IVC NURS 458-Nursing Management and Leadership (5 units) Fall 2014 22254 COURSE INFORMATION Class Schedule: Fridays 1400-1640 in N101 Course Units: 3 units – lecture Faculty: Michael Gates, Ph.D, RN Office: Hepner Hall 149 Office Phone: (619) 594-3572 E-mail: mgates@mail.sdsu.edu Office Hours: Fridays before/after class or by appointment 2 units - clinical Course Overview Catalog Description: Theories and functions of nursing management and leadership within health care systems. Economics of health care. Course Purpose: 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. 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, problem-solving 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. Student Learning Outcomes: Upon completion of this course, the student will be able to: 1. 2. 3. 4. 5. Analyze the elements of organizational design Analyze the integration of components into organizational systems Analyze the concepts used in designing Patient Care Delivery Systems Analyze the leadership role of the professional nurse Analyze the role of the professional nurse as a manager of client care. 6. 7. 8. 9. 10. 11. 12. Analyze the role of the professional nurse in organizational management. Analyze selected principles of health care economics Analyze the financing and management of health care finances. Analyze the concepts of Quality Improvement. Analyze the components of Human Resource Management. Analyze the components of Organization Change. Examine the future role of professional nursing in health care. Enrollment Information Pre-requisites: NURS 415, 415L, & 416. Co-requisite: NURS 458L Course Materials Texts Required : Yoder-Wise, P (2011) Leading and Managing in Nursing, (5th ed). Elsevier/Mosby ISBN: 978-0-32306977-9 Course Structure and Conduct Lecture: Students are expected to complete assigned readings before each lecture class and listen to any captivate lectures assigned for that week which can be found on Blackboard. It is a basic responsibility of professionals to identify and fulfill their learning needs. Thus, if you find you do not remember the relevant pathophysiology, anatomy and physiology, chemistry, microbiology, or other basic material, it is your professional responsibility to review the deficient areas. Professional education is by its very nature demanding and time consuming. Students are urged to manage time carefully. Captivate Lectures will be provided on blackboard with accompanying power point slides. Students will be required to listen to the Captivate lectures prior to coming to class. This will free up class time to develop critical thinking skills and go over case studies, review practice questions, and participate in group activities. Clinical Laboratory: All students will participate in the clinical portion of the course and must successfully complete 90 hours in the clinical setting by the end of the semester. Application of theoretical concepts and principles will be made under the direction and supervision of clinical instructors and preceptors. Performance and practice in the clinical setting constitutes a large portion of the students assigned time in the program. 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. Course Assessment and Grading Grading Scale: You will receive 2 grades for N458 (one final grade for the lecture component and one final grade for the clinical component. A grade lower than a C in either portion of the course will resort in a course failure requiring that both components will have to be repeated. A AB+ 93-100 90-92 87-89 B BC+ 83-86 80-82 77-79 C CD+ 73-76 70-72 67-69 D DF 63-66 60-62 <60 Lecture Grading: Exam 1 = 25 % Exam 2 = 25 % Exam 3 = 25 % Homework = 15 % Participation/attendance = 10 % Clinical Grading: Group Evidence Based Practice/Change Project = 50 % Journals = 22.5 % Clinical Preparedness and Professionalism = 22.5 % Preceptor(s) Thank You Letters = 5% LECTURE GRADING Exams: Attendance for all exams is expected. No provision is made for exams missed because of unexcused absences from class. Unless a prior arrangement for an excused absence is obtained, a grade of F (0%) will be given for the exam that is missed. Make-up exams may differ from the original exam and may be of a different nature (e.g., essay, short answer, matching, etc.) 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. Scantrons: You can use the green scantrons available in the IVC bookstore. Homework: When homework is due, it is due at the beginning of class and in hard copy form. Homework due dates and assignment point value and directions will be posted on Blackboard. Participation/Attendance: 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 (10 points overall) will reflect the degree of participation and overall contribution each student makes in achieving the goals of the course including attendance. Criteria for Measuring Class Participation: 1. Be present and on time 2. Turn off cellular and/or mobile devices 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 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. Attendance: Starting with the second day of class, I will display a list of about 3-5 randomly selected students’ names at the beginning, middle, or end of class. These students will need to let me know that they are present. If you are not present you will lose the 5 attendance points. 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 attendance 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. CLINICAL GRADING 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 (must be cleared with clinical faculty): Toastmasters Local Nursing Organization/Chapter meeting (required) Sigma Theta Tau International Meeting Sigma Theta Tau Odyssey Conference (Fall Conference) California Student Nurses Association Meeting 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 Evidence-based/change 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 plus a peer review. 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 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 evidence-based practice 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. a. 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 e. Peer Review: 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. **Note: Team member evaluations also will be conducted for this project and will be used to adjust grades for those for whom consistent evidence is shown of exemplary or unsatisfactory contributions to the team. Peer evaluations will comprise 15% of each student’s grade for this assignment. **Note: If 75-80% of your team votes you off the team (like Survivor), then you will be given an alternative individual assignment that will be a lot more work than your original team assignment. Evidence-Based Practice/Change 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 15 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 25 designing the project. c. Identification of the organizational stakeholders d. SWOT analysis (strengths, weaknesses, opportunities, and threats) e. Cost benefit assessment f. Proposed timeline Phase Three: Dissemination 5. PowerPoint presentation to unit leadership at clinical site a. PowerPoint presentation b. Handout material for clinical facility (PowerPoint slides, evidence summary grid, others as needed) c. 2-3 discussion questions d. Presentation delivery Peer Evaluation Group Member Evaluation Form TOTAL POINTS 15 15 100 Name _________________________ Group Member Evaluation Form Nursing Management and Leadership – Spring 2014 Please use this form to indicate each group member’s contribution to your project. Begin by listing the members of your group below (including yourself). Then give each member of your group a score from 1 to 10 (with 10 being the highest possible score) to indicate their contribution to the project. Lastly, please note anything else good or bad relevant to your group members’ contribution and anything else that I should know about your group’s dynamics. This form and the information shared on it will not be seen by anyone but me. Please take into account the following: - The amount of work they did on the project Their dedication to the project The value of their contribution Their leadership role Their attendance at group meetings Group Member Name (include yourself) Overall Contribution Score (1=lowest, 10=highest) Notes about His/Her Contribution _________________ ___________ _________________________ _________________ ___________ _________________________ _________________ ___________ _________________________ _________________ ___________ _________________________ _________________ ___________ _________________________ Journals: Students are responsible to submit a comprehensive journal 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. 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 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. Clinical Preparedness & Professionalism Clinical preparedness and professionalism accounts for 22.5% of your overall clinical grade. Your clinical instructors will assign this grade based on the following over the semester: 1. Observed interactions with facility preceptor (nurse manager, nurse educator, clinical nurse specialist) – examples of interactions include did you clearly communicate what your goals for the day would be, were you an active participant in the activities that you were asked to attend. 2. Preparedness in the leadership setting (were you prepared to participate in the activities your leadership preceptor assigned you and were you able to answer your leadership preceptor’s questions) 3. Handing in assignments on time (i.e., journals and EBP/Change Project) 4. Attendance/tardiness (if you were absent did you notify your instructor in a timely mannerprovide a doctor’s note if warranted, were you on time for your leadership rotations and post conferences, etc). 5. Were you dressed professionally for your leadership rotation. 6. Did you handle criticism/constructive feedback from your instructor, preceptor, or peers professionally. 7. Did you honor the confidentiality of the leadership environment you participated in. 8. Observed interactions with your fellow clinical group members (i.e., during work on EBP/Change Project and in Post Conferences) Note: Everyone will start the semester with a 100%. Your first offense in each category will result in a 2% point deduction. Example of point deductions: If you are late for clinical preceptorship or post conference one day you will lose 2% points. Repeated offenses in each category will result in a minimum of a 4% point deduction per offense and may result in being placed on a learning contract. Also major professionalism offenses that are viewed as major/severe by your instructor or preceptor may result in the loss of more than the 2% points for a first offense or the 4% points for a repeated offense. The total point loss for these major offenses will be left to the discretion of your clinical instructor and MAY result in a SIGNIFICANT loss of points or even course failure. Thank You Letters: We are guests at the clinical facilities we are using throughout the semester. Further the leadership preceptors that have agreed to work with us are doing so without any formalized compensation. Since each preceptor’s time is valuable, it is important to formally thank each of your primary preceptors by providing them with a thank you letter. Other Course Policies San Diego Nursing Service-Education Consortium: Student Dress Code: Pre-clinical/Leadership Rotation: 1. Picture identification badge with name that meets the guidelines of AB 1439, which amended Chapter 1 of Division 2 of the Business and Professional Code of the State of California. Some facilities require both student and facility badges, or may allow either student or facility. 2. Clean uniform or lab coat over street clothes of knee length or longer. No jeans or visible midriffs. A lab coat must be worn over scrubs. 3. Clean, low-heeled shoes with closed toes. Clogs must have a strap around the heels. No sandals or flip-flops. 4. Jewelry: Only wedding or simple rings and limited to one per hand. No piercings or jewelry/hardware may be evident other than one small stud earring per ear. 5. 6. 7. 8. 9. 10. 11. Hair color must fall within natural occurring shades, be neat, and if long, secured back. Facial hair must be neatly trimmed. Tattoos must be covered at all times. Fingernails must be trimmed short. Light or clear polish without chips is acceptable. No artificial or acrylic nails or components thereof are permitted. Make up is to be worn in moderation. No perfumes or scented lotions. No low necklines. Undergarments cannot be visible through the uniform 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. Disability Accommodation: If you are a student with a disability and believe you will need accommodations for this class, it is your responsibility to contact Student Disability Services at (619) 594-6473. To avoid any delay in the receipt of your accommodations, you should contact Student Disability Services as soon as possible. Please note that accommodations are not retroactive, and that accommodations based upon disability cannot be provided until you have presented your instructor with an accommodation letter from Student Disability Services. Your cooperation is appreciated. 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. Other Policies: 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 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. Detailed Student Learning Outcomes The student will have achieved 100% satisfactory completion by the end of the course: 1. 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. 2. 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. 3. 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. 4. 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. 5. 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. 6. 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 management. 6.5 Assess sources of organizational conflict. 6.6 Compare methods and techniques used in conflict resolution. 7. 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. Lecture Clinical X X X X X X X X X X X X X X X X X X X X X X X X X X X X X 8. 9. 10. 11. 12. 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. X X X X X X X X X X X X X X X X X X X X X 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 TOPIC READINGS August 29th Course introduction Evidence-Based Practice Review Review Syllabus Yoder-Wise Chapter 21 September 5th Organizational Change Yoder-Wise Chapter 16, 17, 18, &19 Homework #1: Due. Research article critique. September 12 Leadership Personality & Values Yoder-Wise Chapters 1, 3, & 4 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. September 19th Groups and Organizations: Behavior and Structures (including multicultural and multidisciplinary groups) Yoder-Wise Chapters 7, 8, & 9 Homework #3 due: Leadership discussion question. Delegation September 26th EXAM 1 Accreditation conference October 3rd Conflict Yoder-Wise Chapter 23, 24, & 25 Negotiation Yoder-Wise Chapters 6 & 26 Homework #4 due: Take the on-line self assessment entitled “What’s my preferred conflict-handling style? And bring printed results to class. This self assessment is available via Blackboard. Homework #5 due: Take the on-line self assessment entitled “What’s my negotiation style? And bring printed results to class. This self assessment is available via Blackboard. October 10 Conflict Conference October 17th Managing resources Yoder-Wise Chapter 12, 13, 14 Homework #6 due Policy and Politics Legal and Ethical issues October 24th Finance Conference October 31st EXAM 2 November 7th Patient Safety and Quality Managing with technology November 14th Quality conference November 21st Motivation Portfolios, Job Market, & Yoder-Wise Chapters 5 & 10 Yoder-Wise Chapter 2, 11, 20, & 22 Yoder-Wise Chapter 15 Homework #7 due Careers in Nursing November 28th Thanksgiving Break No Class December 5th Role Transitions & Stress Management December 12th Final Exam Yoder-Wise chapter 27, 28, & 29 Section Clinical Faculty Contact Information Lydia Greiner MSN, APRN: lgreiner@mail.sdsu.edu\ Helina Hoyt RN, MS, PHN: hhoyt@mail.sdsu.edu Gina Parker RN, MSN, PHN: gparker@mail.sdsu.edu Hospital Clinical Days TBD TBD