NURS 458 Nursing Management and Leadership Syllabus Fall 2013
Course: NURS 458-Nursing Management and Leadership (5 units)
3 units – lecture
2 units - clinical
Schedule: Fridays 1:00-3:40 AH 2108
Faculty:
Office:
Office Phone:
E-mail:
Office Hours:
Michael Gates, Ph.D, RN
Hepner Hall 149
(619) 594-3572
mgates@mail.sdsu.edu
Mondays 1:10-5:00 PM
Fridays 11:00-1:00
or by appointment
1
NURS 458 Nursing Management and Leadership Syllabus Fall 2013
Section
Clinical Faculty Contact Information
Hospital
2
1
Caroline Walker
cwalker@mail.sdsu.edu
Scripps La Jolla
Clinical
Days
TBD
2
Olga Mote
olgamotern@cox.net
Kaiser
TBD
3
Paula Muehlbauer
paula.muehlbauer@gmail.com
VA
Thursday
4
Mina Attin
mattin@mail.sdsu.edu
Sharp Grossmont
TBD
5
Julie Jurf
jjurf@cox.net
Sharp Chula Vista
TBD
6
Kristi Cullum
ckullum@mail.sdsu.edu
Scripps Mercy
Sharp Mary Birch
TBD
7
Julie Jurf
jjjurf@cox.net
Sharp Memorial/
Sharp Mesa Vista
TBD
8
Rebecca Long
R911nurse@aol.com
VA
Thursday
9
Kristi Cullum (Scripps Chula Vista)
Mina Attin (UCSD)
kcullum@mail.sdsu.edu
mattin@mail.sdsu.edu
Scripps Chula Vista/
UCSD
TBD
10
Helina Hoyt
hhoyt@mail.sdsu.edu
Imperial Valley
Campus
TBD
NURS 458 Nursing Management and Leadership Syllabus Fall 2013
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COURSE DESCRIPTION
The content of this course prepares students for the changing role of the professional nurse in
complex and diverse health care settings. The theories and methods of leadership and
management are explored and applied in the clinical experience. There is an emphasis on critical
thinking, team building, communication, priority setting, collaborative decision-making and
advocacy. Students will use nursing leadership and management theory as well as the basic and
applied sciences and humanities from previous courses.
COURSE OVERVIEW
This course introduces the management functions and leadership roles of professional registered
nurses within the structure of an organization and is grounded in evidence-based leadership
principles. Emphasis is given to organization theory, management theory, behavioral theory and
political theory. Accountability for quality improvement in the provision of nursing care,
interdisciplinary communication, and collaborative relationships are emphasized. Legal authority
for nursing practice, the impact of political and legislative processes and ethical issues in
management, are also discussed. Various modes of inquiry, including nursing process, problemsolving models and decision-making tools are emphasized. Information competence is increased
through computerized database searching. An experiential learning approach, using group
process and case studies, is used to foster critical thinking skills.
NURS 458 Nursing Management and Leadership Syllabus Fall 2013
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COURSE OBJECTIVES
Course Objectives
The student will have achieved 100% satisfactory completion by the
end of the course:
1.
2.
3.
4.
5.
6.
Analyze the elements of organizational design
1.1 Examine the evolution of management theories.
1.2 Compare and contrast organizational structures such as
functional, bureaucratic, matrix. 1.3 Analyze components of organizational culture.
Analyze the integration of components into organizational
systems. 2.1 Examine the purpose and philosophy statements of
organizations.
2.2 Appraise the transformation of goals into outcomes and
plans of action.
Analyze the concepts used in designing Patient Care
Delivery Systems 3.1 Compare Patient Classification Systems used in designing
staffing systems. 3.2 Compare methods of assigning staff in hospital and
community based care systems.
Analyze the leadership role of the professional nurse. 4.1 Examine the evolution of leadership theories. 4.2 Compare and contrast leadership styles. 4.3 Compare and contrast decision making models.
4.4 Examine the structure and implementation of power in
the health care system.
Analyze the role of the professional nurse as a manager of
client care. 5.1 Compare the role of the direct care provider and the case
manager, shift manager, and unit manager in the delivery of
client care. 5.2 Analyze the professional nurse's role in communication,
coordination, consultation, and coaching in the delivery of
client care. 5.3 Analyze the principles of delegation in client care.
Analyze the role of the professional nurse in
organizational management.
6.1 Evaluate the purpose and structure of groups. 6.2 Examine factors that determine group norms. 6.3 Analyze leadership and membership roles of groups. 6.4 Analyze the professional nurse's role in communication,
coordination, consultation and coaching in organizational
Lecture
Clinical
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NURS 458 Nursing Management and Leadership Syllabus Fall 2013
7.
8.
9.
10.
11.
12.
management. 6.5 Assess sources of organizational conflict. 6.6 Compare methods and techniques used in conflict
resolution.
Analyze selected principles of health care economics 7.1 Examine the principles of supply and demand.
7.2 Examine the principles of market economies. 7.3 Compare the health care market to other markets.
7.4 Evaluate the impact of political decisions on health
care
delivery.
7.5 Compare HMO, PPO, and fee for service structures'
impact
on clients, physicians, nurses and third party payers.
Analyze the financing and management of health care
finances. 8.1 Compare and contrast retrospective and
prospective
reimbursement for health care services.
8.2 Evaluate capitation methods for financing health care
services. 8.3 Analyze the phases of budget preparation. 8.4 Identify methods of assessing and monitoring
productivity.
Analyze the concepts of Quality Improvement. 9.1 Examine phases of the control cycle.
9.2 Evaluate methods to assure quality through such as
audits,
benchmarking, professional standard setting and the
role of Joint Commission.
Analyze the components of Human Resource
Management. 10.1 Examine methods of recruitment and retention of
staff
used by the health care agency.
10.2 Analyze the method of performance appraisal used by
the
health care agency.
Analyze the components of Organization Change. 11.1 Examine theories used in the change process.
11.2 Analyze strategies used in creating change in
the
organization. 11.3 Evaluate tools used in implementing change.
Examine the future role of professional nursing in health
care.
12.1 Examine implications of differentiated practice of
nursing
in health care systems.
12.2 Question implications of advanced technology in
the
practice of nursing.
12.3 Evaluate expanded settings for health care delivery
and
the nurses' role in these settings.
5
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NURS 458 Nursing Management and Leadership Syllabus Fall 2013
REQUIRED TEXTBOOKS
Yoder-Wise, P (2011) Leading and Managing in Nursing, (5th ed). Elsevier/Mosby ISBN: 9780-323-06977-9
EVALUATION & GRADING:
Grading Scale: You will receive 2 grades for N458 (one final grade for the lecture component
and on final grade for the clinical component.
A
AB+
93-100
90-92
87-89
B
BC+
83-86
80-82
77-79
C
F
70-76
<70
Lecture Grading:
Exam 1 =
25 %
Exam 2 =
25 %
Exam 3 =
25 %
Homework =
15 %
Participation =
10 %
Clinical Grading:
Group Evidence Based Practice Project =
50 %
Clinical (Journals & Professionalism) =
45 %
Preceptor(s) Thank You Letters =
5%
6
NURS 458 Nursing Management and Leadership Syllabus Fall 2013
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LECTURE
Exams: Exams will be based on the readings, cases, and any material from class (lectures,
discussions, presentations, videos, and in-class exercises). There are a total of three exams in
this course. Make-up exams will only be granted if absolutely necessary in extenuating
circumstances, if you receive permission from me in advance, and if documentation is provided.
Please bring the normal (red) ParSCORE Scantron to class for the exams. The exam format will
be multiple choice due to the large size of this class. If you arrive to the classroom on an exam
day after any students have turned in their exam and left the classroom, you will not be permitted
to take the exam. Please make arrangements to use the bathroom before each exam begins so
that you do not need to leave the classroom during exams.
Test security is strictly maintained during both tests and review sessions. During exams, students
must leave all parcels, phones, pagers, PDAs, etc. at the front of the room. Students are allowed
to have pencils, erasers, and one scantron at their desks. Further, if you arrive to the classroom
on an exam day after any students have turned in their exam and left the classroom, you will not
be permitted to take the exam. Any student who, in the judgment of the faculty, is cheating
during a test will receive a zero for that test and will be reported to the University Judiciary
Committee for further action. It is the responsibility of the student to avoid any behavior which
could give rise to a suspicion of cheating.
During test reviews, neither writing nor recording are allowed.
Class Participation: Class participation is the essence of any adult learning experience. The
learning experience is enriched by those that actively engage and not solely influenced or born
by faculty. We each share in the responsibility for achieving the defined objectives. Therefore,
student grades will reflect the degree of participation and overall contribution each student
makes in achieving the goals of the course.
Attendance: Starting with the second day of class, I will display a list of about five randomly
selected students’ names at the beginning, middle, or end of class. These students will need to
let me know that they are present. Since names are randomly drawn, you can be chosen more
than once. If you are called a second time and you are absent, you will lose half of your points.
Do not come up at the end of class to ask if your name was on the list. Attendance is worth half
(5 points of your total grade) of your Class Participation Grade.
Criteria for Measuring Class Participation:
1. Be present and on time
2. Turn off cellular and/or mobile devises
3. Come prepared by completing all reading in the text and on blackboard
4. Complete all in-class assignments
5. Respect the people and the process
6. Ask relevant questions
7. Provide input/insight through personal reference and experience
8. Share additional information and materials (articles, etc.) that “add value” and enrich the
NURS 458 Nursing Management and Leadership Syllabus Fall 2013
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learning experience for all involved
9. Attendance will be assessed using class sign rosters and weekly discussion questions.
10. Absences authorized in advance by the course coordinator can be made up through the
following process. First absence – submit a 1 page essay on professionalism in nursing with 2
references within 1 week of missed class. Second absence – submit a 2 page reflective essay on
your growth as a professional nurse during your tenure in nursing school, include at least one
example of when you demonstrated professionalism in your practice.
Homework: When homework is due, it is due at the beginning of class and in hard copy form.
Note: Imperial Valley students are allowed to email homework assignments.
Academic Dishonesty: Students are reminded to read the University policy on academic
dishonesty/student discipline in the Undergraduate catalog. Academic dishonesty may include,
but is not limited to, cheating, plagiarism, fabrication, and knowingly assisting others in an act of
academic dishonesty. Any student that engages in cheating in any form will receive an
automatic “F” as a grade and will be referred immediately to SDSU’s Judicial Procedures Office.
Classroom Protocol: Behaviors that disrupt the classroom environment impede students’ ability
to learn. Examples of these behaviors are: talking during lectures and video presentations,
interrupting others while they are speaking, and arriving late and/or leaving early without
previously notifying the instructor of compelling reasons for entering or exiting the classroom
while class is in session (see the 2007-08 SDSU General Catalog, Student Discipline and
Grievances, pgs. 447-448). Students will be notified the first time that his/her behavior is
inappropriate. The next time this inappropriate behavior occurs, SDSU’s Judicial Procedures
Office will be informed for disciplinary action.
Student Disability Services: Students who need disability accommodation should provide
documentation of their disability to Student Disability Services at 619-594-6473 (Calpulli
Center, Suite 3101), and receive authorization for academic or clinical accommodations. After
accommodations have been authorized by SDS, students are responsible for notifying faculty in
advance of the need for accommodation. This can best be accomplished by making an
appointment to meet privately with the faculty member early in the semester, or as soon as
possible in the event that a disability is diagnosed during the course of the semester.
Syllabus Changes: While changes to the syllabus will be avoided as much as possible, I reserve
the right to make changes to the syllabus at any time during the semester. If changes are made,
they will be posted to Blackboard. Be sure to check Blackboard on a daily basis in the event that
changes or announcements are posted.
PLEASE NOTE:
This course requires students to participate in field trips, research or studies that include course
work that will be performed off-campus. Participation in such activities may result in accidents
or personal injury. Students participating in the event are aware of these risks, and agree to hold
harmless San Diego State University, the State of California, the Trustees of the California State
NURS 458 Nursing Management and Leadership Syllabus Fall 2013
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University and Colleges and its officers, employees and agents against all claims, demands, suits,
judgments, expenses and costs of any kind on account of their participation in the activities.
Students using their own vehicles to transport other students to such activities should have
current automobile insurance.
NURS 458 Nursing Management and Leadership Syllabus Fall 2013
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CLINICAL
Clinical Lab Hour Requirements
Each student will need to fulfill 90 clinical hours during the semester. Students will receive
credit for their post conference time (determined by your clinical faculty member) as well as 8
hours for group work on your Evidence Based Practice Project. The remaining time will be met
by working with your preceptor at your assigned facilities. In addition, participation in
community events/professional meetings/conferences is expected and can be used to meet some
of your clinical hours (these activities must be approved by your clinical faculty and the
student must show how the event they are attending meets course objectives/outcomes).
The number of clinical hours for these community activities will be determined by your clinical
faculty member.
Potential list of community activities:
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Toastmasters
Local Nursing Organization/Chapter meeting (required)
Sigma Theta Tau International Meeting
Sigma Theta Tau Odyssey Conference (Oct 31 & Nov 1 in San Diego)
California Student Nurses Association Meeting
Watch any President Obama’s speeches,
(NOTE: You will need to reflect in your journal on the President’s key points and the
response of each party
AACN Meetings (1st Wednesdays/month at 1730; location & topic TBD)
Oncology Nursing Society (ONS) meetings (3rd Thursday/ month; dinner meeting at
1800; topics and locations TBD)
A visit to a local/state policy maker
Attending leadership conference
Evidence Based Practice workshops, presentations, meetings
State/Local open forums
Non-profit organizations- meetings, forums- especially anything related to health
Journals: Students are responsible to submit a comprehensive journal weekly or as determined
by your clinical instructor. These journals should include the student’s perception of how they
functioned in the leadership and management role achieving the clinical outcomes. Activities are
compared with the course outcomes and logged. Self- evaluation should be included with each
week’s log. This could be how the student feels about their performance, areas of growth, ideas
for desired growth, goals for the following week, and analysis of the preceptor experience.
Journals will be submitted via the method designated by the clinical faculty each week during the
rotation until all hours are complete.
NURS 458 Nursing Management and Leadership Syllabus Fall 2013
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Journal Guidelines
Writing in a journal can assist you in the process of getting the most out of your N458 clinical
experience by helping you fully explore your clinical experiences. The process will be
challenging and difficult at times, but also rewarding and fulfilling if you take some risks and use
it for personal and professional growth.
The experience journal is a written account of each clinical laboratory experience. Each clinical
log is due within the week of the clinical experience. Guidelines include:
1. Provide an attainment of course outcomes, overview of activities and tracking for clinical
hours. (Tracking form will be available on blackboard).
2. Provide a vehicle to communicate learning experiences, feelings, problems, and/or needs
to the clinical faculty.
3. Facilitate formulation of learning outcomes for each experience.
4. Provide a summary retrospective analysis of individual growth.
5. Turn your journal in weekly until you finish your clinical hours – this means every week
even if you aren’t in clinical.
6. Generally you will write from 1-2 8.5 x 11 pages. Longer isn’t better if you aren’t
engaged in self-reflection, self-evaluation, and exploring your perceptions.
7. Stay focused on the course learning outcomes – remember this is how you will be
evaluated by the clinical faculty.
8. The journal is about reflection and evaluation of your performance and experiences,
identifying areas for growth, ideas for desired growth, goals for the following week. You
will need to provide an analysis of your clinical experience based on your explanation of
the concepts or theory contained in the outcome to which you are writing.
9. Remember your clinical faculty is not with you and your preceptor, and is only seeing
you separate from your clinical experience activities via your journal, so the journal
entries must document what you are learning as related to the course outcomes.
Suggestions for how to structure it – the “content”
1.
You should be paying close attention to the course learning outcomes each week
and identifying goals for each clinical experience that are related to how you will
meet the learning outcomes.
2.
Be smart about how you use the journal – “This is an example of how I worked
on outcomes 1”, or “I had 3 new challenging experiences this week, they were”.
3.
Look at your leadership evolution over the rotation, talk about how you have
tried/observed different leadership styles, how they worked, what leadership
styles do you see other nurses using, what seems to work best?
4.
What you are doing on-line each week should help guide how you approach your
journal, review previous chapters in your text and link the content to what you are
doing and seeing in the clinical setting, analyze, synthesize, reflect. This is not a
list of task and activities that you did.
5.
By the end of the semester there must be evidence in the journal how you met the
learning outcomes.
NURS 458 Nursing Management and Leadership Syllabus Fall 2013
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Clinical Conduct:
Clinical experience (unless there are site-specific guidelines identified by faculty) includes:
1.
Picture identification badge with name, which meets the guidelines of AB 1439 of
the Business and Professional Code of the State of California.
2.
White lab coat over professional attire of knee length or longer.
3.
Professional/business entire. No jeans or visible midriffs.
4.
Clean shoes with closed toes. Clogs must have a strap around the heel. No open
toe shoes for example, sandals or flip-flops.
5.
Jewelry per the School of Nursing and clinical site policy.
Pre/Post Conference
There will be group meetings during the clinical experience with all students and clinical faculty
in each section. Specific days/times for these meetings will be provided by the clinical faculty.
The clinical faculty will be available on scheduled clinical experience days. The contact method,
either beeper or cellular phone or other, will be discussed by each clinical faculty on orientation
day. This contact is to be used for urgent and emergency needs requiring immediate attention.
For non-emergent needs, the clinical faculty should be contacted during regularly scheduled
office hours, via email, or at phone numbers given at orientation to the course.
EVIDENCE-BASED PRACTICE (EBP) PROJECT
Learning how to manage and facilitate change is one of the major components necessary to
developing future nurse leaders. The group EBP project will provide the student the experience
to initiate and coordinate planned change in a health care organization.
The purpose of this assignment is to engage the student in an analysis of evidence-based practice
within their clinical experiences. The assignment will account for 50% of the clinical grade and
will be divided into 3 phases. Your clinical instructor will assign deadlines for each phase of the
project.
Phase I: Problem Identification and Evidence-Base
1. Problem Identification: A clinical problem will be uncovered during clinical
experiences in collaboration with the unit leaders and your clinical instructor. Digging up
clinical problems can start with observation of practice on your assigned unit, asking staff
about the problems they face delivering care, looking through policies and procedures
and guidelines of care, and talking with patients about their perceptions of the care they
are receiving. A clinical question should be developed using the PICOT process.
2. Review of literature: The review of literature should begin with a description of the
search process used to identify articles. The majority of the literature reviewed should
utilize systematic reviews, meta-analysis, or clinical guidelines. Individual studies,
review articles and clinical articles can be used as supportive literature for clinical issues
with limited research. Approximately 15 citations should be adequate (or 3 per group
NURS 458 Nursing Management and Leadership Syllabus Fall 2013
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member), see your clinical instructor if you have a problem with a particular content area.
Students are encouraged to use evidence- based sources from the Internet, as appropriate.
Use of a clinical/medical librarian is strongly encouraged and may be required by your
clinical instructor.
3. Critical Analysis: The critical analysis section should include a discussion of the
rationale for the existing clinical practice, as stated by the nursing staff in light of the
review of literature. The existing practice should be contrasted and compared to the
evidence gained from the review of literature. The individual sources should be critiqued
and a summary evidence grid be completed.
Phase II Proposal: Implementation Strategies:
This section should describe the innovation or new practice based on the best evidence and
explore strategies to implement the practice. Change theory should underpin the implementation
strategies selected. Key stakeholders should be identified. Challenges to implementing evidencebased care in the clinical setting should be identified with potential solutions for each challenge
explored. A proposed implementation timeline should be included. Outcomes measures should
be identified and an evaluation plan be proposed.
1. Clinical practice: The description of clinical practice can be a client care scenario in which
the student was involved or be clinical practices observed while in a given clinical area. The
rationale nursing staff offers for engaging in the particular clinical practice should also be
explored.
2. Innovation/New practice: The proposed change in practice should be outlined.
3. Implementation Strategies: An implementation strategy should be outlined with clear
evidence of integration of the change theory chosen to guide the project.
Phase III Dissemination:
This section will be the materials used to disseminate your project findings to the clinical
agency.
1. Presentation at Clinical Agency: a 10-15 minute overview of the problem,
evidence, and proposed plan.
Actual PowerPoint slides or some other method of effective communication of
project.
b. Handouts materials for unit leadership if indicated
c. 2-3 discussion questions prepared by students to pose to their audience to generate
discuss about the project and potential for implementation
d. Presentation delivery: professional demeanor, professional dress, discussion
generated
a.
NURS 458 Nursing Management and Leadership Syllabus Fall 2013
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Evidence-Based Practice Project Grading Guidelines
Criteria for Evaluation
Points
Possible
Points
Earned
Phase I: Problem Identification and Evidence Based-Scholarly Paper
1. Practice Problem Identification
a. description of clinical practice to be addressed
b. significance of project, to be able to answer the question: So
why is this problem significant
c. Problem statement in PICOT format
d. Query staff about the rationale for the clinical practicesummarize range of responses
2. Review of literature
a. Document search process for identifying articles. (consult
librarian)
b. Identify key search terms.
c. Search for evidence using the hierarchy addressed in EBP
lecture.
d. Body of evidence presented was necessary and sufficient
(15 source minimum)
e. Fill in the Evidence summary Grid provided in the EBP
lecture or by your clinical instructor (attach to paper).
3. Critical Analysis
a. Synthesize the evidence in a 3-5 page summary format.
b. Summarize the implications for Nursing practice
c. Summarize what the evidence supports as the best practice
related to the problem you selected and a conclusion about
whether or not the clinical practice is consistent with the
best practice identified in the evidence.
10
20
20
Phase II: Implementation Strategy-Scholarly Paper or PowerPoint
3. Implementation Plan
a. Protocol outlining the steps involved in the change in
practice
b. Clear identification of a change theory and its application
in designing the project.
c. Identification of the organizational stakeholders
d. SWOT analysis (strengths, weaknesses, opportunities, and
threats)
e. Cost benefit assessment
f. Proposed timeline
30
NURS 458 Nursing Management and Leadership Syllabus Fall 2013
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Phase Three: Dissemination
5. PowerPoint presentation to unit leadership at clinical site
a. Team Responsibility Form
b. PowerPoint presentation
c. Handout material for clinical facility (PowerPoint slides,
20
evidence summary grid, others as needed)
d. 2-3 discussion questions
e. Presentation delivery
TOTAL POINTS
100
Comments:
Project Reviewed by:
Students:
Note: Please be aware that all members of a team for the group-based assignments are expected
to function together and provide peer feedback to keep all students sharing the workload for the
assignments equally. Each group will receive one grade and each group member will receive that
grade for the project.
Each team should identify a team leader for each project. The form will document each person’s
individual contribution to the group effort.
Ream Member Name/Role
TEAM RESPONSIBILITY FORM
Contribution
Signature
NURS 458 Nursing Management and Leadership Syllabus Fall 2013
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LECTURE SCHEDULE
Students are expected to complete assigned readings before each class. It is a basic
responsibility of professionals to identify and fulfill their learning needs.
Professional education is by its very nature demanding and time consuming. Students are urged
to manage time carefully
DATE
August 30th
TOPIC
Course introduction
Evidence-Based Practice
Review
READINGS
Review Syllabus
Yoder-Wise Chapter 21
September 6th
Leadership
Personality & Values
Yoder-Wise Chapters 1, 3, & 4
Homework #1: Due. Reaserch
article critique.
Homework #2 due: Complete
two self-assessments that will be
available on Blackboard (What’s
my basic personality?” and
“what’s my Junigian 16-Type
Personality?”) and turn in the
completed assessments at the
beginning of class (5 Pts).
September 13th
Leadership Continued &
Patient Safety and Quality
Managing with technology
Yoder-Wise Chapter 2, 11, 20, &
22
Homework #3 due: Leadership
discussion question (7 points).
NURS 458 Nursing Management and Leadership Syllabus Fall 2013
September 20th
Policy and Politics
Legal and Ethical issues
17
Yoder-Wise Chapters 5 & 10
Homework #4 due: Case Study
assignment 1 (7 points)
September 27th
Portfolios
Job Market
Careers in Nursing END
EXAM 1 CONTENT
October 4th
Conflict
Yoder-Wise Chapter 23, 24, & 25
Homework #5 due: Take the online self assessment entitled
“What’s my preferred conflicthandling style? And bring printed
results to class (5 points). This
self assessment is available via
Blackboard.
October 11th
EXAM I {1:00-2:30]
October 18th
Negotiation
Delegation
Yoder-Wise Chapters 6 & 26
Homework #6 due: Take the online self assessment entitled
“What’s my negotiation style?
And bring printed results to class
(5 points). This self assessment is
available via Blackboard.
October 25th
Groups and Organizations:
Behavior and Structures
(including multicultural and
multidisciplinary groups)
Yoder-Wise Chapters 7, 8, & 9
November 1st
Motivation
END EXAM 2 CONTENT
Yoder-Wise Chapter 15
November 8th
Managing resources
Yoder-Wise Chapter 12, 13, 14
NURS 458 Nursing Management and Leadership Syllabus Fall 2013
November 15th
Exam 2 [1:00-2:30]
November 22nd
Organizational Change
November 29th
Thanksgiving Holiday
December 6th
Role Transitions & Stress
Management
Final Exam (10:30-12:30)
MONDAY December 16th
18
Yoder-Wise Chapter 16, 17, 18,
&19
Yoder-Wise chapter 27, 28, & 29