NURSING LEADERSHIP AND MANAGEMENT 1 Course Title: Nursing Leadership and Management Sukhvir Walia School of Nursing, Andrews University NRSG 770: Teaching Strategies Dr. Sheralee Thomas, Ph. D. March 12, 2022 Certification of Authorship: I certify that I am the author of this paper and that any assistance I received in its preparation is fully acknowledged and disclosed in the paper. I have also cited any sources from which I used data, ideas, or words, either quoted directly or paraphrased. I also certify that this paper was prepared by me specifically for the purpose of this assignment. Your Signature: Sukhvir Walia NURSING LEADERSHIP AND MANAGEMENT 2 Course Title: Nursing Leadership and Management Description Nursing leaders and managers are in charge of the nursing staff and the nursing care given to patients. They are responsible for ensuring that the nursing staff is competent and that the patients receive the best possible care (Marquis & Huston, 2020). The learner population for nursing leadership and management course will typically include nurses new to leadership and management roles. It will have nurses with experience in leadership and management roles but want to learn more about the topic. They may find the course helpful in understanding how to improve the nursing care given to patients. Therefore, the course should be designed to provide a comprehensive understanding of nursing leadership and management and meet the needs of a diverse group of learners (Armstrong et al., 2012). It should provide students with the skills and knowledge they need to be successful in a leadership role. The course should cover critical topics such as leadership theory, concepts of leadership, essential skills for a leadership role, and effective communication. It should also allow students to practice these skills through assignments and case study (Boling et al., 2012). The course will be delivered in an online format. Statement of Need There is a growing need for nurses who can lead and manage teams of nurses. It is because the nursing profession is becoming increasingly complex, and there is an increasing demand for nurses who can provide quality care. Education aims to provide individuals with the necessary skills and knowledge to succeed in their careers. It is why people must be taught in a way geared toward individual growth (Flaig et al., 2020). To prepare nurses for leadership and management roles, it is essential to provide them with a well-detailed set of learning experiences NURSING LEADERSHIP AND MANAGEMENT 3 and a course in nursing leadership and management. While the need for nurses who can lead and manage teams of nurses is growing, the field is still relatively new. There is still much room for improvement in how nurses are taught to lead and manage teams. It is why nurses need access to various learning experiences and courses that can help them develop the skills they need to succeed in this field (Marquis & Huston, 2020). Theoretical Background Early career training is one of the most important factors people can consider when learning new skills and knowledge. This training can help them develop their leadership skills and prepare them for more advanced roles (Flaig et al., 2020). It helps them develop leadership characteristics. Some characteristics of leaders include humility, passion for learning, openness to collaboration, empathy, adaptability, and resilience (Fleshman, 2020). It can help enhance a person's ability to lead and develop their teams, interpersonal skills, and manage conflict. The course on nursing leadership and management is designed to give students an understanding of the essential principles and practices of nursing leadership and management. Students will learn about the roles and responsibilities of nurse leaders, the principles of management and organizational behavior, the process of decision-making, and the tools and techniques used in healthcare organizations. Students will gain an understanding of the legal, ethical, and regulatory issues related to nursing leadership and management. The teaching methods used in this course include assigned readings, recorded lectures, interactive discussion forums, and case studies regarding nursing leadership and management. Group work and discussion boards will help students develop communication and problem-solving skills (Aderibigbe, 2021). An online learning platform will supplement lectures and provide access to course materials. Assignments will include readings, discussion questions, case studies, tests, NURSING LEADERSHIP AND MANAGEMENT 4 quizzes, and a final collaborative project. Grades will be based on the criteria outlined in the syllabus below. All students are expected to abide by the policies of the school and the university and respect each other and the instructor. The instructor reserves the right to make changes to the syllabus as necessary. Assigned Chapter Reading Assigned readings are one of the independent teaching-learning methods. Although it is a common practice to assign passages to read in a textbook or journal, many students find it challenging to learn how to read. It is because reading is a process that requires understanding the text and applying it to a practical application. One of the most effective strategies to improve the quality of the reading-to-learn experience is limiting the assignments to the most relevant readings rather than assigning ten chapters at a time (Oermann et al., 2022). Recorded Lectures There are various advantages to the use of pre-recorded lectures within higher education. These include their convenience, flexibility, and support for students with diverse learning needs. The recorded format provides better clarity of the content. It can also be produced to a higher quality, which makes learning objects reusable. According to studies, students who watch prerecorded videos with slides are more likely to apply their lessons than those who attend face-toface classes (Quinn & Kennedy-Clark, 2015). In addition to being delivered through the university’s learning management system (LMS), recorded lectures can be provided in various other ways, such as through a laptop or mobile device. Online Discussion Forums Online discussion boards are designed to allow students to interact and discuss the various components of a course. These discussions allow students to interact with faculty NURSING LEADERSHIP AND MANAGEMENT 5 members and other students. They also supplement the content delivery of a course. Besides providing a boost to the content delivered through lectures, discussions can also help students develop a deeper understanding of the issues and ideas discussed in hybrid and traditional programs (Aderibigbe, 2021). Through discussion boards and chats, students can also improve their knowledge of the various subjects they are learning. These discussions allow the students to interact and learn from one another (Aderibigbe, 2021). Case Study Case study teaching is a versatile style of teaching that promotes the growth of analytical skills and involves problem-based learning. It features a narrative format that provides a variety of activities and questions that encourage group discussion and problem-solving (Bonney, 2015). According to studies, completing case studies can improve the students' perceptions of learning. It can also help them perform better on assessment tests and increase student engagement in the case study activities (Bonney, 2015). Cases help students develop their cooperative learning skills and knowledge of the world. They also encourage them to think critically and develop their ideas. In addition, they help them build strong relationships with their teachers and other learners (Mahdi et al., 2020). Tests and Quizzes One of the most effective ways to improve student motivation is having short quizzes and tests. These are usually more successful because the student is more likely to complete them correctly (Kayser, 2015). Online testing can be used in adaptive and fixed-item formats, and it can be very cost-effective to create, administer, and score. These are also associated with increased student learning outcomes (Ross et al., 2018). NURSING LEADERSHIP AND MANAGEMENT 6 Critical thinking is a vital part of today's students' lives and is often required in their professional and personal lives. Universities should provide it in their programs and syllabus (Mahdi et al., 2020). Project-based Learning Another popular teaching strategy is project-based learning. This concept is regarded as a constructivist method that can be used in the classroom. Instead of memorizing new knowledge, students must develop their interpretation of it. Project-based learning aims to encourage students to collaborate and solve problems. It allows them to develop their knowledge (Issa & Khataibeh, 2021). NURSING LEADERSHIP AND MANAGEMENT 7 Course Title: Nursing Leadership and Management Course Number: NRSG 310 Prerequisites: • Bachelor of Science in Nursing • Active RN license Credit Hour(s): 2 Course Description This course is designed to give students an understanding of the essential principles and practices of nursing leadership and management. Students will learn about the roles and responsibilities of nurse leaders, the principles of management and organizational behavior, the process of decision-making, and the tools and techniques used in healthcare organizations. Students will gain an understanding of the legal, ethical, and regulatory issues related to nursing leadership and management. Required Textbook Kelly, P., Huber, D., & Vonfrolio, L. G. (2022). Nursing leadership and management (5th ed.) Wolters Kluwer. Course Objectives At the end of this course, students will be able to: 1. Analyze the roles and responsibilities of nurse leaders. 2. Explain the principles of organizational structure, management, and decision-making. 3. Describe the legal and ethical issues related to nursing leadership and management. 4. Identify the tools and techniques used in healthcare organizations. 5. Develop effective communication and problem-solving skills. NURSING LEADERSHIP AND MANAGEMENT 8 6. Apply the principles of leadership and management to healthcare organizations. Course Outcomes This course in nursing leadership and management guides the nurses to: 1. Understand the roles and responsibilities of nurse leaders. 2. Facilitate teamwork 3. Manage the workplace environment 4. Delegate and evaluate 5. Influence professional development 6. Resolve conflicts 7. Time management Teaching Methods This course will utilize a combination of assigned readings, recorded lectures, interactive discussions, a case study, and project-based learning to engage students in the material. Collaborative work and discussion boards will help students develop communication and problem-solving skills. Instructional Technologies This course will utilize an online learning platform to supplement lectures and provide access to course materials such as readings, recorded lecture videos, and discussion boards. The online platform will also facilitate instructor-student and student-student communication. Assignments: Students will be required to complete various assignments, including a final project. The assignments will include the following: • Assigned chapter readings NURSING LEADERSHIP AND MANAGEMENT • Discussion posts (4) • Case Study (1) • Quizzes (2) and tests (2) • Final collaborative project 9 Final (Individual / Collaborative) Project • All students must complete the final collaborative project. • The project may be done independently or in groups of two. • For grading criteria- refer to the rubric attached on the Blackboard. • The completed project must be submitted in the last week of the course. • An example of the final project is “Impact of nurse leadership on patient outcomes”- refer to Blackboard for an example final project paper. Communication • Written communication will be conducted via email. • Virtual communication will be conducted via zoom. • Faculty will respond to emails within 24 hours during working hours, Monday through Friday. Weekend messages will not be returned until Monday. • Blackboard will be utilized for internal course communications or interactions. • Check frequently for announcements and course updates on Blackboard forums. Use Good Netiquette • Engage in discussion boards and respond appropriately. • Clearly identify your topic in the subject. • Do not type in all caps- IT LOOKS LIKE YOU” RE SHOUTING! 10 NURSING LEADERSHIP AND MANAGEMENT • Be professional and careful with your interaction. Address faculty by a formal title such as Dr. or Ms./Mr. Tom. • Cite all quotes, references, and sources. Course Schedule Unit Unit Learning Objectives 1: Identify the roles and Introduction to responsibilities of Nursing nurse leaders. Leadership and Analyze the Management principles of organizational structure, management, and decision-making. 2: Legal and Ethical Issues 3: Tools and Techniques Explain the legal and ethical issues related to nursing leadership and management. Analyze the implications of legal and ethical principles in healthcare organizations. Identify the tools and techniques used in healthcare organizations. Analyze the application of tools and techniques in a healthcare organization. 4: Develop effective Communication communication and and Problemproblem-solving Solving skills. Apply the principles of communication Reading and Preparation Activities Read chapters 1-4 Watch recorded lecture 1 Begin working on the final collaborative project Graded Work Due Introduction post due 11/21 Discussion post 1 (Leadership characteristics) due 11/25 Quiz 1 (Organizational structure) due 11/25 Read chapters 5-8 Discussion post 2 (Administrative Watch recorded management & lecture 2 organizational theories) Continue working on due 11/28 the final collaborative project Test 1 (Ethical principles for nurse managers) due 12/2 Read chapters 9-11 Discussion post 3 (Delegation, Watch recorded assignment, and lecture 3 supervision) due 12/5 Continue working on Quiz 2 (Approaches of the final delegation and collaborative project management) due 12/9 Case Study (Issues and strategies to manage the team) due 12/9 Read chapters 12-15 Discussion post 4 (Different approaches to Watch recorded problem-solving) due lecture 4 12/12 11 NURSING LEADERSHIP AND MANAGEMENT and problem-solving to healthcare organizations. Test 2 (Problem-solving and conflict resolution) due 12/16 Project presentation due 12/17 (via zoom @ 2pm PST) Final collaborative project due 12/20 Course evaluation due 12/22 Grading Grades will be based on the following criteria: • Discussion Posts: 26% (4 Discussion Forums @ 6.5% each) • Quizzes: 17 % (2 Quizzes @ 8.5% each) • Tests: 17 % (2 Tests @ 8.5% each) • Case Study: 10 % • Project presentation: 10% • Final Collaborative Project: 20 % Course Requirements • Attendance and participation in all classes and activities are required. • Assignments must be completed on time and according to the instructions given. • Late assignments will not be accepted. • All course material must be completed to receive a passing grade. Course Policies • All students are expected to abide by the policies of the school and the university. • Academic dishonesty in any form will not be tolerated. • Disruptive behavior in the classroom will not be tolerated. • All students must respect each other and the instructor. NURSING LEADERSHIP AND MANAGEMENT • The instructor reserves the right to make changes to the syllabus as necessary. Any changes will be communicated to the students promptly. 12 NURSING LEADERSHIP AND MANAGEMENT 13 Spiritual Component According to O’Brien (2021), servant-first individuals are more likely to develop a hypothesis about what serves their clients' highest priority needs, while leader-first individuals tend to serve out of their conscience. Therefore, new nurses should be allowed to transform into leadership and management roles as they would better understand the needs of the nurses to be able to lead and manage their teams. NURSING LEADERSHIP AND MANAGEMENT 14 References Aderibigbe, S. A. (2021). Can online discussions facilitate deep learning for students in General Education?. Heliyon, 7(3), e06414. https://doi.org/10.1016/j.heliyon.2021.e06414 Armstrong, G., Headrick, L., Madigosky, W., & Ogrinc, G. (2012). Designing education to improve care. The Joint Commission Journal on Quality and Patient Safety, 38(1), 5AP2. Boling, E. C., Hough, M., Krinsky, H., Saleem, H., & Stevens, M. (2012). Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences. The Internet and Higher Education, 15(2), 118-126. Bonney K. M. (2015). Case study teaching method improves student performance and perceptions of learning gains. Journal of Microbiology & Biology Education, 16(1), 21– 28. https://doi.org/10.1128/jmbe.v16i1.846 Flaig, J., Alam, A., Huynh, J., Reid-Hector, J., & Heuer, A. (2020). Examining how formal leadership development programs positively influence hospital leaders' individual competencies and organizational outcomes - An evidence-based literature review. Journal of healthcare leadership, 12, 69–83. https://doi.org/10.2147/JHL.S239676 Fleshman J. W. (2020). How to develop a leadership training program. Clinics in Colon and Rectal Surgery, 33(4), 204–211. https://doi.org/10.1055/s-0040-1712975 Issa, H. B., & Khataibeh, A. (2021). The effect of using project-based learning on improving the critical thinking among upper basic students from teachers’ perspectives. Pegem Journal of Education and Instruction, 11(2), 52-57. doi: 10.14527/pegegog.2021.00 NURSING LEADERSHIP AND MANAGEMENT 15 Kayser, J. A. (2015). The effect of daily quizzes on student learning in the advanced placement chemistry classroom. Montana State University. https://scholarworks.montana.edu/xmlui/bitstream/handle/1/9269/KayserJ0815.pdf;seque nce=1 Mahdi, O. R., Nassar, I. A., & Almuslamani, H. A. (2020). The role of using case studies method in improving students' critical thinking skills in higher education. International Journal of Higher Education, 9(2). https://doi.org/10.5430/ijhe.v9n2p297 Marquis, B. L., & Huston, C. J. (2020). Leadership roles and management functions in nursing: Theory and application (10th ed.). Lippincott Williams & Wilkins. O'Brien, M. E. (2021) Spirituality in nursing (7th ed.). Jones & Bartlett Learning. Oermann, M. H., De Gagne, J. C., & Phillips, B. C. (2022). Teaching in nursing and role of the educator: The complete guide to best practice in teaching, evaluation, and curriculum development (3rd ed.). Springer. Quinn, M., & Kennedy-Clark, S. (2015). Adopting online lecturing for improved learning: A case study from teacher education. Journal of University Teaching & Learning Practice, 12(3). https://files.eric.ed.gov/fulltext/EJ1085097.pdf Ross, B., Chase, A., Robbie, Oates, G., & Absalom, Y. (2018). Adaptive quizzes to increase motivation, engagement and learning outcomes in a first-year accounting unit. International Journal of Educational Technology in Higher Education, 15(30). https://doi.org/10.1186/s41239-018-0113-2 NURSING LEADERSHIP AND MANAGEMENT 16
