing practice.
Essential V, Healthcare Policy, Finance, and Regulatory Requirements
 Outcome 1 – Demonstrate basic knowledge of healthcare policy, finance,
and regulatory environments, including local, state, national, and global
healthcare trends.
o Explain the process through which laws, legal requirements, and
policy are established and how to participate in the political
process.
Essential VI, Interprofessional Communication and Collaboration for Improving
Patient Health Outcomes
 Outcome 3 – Incorporate effective communication techniques, including
negotiation and conflict resolution to produce positive professional
working relationships.
o Examine change theory, change management, conflict
resolution, and strategies to promote innovation.
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NURS 205 Introduction to Leadership
Additional Program
or Accreditation
Requirements
(continued)

Outcome 4 – Contribute the unique nursing perspective to
interprofessional teams to optimize patient outcomes.
o Analyze the impact of group dynamics and communication
patterns on work teams.
o Analyze ethical and legal dilemmas in nursing and healthcare by
applying ethical decision making frameworks and legal principles
to them.
Essential VIII, Professionalism and Professional Values
 Outcome 1 – Demonstrate the professional standards of moral, ethical
and legal conduct.
 Discuss the ethical, legal, and value based dimensions of nursing and
healthcare.
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NURS 205 Introduction to Leadership
CRITICAL THINKING ASSIGNMENTS
1.
Role Transition Paper: RN, LVN AND UAP PRACTICE (5%)
Guidelines:
Complete a two page APA style paper on the differences in roles of the RN, LVN andUAP. Use
the nurse practice act as a guide when contrasting the responsibilities of theRN vs the LVN and
UAP.
2.
Resume and Interview Assignment (5%)
Guidelines:
Submit two copies of a typed resume. Do not staple them together, staple eachseparately. Use
guidelines from the class handout. There is no specific format youare required to use for this
assignment. Consider including in your resume: A careerobjective; education with dates and
degrees; scholarships and honors; work experience(for each job identify your abilities and
strengths along with the job title, employer, datesof employment, job responsibilities,
significant accomplishments and special skills,problem solving or leadership abilities,
promotions); extracurricular activities.
Prepare a written response to the following interview questions as if you were talking to the
nurse manager who is considering hiring you:
A. What contribution can you make to this organization?
B. How would you use this opportunity to tell someone how terrific you are and whythey
might benefit by hiring you? Note: There is no right length to this answer.
C. What are your career goals? (Use a time frame of the next 1 to 3 years)
These questions are designed to facilitate your thinking as youtransition from your student role,
and prepare you to answer these questions with confidence in an interview situation.
Do not place the answers to the questions on the same sheet as your resume. Do notstaple
them to your resume.
Use a cover sheet and APA format for your written response to the interview questions.
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NURS 205 Introduction to Leadership
Critical Thinking in Nursing
Cognitive Skills Workbook Assignments: Group Work (5%):
HOMEWORK– Group Assignment
Working in your assigned group and topic, pleaseretypethe scenario, andquestion(s)and provide
answer(s). Include the names of all in the group to insure credit.
Problem Solving: pp. 31-33, Scenarios 1-6
Decision Making: pp. 53-57, Scenarios 1-7
Priority setting pp.77-79; Scenarios 1-6
Organizational Structure pp.250-252 Scenarios 6-12
Cognitive Skills & Nursing Process pp. 110-113 Scenarios 1 & 2
Delegation: pp. 144-146, Scenarios 1-2 plus evaluating competencies of Caregiver
Application of Judgment in Nursing Activities: pp. 277-280 Scenarios 1-5
Cognitive Skills in the Nursing Process pp. 162-163 Scenario 1
Ethical Decision Making pp. 252-256 Scenarios 1-12
CLASS PRESENTATIONS - ATI (5%)
This assignment involves working in small groups in order to present a comprehensive review ofthe
principles of leadership according to your ATI book. Each group will be assigned contentfrom the text by
the instructor. Length of the presentation will be approximately 10-15 minutes pergroup. PowerPoint
presentation must accompany oral report.
****Note: All of the above assignments must be typed**
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College of Nursing
PRESENTATION RUBRIC
NAME: ________________________________________
PRESENTATION TOPIC: ___________________________
CRITERIA
Content
accuracy,
utilization of
current and
pertinent
information is
used
40
Information is
complete,
accurate,
appropriate,
and
integrated
effectively.
CRITERIA
Content has
logical
organization
10
Content is
organized
logically with
fluid
transitions to
capture and
hold attention
throughout
the entire
presentation.
5
Presentation
completed in
the allotted
time.
CRITERIA
Content
appropriate
for time
allowed
Pertinent
references
and citations
Source
materials are
incorporated
logically,
insightfully,
and elegantly;
sources are
documented
accurately
DATE: ____________
COURSE: __________
30
Information is
somewhat
complete,
accurate,
appropriate
and
integrated
effectively.
8
Organization
of the content
is congruent;
transitions
are evident.
20
Information is
scant, mostly
accurate, and
not
integrated
effectively.
10
Information is
mostly
inaccurate,
not complete,
and not
integrated
effectively.
0
Information is
inaccurate,
inappropriate,
and no
integration is
evident.
POINTS
6
Organization
of the content
is somewhat
congruent
and
transitions
are not
always
evident.
4
Organization
of the content
is not
congruent
and
transitions
are never
evident.
2
Content lacks
organization;
transitions are
abrupt and
distracting.
POINTS
4
Presentation
completed no
more than 1
minute over
allotted time.
Source
material is
used logically
and
proficiently;
sources are
accurately
documented
3
Presentation
completed no
more than 2
minutes over
allotted time.
Sources are
incorporated
logically and
adequately;
sources are
documented
accurately for
the most part
2
Presentation
completed no
more than 3
minutes over
allotted time.
Source
material is
inappropriatel
y or unclearly
incorporated;
documentatio
n is
infrequent
1
Presentation
completed no
more than 4
minutes over
allotted time.
Source material
is never
incorporated or
incorporated
inappropriately
or unclearly;
documentation
is inaccurate
POINTS
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College of Nursing
CRITERIA
Method of
Delivery: Use
of visual aids
is appropriate
Method of
Delivery;
Handout/outli
ne
CRITERIA
Maintains eye
contact and
keeps the
audience
interested;
presents
information
without
reading
Keeps
audience
interested
and/or allows
opportunity
for
interaction
5
Creative,
original,
reflects the
purpose of
the
presentation.
Well written
with proper
grammar,
spelling, and
medical
terminology.
10
Eye contact is
effectively
established;
audience is
attentive;
does not refer
to written
notes
4
Creativity and
originality is
evident.
3
Creativity and
originality is
somewhat
evident.
2
Creativity and
originality is
slightly
evident.
1
Creativity and
originality is not
evident.
Mostly well
written with
minimal
grammatical
and spelling
errors.
8
Eye contact is
established;
most of the
audience is
attentive;
refers to
written notes
occasionally
Adequately
written with
minimal
grammatical
and spelling
errors.
6
Eye contact is
minimal;
most of
audience is
not attentive;
mainly refers
to written
notes
Not well
written with
many
grammatical
and spelling
errors.
4
Eye contact is
hardly
established;
audience is
not attentive;
must refer to
notes
constantly
Inappropriate,
sloppy, and
takes not pride
in the written
handout.
Language is
memorable
and usage is
felicitous;
tone is
appropriate;
interaction
with audience
takes place
Most
language is
memorable
and usage is
accurate;
tone is
appropriate;
some
interaction
with audience
takes place
Language is
not very
memorable;
language
usage is
usually
accurate;
tone is often
inappropriate
; minimal
interaction
Language is
not
memorable
and
inaccurate;
tone is
inappropriate
; no
interaction
with the
audience
Language is
confusing and
inaccurate; tone
is distracting;
no comments
from the
audience
2
No eye contact
is made;
audience not
listening; reads
information
West Coast University Course Syllabus
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POINTS
POINTS
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College of Nursing
CRITERIA
Keeps voice
clear, audible
and
understandab
le.
5
Voice clear,
loud and
articulate;
gestures are
paralinguistic
cues are used
to reinforce
important
ideas; no
excessive of
vocalized
pauses (ah,
um)
Professional
appearance
Professionally
dressed. Is
not dressed
provocatively.
4
Voice mostly
clear and
articulate,
able to hear;
gestures and
paralinguistic
cues are
mostly used
to reinforce
important
ideas; some
vocalized
pauses are
used
Dress is
somewhat
professional.
3
Voice is clear
difficult to
hear and
understand;
paralinguistic
cues are
sometimes
used to
reinforce
ideas; several
vocalized
pauses are
used
2
Voice unclear,
garbled, and
difficult to
understand;
gestures and
cues seldom
used; vocalized
pauses are
used
frequently;
student is not
articulate
1
Student cannot
be heard or
understood;
gestures and
cues are not
used to
reinforce ideas;
vocalized
pauses distract
from overall
message
Dressed but
not
professional,
in jeans and
tennis shoes.
Dressed but not Dressed
unprofessional, unprofessionally
shorts, sandals. and/or
provocative.
POINTS
TOTAL
COMMENTS:
STUDENT SIGNATURE:
DATE:
INSTRUCTOR SIGNATURE:
DATE:
West Coast University Course Syllabus
Revision Date:
Revision Date: Month, Year (i.e. February, 2010)
Page
15
Page 15
April, 2011
NURS 205 Introduction to Leadership
Section B: Course Outline
Week/
Date
1
6/21/11
Class Objectives
Content Outline
1. Describe factors influencing health care.
2. State the reasons cultural diversity is
essential to health care managers.
3. Describe the traditional and integrated
models of care.
4. Discuss how leadership theories explain
leadership and management.
5. Describe shared governance
andhierarchy.
6. Discuss types of health care
organizations found in the community.
7. Discuss the different types of healthcare
organizations in regard to financing and
reimbursement plans.
8. Discuss organizational system theory
within the health care setting
9. Describe the management roles in
nursing practice
10. Differentiate between nurse leaders
and nurse managers
Nursing Management & Organizations
1. Describe the change theories/process.
2. Describe Lewis’ three changestrategies.
3. Describe the following change agent
strategies: power-coercive, empirical
rational,and normative-re-educative.
4. Describe nurses’ role in initiating
change.
Skills in Nursing Management
Initiating and Implementing Change
Specific Course
Activity
Introduction
Organizational Design
Delivering Nursing Care
Leading, Managing and Following
Student
Assignments
Sullivan, & Decker,
Ch 1, 2, 3, 4, 5
Read the California
Nurse Practice Act
2010
Assign Critical
ThinkingWorkbook
Assignments
andGroup
Presentations.
Role
Transition-Paper
Due Week 3July 5, 2011
West Coast University Course Syllabus
Revision Date:
Page 16
April, 2011
NURS 205 Introduction to Leadership
Week/
Date
2
6/28/11
3
7/5/11
Class Objectives
Content Outline
1. Explain Quality/Risk Management
2. Define power and politics and how used
for improving quality of care.
3. Explain critical thinking, problem
solving, and decision making.
4. Describe the role of communication in
leadership.
Management and Improving Quality
Understanding Power and Politics
Thinking Critically, Making Decisions,
Solving Problems
Communicating Effectively
1. Discuss the five rights of delegation,
process, and benefits.
2. Provide examples of ineffective
delegation.
3. Describe strategies for building and
managing teams.
4. Discuss conflict process, model, and
resolution.
5. Explain goals and strategies for time
management.
Key Skills in Management
Delegating Successfully
Building and Management Teams
Handling Conflict
Managing Time
Specific Course
Activity
West Coast University Course Syllabus
Revision Date:
Student
Assignments
Sullivan & Decker
Ch 6, 7, 8, 9
Lipe& Beasley
Ch 1, 2, 3
Role Transition
Paper Due Week
Sullivan & Decker
Ch 10, 11, 12, 13
Lipe& Beasley
Ch 4, 5, 6
Exam 1
Page 17
April, 2011
NURS 205 Introduction to Leadership
4
7/12/11
1. Discuss the budgeting process.
2. Differentiate capital versus operating
budget.
3. Determine personal budget (FTE).
4. Explain principles of interview.
5. Describe creative and flexible staffing.
6. Describe staff development process and
methods.
7. Define performance appraisal and
interview.
Managing Fiscal Resources
Budgeting and Managing Fiscal Resources
Recruitment and Selecting Staff
Staffing and Scheduling
Motivating and Developing Staff
Evaluating Staff Performance
Critical Thinking
Workbook
Assignment Due
Sullivan & Decker
Ch 14, 15, 16, 17,
18
Lipe& Beasley
Ch 7, 8, 9,
Group
Presentation 1-4
Resume/Interview
Due Week 6
July 26, 2011
West Coast University Course Syllabus
Revision Date:
Page 18
April, 2011
NURS 205 Introduction to Leadership
Week/
Date
5
7/19/11
6
7/26/11
7
8/2/11
Week/
Date
Class Objectives
Content Outline
1. Explain reducing turnover and
retention.
2. Discuss absenteeism
Specific Course
Activity
Coaching, Discipline and Terminating Staff
Reducing Turnover/Retaining Staff
Managing Absenteeism and other Staff
Problems
1. Describe collective bargaining for
nurses.
2. Discuss workplace violence.
3. Describe factors causing stress and
itsconsequences.
4. Describe stress strategies.
5. Discuss elements resume writing.
6. Prepare responses to interview
questions.
7. Discuss tools for advancing one’s career.
1. Discuss client advocacy, advance
directives, and informed consent.
2. Discuss ethical practice, HIPAA and
Patient Care Partnership.
3. Describe Nurse Practice Act, standards
of care, torts, malpractice, and
negligence.
4. Discuss resource management for cost
effective care.
5. Describe injury prevention, security
codes, and incident reports.
6. Discuss strategies for prioritizing client
care.
7. Discuss delegating and supervising skills.
Class Objectives
Student
Assignments
Sullivan & Decker
Ch 19, 20, 21
Exam 2
Preventing Workplace Violence
Handling Collective Bargaining Issues
Taking of Care of Yourself
Managing Stress
Career Advancement
Resume/Interview
Due
Sullivan & Decker
Ch 22, 23, 24, 25
Lipe& Beasley
Ch10, 11
Dr. MOORE?????
Group Presentation: ATI Leadership and
Management
Exam 3
Client Advocacy, Advance Directives and
Informed Consent
Ethical Practice, Client Rights, and
Confidentiality
Legal Responsibilities
Resource Management
Injury Prevention, Security Plan, and
Reporting Incidents
Prioritizing Client Care
Assigning, Delegating, and Supervising
Content Outline
Specific Course
Activity
West Coast University Course Syllabus
Revision Date:
Student
Assignments
Page 19
April, 2011
NURS 205 Introduction to Leadership
8
8/9/11
9
1. Describe conflict resolution strategies.
2. Provide required orientation classes for
new staff.
3. Discuss time management strategies.
4. Discuss disaster management.
5. Discuss importance of interdisciplinary
team’s collaboration for quality care.
6. Describe the role and responsibility of
the case manager.
Group Presentation: ATI Leadership and
Management
Group
Presentation
5-9
Conflict Resolution
Staff Development and Performance
Improvement
Time Management
Disaster Planning and Emergency
Management
Referrals, Consultation, and Collaboration
with Interdisciplinary Team
Continuity of Care, Case Management, and
Discharge Planning
Final Exam
8/16/11
West Coast University Course Syllabus
Revision Date:
Page 20
April, 2011