Proposal for a DNP Specialty in Generative Leadership
UNIVERSITY OF MINNESOTA SCHOOL OF NURSING
June 2008
Definition
Generative leadership is the ability to influence others to devise new ways of thinking and, thus,
create and achieve needed change. It is accomplished through creatively examining issues,
challenging the status quo, capitalizing on opportunities, embracing a spirit of abundance, and
collectively leveraging the strengths of others. The concept steps from the idea of generativity,
i.e., the ability to produce or originate.
Purpose
The purpose of a DNP specialty in Generative Leadership is to prepare nurses for effectively
exerting influence in today’s health care environment, whether through a formal leadership
position or through personal advocacy. This requires an individual who can think broadly and
embrace a global perspective; who embraces diversity in all its forms, including diversity of
thought; who is curious and never satisfied with the status quo; who stimulates new ways of
thinking and solutions which open up possibilities for action; who bases action on informed
practice gained from multiple ways of knowing; who engages in critical thinking, and learns
from other thought leaders; who inspires and creates needed change within a particular
environment; who can work effectively with a variety of individuals and within disparate groups;
and one who can create healing environments within which others can do their best work.
Needs assessment
This specialty area builds upon the accomplishments of the Nursing Administration program that
has been in existence since 1951. Over many years, this master’s program has successfully
prepared hundreds of graduates to provide leadership in hospitals, clinics and other health care
facilities. The current health care environment is changing, however, and several factors
suggest that a revision of this historic program be undertaken:
1. Health care is delivered in many new settings
2. New leadership roles are emerging
3. Competencies required by leaders are changing
4. Incorporating technology and distance-learning is increasingly essential
Across the country, nursing schools have developed different approaches for addressing this
changing landscape. Appendix 1 provides an illustrative sample of graduate programs from
schools in the CGEAN network that address some aspect of leadership/management/
administration (LMA). Unless otherwise indicated, these programs are at the master’s level. It
has to be emphasized that this list is frequently changing as schools implement DNP programs,
or expand their master’s degree offerings – which reflects the dynamic nature of this area of
academic programming and industry demand. Program titles for competitive programs in
Minnesota schools are also included. In most graduate nursing programs, whether there is a
specialty emphasis on LMA or not, content on aspects of leadership and management are
included in the curriculum.
Existing Resources
The School of Nursing has significant depth in faculty resources in leadership, management,
administration, informatics, systems theory, healing environments, creativity and innovation.
Three factors should be considered.
(1) Members of both the Leadership, Systems, Informatics and Policy Co-operative and the
Densford Center Executive Committee, some of whom are the same people, have expertise in
many of the leadership competencies that we believe are essential for today’s health care leader.
Some of these faculty members are internationally known for their expertise and scholarship in
their respective areas.
(2) There are vast resources available across the Academic Health Center and University for
courses, and faculty mentors and collaborators. Students and graduates of the current program
have benefitted from a rich network and access to a wide array of courses and learning
opportunities that would continue, and hopefully be expanded. In addition, there are a number
of community resources that are available, some already involved with the program while others
could be cultivated. For example, leaders at United Health Group have expressed interest in
helping in the development of the program, as well as facilitating the enrollment of nurses in the
program.
(3) This proposal addresses the need for a revision of a current master’s program, not the
creation of an entirely new program of study. Core courses are already in place; some of the
electives are developed, while others would need to be.
Certification
It is expected that graduates of this program would be prepared – and encouraged – to sit for the
Nursing Administration Certification (CNA) examination or the Nursing Administration
Certification, Advanced (CNAA) offered through the American Nurses Credentialing Center.
This requires applicants for the Advanced level to have held an administrative position at the
nurse executive level, and completed 30 hours of continuing education in nursing administration,
which can be waived with a master’s degree in nursing administration. I’m in communication
with Jeanne Floyd, ANCC Executive Director, to see whether this could apply to graduates of
our program, and actually to encourage them to think more broadly about this requirement, if
they aren’t already.
Another possibility is the certification process for becoming a Fellow of the American College of
Healthcare Executives (FACHE) in healthcare management. For the exam, a master’s or other
postbaccalaureate degree is required, as well as a current position in healthcare management, and
at least two years of healthcare management experience. After the exam, the requirement is five
years of healthcare management experience; 40 hours of continuing education; and participation
in two healthcare and two community/civic activities in the past 3 years.
A bold vision
The vision for this program is that it be an innovative, dynamic, demanding and richly rewarding
educational experience, equipping nurses with the knowledge, skills, attitudes and connections to
be effective leaders in any contemporary health care environment. This will rely on 3 key
factors.
First are the courses they take which will provide a foundation. Attached is a Draft for the DNP
program with a specialty focus in generative leadership. The courses include required DNP core
courses, leadership core and electives. The majority of these are already developed with the
Executive Leadership Seminar & Internship courses needing to be developed.
Second are the faculty who will be working with these students. As indicated above, the faculty
within the School, across the campus and in the communities are fully equipped to foster
learning.
Critically important is the third factor – how we structure the learning. This program needs to
model generative leadership in how it is organized, what the assignments are, which pedagogies
are used, how seminars and internships are conducted, what new partnerships and collaboratives
are created. According to the Philosophy of Generative Leadership, “graduates of the UM
School of Nursing are distinctive in how they think and relate to others and, consequently, in the
impact that they make. They are equipped to be generative leaders as a result of their emotional
intelligence, communication skills, critical thinking abilities, reliance on evidence as a basis for
practice; an ability to pursue a vision and translate it into reality; knowledge of the health care
industry; sophistication concerning informatics and other contemporary technologies;
imagination to see possibilities when they are not apparent or when gridlock has been the norm;
and a passion for nursing.” They will see opportunities for change and, working with and
through others, create solutions.
Appendix A
Examples of Graduate Programs in Nursing
With Relationship to Leadership/Management/Administration
June 2008
National
Leadership, Nursing and Health Systems (Admin) – UCSF
Health Policy Nursing
Patient Care Services and Systems Administration – Uconn
Master’s in Nursing Management, Policy and Leadership – Yale
Nursing Leadership in Acute Care Health Systems (online) – East Carolina University
Nursing Leadership in Community-Based Health Systems (online)
Nursing Leadership in Educational Health Systems (online)
Administrative Leadership – U of Illinois
Nursing Systems Administration – U of Iowa
Organizational Leadership – U of Kansas
Nursing Management – U of Kentucky
DNP: Clinical Leadership and Executive Management tracks
Nursing Administration – Northeastern
Advanced Nursing Management - U of Michigan
Nursing Entrepreneurship
Nursing & Health Policy
Quality/Patient Safety
Dual Degrees: Nursing and Business Administration
Nursing and Health Services Administration
Health Systems Nurse Specialists – U of Nebraska
(available in MSN and post-master’s certificate)
Community/Public Health
Nursing Administration
Nursing Administration/Public Administration – Hunter College
Nursing and Healthcare Leadership – Duke University
Health Care Systems – U of North Carolina – Chapel Hill
Health Care Administration – U of Pennsylvania
Health leadership
Case Management Administration - Villanova
Health Care Administration
Health Care Administration – Texas A&M
Nursing/Health Systems Administration – Texas Women’s
Nursing Leadership and Administration in Health Systems – U of Texas/Houston
Nursing Administration – Edgewood College (Madison, Wisconsin)
Health Care Systems Leadership – Marquette
In Minnesota
Nursing and Health Care Leadership – Bethel University
Organizational Leadership
Organizational Leadership – College of St. Catherine
DNP:“ethical leadership grounded in social responsibility”
Post-Master’s certificates: - Metro State
Leadership and Management
Public Health Nursing Leadership