GREAT BASIN COLLEGE
BACHELOR OF SCIENCE in NURSING (RN-BSN) PROGRAM
NURS 315 COURSE SYLLABUS
Fall 2010
NURS 315: Self-Leadership and Professional Role Transition
4 CREDITS: 4 Theory (60 Hours) 0 Clinical
I. GENERAL INFORMATION
A. CATALOG DESCRIPTION: Focus is on strategies and reflective analysis related to establishing goals, managing time, setting priorities, dealing with stress, and utilizing human and material resources that support successful and timely completion of all BSN coursework requirements. Will assist the learner to integrate self-leadership strategies into their professional nursing practice. Prerequisite: Admission to the BSN Program or Permission of Program
Director
B. Instructor: Theory
Amber Donnelli RN, MSN 753-2007 (O) 753-6305 (H)
934-1345 (C) amberd@gwmail.gbcnv.edu
Note: I would prefer that you use the Web Campus mailbox for this course to correspond with me. I receive many internal emails via the amberd@gwmail.gbcnv.edu
address and I don’t want to accidentally overlook something that you might send to me. I will respond to Web Campus emails within 24 hours, but more likely it will be sooner than that as I check each Web Campus course site several times each day (and night). Please note that emails sent after 3PM on Friday may not receive a reply until Monday morning (unless it’s a holiday) – although I probably will have read them and will respond if it appears urgent, pressing, etc.
C. Office Hours: By Appointment I teach in the ADN program and so my office schedule varies.
D. Theory Schedule :
Online & Self- Directed Learning Course
Dates: Monday August 30, 2010 thru Friday December 17, 2010
II. REQUIRED TEXTS:
Perrin, R. (2009). Pocket Guide to APA Style 2009 updated version.
(3 rd
ed.). Boston: Houghton
Mifflin.

Neck, C. P. and Manz, C. C. (2009). Mastering self-leadership.
Empowering yourself for personal excellence (5 th ed.) New Jersey: Prentice
Hall.
Bennis, W. (2009). On Becoming a Leader (5 th ed.). Massachusetts: Perseus
Publishing.
III. REQUIRED VIDEOS:
None
IV. ATTENDANCE POLICY:
Students are expected log-on to the Web-Campus and Evolve site to access the course at least two times a week. See page 24 of the Handbook fro further information concerning the attendance policy.
V. METHODS OF INSTRUCTION:
This course uses an online (WebCampus format consisting of weekly required reading assignments, weekly assessment, supplementary material available directly through the course, learning resources available through Great Basin College’s library services, as well as the virtually unlimited resources available through the Internet that relate to the topics being studied.
1. Students will have a total of six (6) weeks to complete six (6) Learning Units. Students are expected to finish every assignment for each Learning Unit as scheduled. At frequent intervals, students will receive instructor feedback regarding their work and overall course progress.
2. Students are strongly encouraged to print a copy of their written work to keep as a log of their participation in the course.
3. The BSN Program is committed to open, frank, and insightful dialogue between and among students and faculty. Diversity has many manifestations including diversity of thought, opinion and values. Students are encouraged to be respectful of that diversity and to refrain from inappropriate commentary. Should such inappropriate comments occur, the instructor will intervene as they monitor student discussions throughout the course.
4. Conduct within courses should be guided by common sense and basic etiquette. The following are good guidelines to follow:
Never post, transmit, promote, or distribute content that is known to be illegal
Avoid overtly harassing, threatening, or embarrassing fellow students. If you disagree with someone, respond to the subject, not the person.
Refrain from transmitting or distributing content that is harmful, abusive, racially or ethnically offensive, vulgar, sexually explicit, or otherwise.
In sum: BE POLITE

VI. THEORY EVALUATION AND CRITERIA FOR NURS 315:
All Learning Module assignments must be completed within the following weekly time frames.
Please keep in mind that this class consists largely of self-directed learning, and is self- paced.
In the event of Internet related problems, please contact the instructor via phone (leave a message if you need to) and arrangements will be made that are mutually acceptable to rectify the problem. DON’T PANIC!!! Most internet-related problems can usually be solved! Because this class is taught online, there will be some flexibility extended to students in regards to testing and assignment deadlines. ALL ASSIGNMENTS MUST BE COMPLETED BY Friday, October 8
,
2010.
This course uses an online learning format to achieve the overall course objectives. This format consists of accessing required reading resources as well as supplementary material and completing course assignments through WebCampus. Students will have a total of six (6) weeks to complete the 6 learning units and corresponding learning activities.
VII. CLINICAL EVALUATION:
None
VIII. GRADING POLICY AND CRITIERIA FOR NURS 315
Evaluation of student progress will be the successful completion of the course outcomes.
Outcomes will be evaluated by:
Learning Unit I: Resources Paper
Learning Unit II: J.K. Rowling Case Study
=50
=30
Learning Unit III: Self-assessment and self-observation DQ posting =30
Learning Unit IV: Self-leadership questionnaire and discussion summary =30
Learning Unit VI: Team self-leadership DQ posting =30
Learning Unit VII: Self-leadership and your nursing career DQ posting =30
Total Points Possible 200
Course grade will be based on a percentage of total possible points according to the following scale:
200 188 =
187 180 =
179 174 =
A 153
A-
B+
152 C (needed to pass)
151 140 = C-
173 168 =
167 160 =
159 154 =
B
B-
C+
IX. OTHER COURSE RESOURCES:

1. Professional Organizations. Bookmark the following list of organizational Websites and utilize them as additional content resources for this course.
American Association of Colleges of Nursing http://www.aacn.nche.edu/
American Association of Nurse Attorneys http://www.taana.org
American College of Nurse Practitioners http://www.nurse.org/acnp/
American Nurses Association http://www.ana.org/ http://www.nursingworld.org/
Association of Preoperative Registered Nurses http://www.aorn.org
Association of Women’s Health, Obstetric, and Neonatal Nurses http://www.awhonn.org
National Association of Orthopedic Nurses http://naon.inurse.com
National Association of Pediatric Nurses Associates & Practitioners http://www.napnap.org
National Association of School Nurses http://www.nasn.org
National Institute of Nursing Research http://www.nih.gov/ninr
National League for Nursing http://www.nln.org
Sigma Theta Tau International Nursing Society http://www.nursingsociety.org
American Association of Colleges of Nursing http://www.aacn.org
American Association of Critical Care Nurses http://www.aacn.org
National Institutes of Health http://www.nih.gov/

U. S. Department of Health and Human Services http://www.hhs.gov/
U. S. Department of Health and Human Services
Health Resources and Services Administration-Rural Health Policy http://ruralhealth.hrsa.gov/overview/
Agency for Healthcare Research and Quality http://www.ahcpr.gov/
Nevada Hospital Association http://www.nvha.net/
2. Journals: Bookmark the following nursing journal Websites and utilize them as additional content resources for this course.
Online Journal of Issues in Nursing http://www.nursingworld.org
NursingCenter http://www.nursingcenter.com
Check this site to see a list of standing and current nursing journals. Most articles are available in both html and pdf formats.
X. ACADEMIC HONESTY:
Great Basin College considers academic honesty one of its highest values. A student who obtains academic credit for work that is not the product of his or her own effort is being dishonest and undermining the academic integrity of the college. Students are expected to be the sole authors of their work. Use of another’s ideas must be accompanied by specific citation and reference. In addition, a learner may not submit the same work for credit in more than one course. The disciplinary consequences of plagiarism and other forms of academic dishonest include non-acceptance of work submitted, a failing grade in the course, and/or or other disciplinary action as outlined in Great Basin College’s Student Conduct Policy.
XI. ACCOMMODATIONS FOR DISABILITIES:
GBC supports providing equal access for students with disabilities. An advisor is available to discuss appropriate accommodations with students. Please contact the ADA Officer (Julie
Byrnes) in Elko at 775.753.2271 at your earliest convenience to request timely and appropriate accommodation

GREAT BASIN COLLEGE
BACHELOR OF SCIENCE in NURSING (RN-BSN) PROGRAM
MISSION:
The mission of GBC’s Bachelor of Science in Nursing Degree Program is to provide a superior, innovative post-secondary educational experience that is highly responsive to the undergraduate RN student by preparing them for enhanced practice and leadership opportunities in a variety of health care settings in central and northeastern Nevada.
PROGRAM OUTCOMES
PROVIDER OF CARE: In this role, the registered nurse uses theory and research-based knowledge in the direct and indirect delivery of care for individuals, family, groups and communities. In this role, the registered nurse possesses and utilizes a well-delineated, broad knowledge base that incorporates strong critical thinking, communication, and assessment skills.
In this role, the registered nurse also serves as an advocate and educator in the delivery of care in and across all environments to increasingly diverse populations. Fundamental to the delivery of care is continual outcomes evaluation and implementation of successive improvement measures.
DESIGNER/MANGAGER/COORDINATOR OF CARE: In this role, the registered nurse functions autonomously and interdependently in an ever-changing and evolving health care system. In this role, the registered nurse must possess the knowledge and authority to delegate tasks to other health care personnel, as well as supervise and evaluate these personnel.
PROFESSIONAL MEMBER: In this role, the registered nurse is committed to life-long learning, remains active in the political and regulatory process that influences health care delivery, and possesses a set of values and framework consistent with the delivery of high quality, cost-effective, ethical care. In this role, the registered nurse leads self and others in the incorporation of professional standards and accountability into practice.
The following essential skills and critical behaviors are key constructs that are derived from GBC’s conceptual framework. They provide the theoretical underpinnings for all nursing actions and roles in the baccalaureate degree nursing program.
ESSENTIAL SKILLS
ES 1-COMMUICATION
Communication is a complex, ongoing, interactive process involving oral, nonverbal, written and listening skills. Effective communication skills form the basis for meaningful and professional interpersonal relationships with individuals, family members, and groups of individuals including health care team members, peers, supervisors, faculty, and community leaders.
ES-2-CRITICAL THINKING
Critical thinking skills involve a reasoned, interactive and reflective process focused on deciding what to believe or do. Critical thinking involves the ability to identify and challenge

assumptions, the ability to explore and imagining alternatives, as well as the ability to make judgments based on evidence (i.e., fact) rather than conjecture (i.e., guesswork).
ES-3 -EVIDENCE –BASED PRACTICE
Evidence based practice is an informed approach to one’ s practice that uses problem-solving methods that integrate best research evidence, reflection, client preference and values, and clinical expertise.
ES-4- TECHNICAL COMPETENCY
Technical competency is the performance and monitoring of nursing interventions based on the ongoing acquisition of knowledge and skills relative to new scientific knowledge and technological advances. These actions involve critical thinking as well as processing and planning clinical interpersonal and/or physical skills that may be selected and performed with the client’s participation.
ES-5- ASSESSMENT
Assessment skills involve the gathering of information about the health status of the patient, analyzing and synthesizing those data, making judgments about nursing interventions based on the findings, and evaluating patient care outcomes. Assessment also includes understanding the family, community or population and utilizing data from organizations and systems in planning and delivering care.
CRITICAL BEHAVIORS
CB-1-ACCOUNTBAILITY
Accountability is the state of being responsible for one’s individual behaviors and their outcomes when assuming the professional role. Being accountable means being attentive and responsive to the health care needs of the individual, family, or group. It means providing an explanation to self, to the client, to the organization in which one functions and/or works, as well as to the nursing profession. The RN-BSN Program faculty believes that the initial groundwork for accountability is laid during the Associate Degree in Nursing Program and continues throughout the student’s professional career. Ideally, continued educational experiences strengthen the student’s ability to further explore, analyze, and test one’s functioning relative to accountability.
CB-2-SELF-LEADERSHIP
Self leadership can be described in terms of an individual having a positive self-regard which consists of knowing one’s strengths and weaknesses, allowing oneself to be challenged and strengthened through goal setting, and understanding the fit between one’s ability to contribute to the organization and the organization’s needs. Self-leadership is also the influence that individuals have over themselves to regulate, manage, direct, and/or control their own behavior.
CB-3-PROFESSIONALISM
Professionalism is defined in terms of Flexner’s criteria of a profession. As such, nursing is regarded as an intellectual activity in which the activities and techniques can be taught, are practical in nature and based on a body of knowledge. In this context, nursing is characterized

by a strong organizational community motivated by altruism. The right to self-determination
(i.e., professional autonomy), respect for the inherent worth and uniqueness of individuals and groups, integrity and social justice serve as additional values that guide professional thinking and behavior.
CB-4-LIFE- LONG LEARNING
Lifelong learning involves the ongoing evaluation and re-evaluation of one’s personal and professional developmental goals and the identification of specific actions needed in order to accomplish these goals. This process is carried out in harmony with one’s current professional practice environment, in collaboration with one’s professional colleagues, and in keeping with one’s professional organizational affiliations.
CB-5-COLLABORATION
Collaboration is defined as the intentional act of professionals working together toward a common goal. In successful collaboration, mutual respect for each professional’s background and commitment to respond to problems as a whole are essential. Fundamental to the concept of collaboration is the ability to independently communicate and make decisions in support of the individual, family, group or community.
CB-6- DELEGATION
Delegation is defined by the American Nurses Association as the transfer of the performance of an activity from one individual to another, with the former retaining accountability of the outcome.
Delegation within the context of nursing is a complex activity because of the diversity, number, and varying degrees of knowledge and skill levels of care providers. In addition, delegation is dependent on the presence of effective interpersonal relationships among care providers, individuals and health care environments. Delegation involves knowing one’s strengths, weaknesses, knowledge, skills, job description, job-related circumstances and state practice acts. Knowing members of one’s health care team relative to these areas is also essential for effective delegation.
CB-7-EVALUATION
Evaluation involves the analysis of information received. It is a critical phase in the nursing process. In this phase, the nurse examines an individual’s, family’s, group’s or community’s progress in relation to established goals to determine whether a problem or situation is resolved, is in the process of being resolved, or is unresolved. Evaluation may also indicate a need to change the established goals because they are unattainable, inappropriate, based on inadequate information, and/or based on incorrect analysis.
NURSING ROLES &
RELATED STUDENT OUTCOMES
In accordance with the philosophy and conceptual framework of the BSN Program, students who successfully complete the program will:
As a Provider of Care:

1. Utilize theory and research-based knowledge in the direct, indirect management of complex health care needs of culturally diverse patients, families, groups and communities in a variety of rural health care delivery settings.
Related Student Outcomes: a. Integrate theories, knowledge, strategies, processes and techniques from the biological and behavioral sciences, humanities and arts in their professional nursing practice. b. Apply appropriate knowledge of major health problems and cultural diversity in performing nursing interventions. c. Demonstrate knowledge of the importance and meaning of health and illness for the patient in providing nursing care. d. Apply information and patient care technologies to maximize optimal outcomes for patients. e. Perform direct and indirect therapeutic interventions. f. Delegate and supervise the performance of nursing interventions. g. Develop a comprehensive plan of care in collaboration with the patient. h. Serve as the patient’s advocate. i. Incorporate principles of quality management into the plan of care. j. Integrate care with other members of the interdisciplinary health care team. k. Evaluate and assess the usefulness in integrating traditional and complementary health care practices
2. Apply methods of scientific inquiry in nursing practice as a means of improving health care delivery.
Related Student Outcomes:
a. Utilize appropriate evaluation methods including evidence based practice to evaluate the effectiveness of care. b. Evaluate and/or participate in research activities that focus on the efficacy and effectiveness of nursing interventions
As a Designer/Manager/Coordinator of Care:
3. Collaborate with consumers, other health care professionals and agencies in the planning, coordination, and delivery of comprehensive, cost-effective health care.
Related Student Outcomes: a. Coordinate and manage care to meet the special needs of vulnerable populations, including the frail elderly, in order to maximize independence and quality of life. b. Coordinate the health care of individuals across the lifespan utilizing principles and knowledge of interdisciplinary models of care delivery and case management. c. Utilize knowledge related to healthcare policy, finance, and regulatory environments in providing and evaluating health care delivery.

d. Apply principles of collaboration and effective interpersonal communication among healthcare professions in delivering high quality and safe patient care.
4. Serve as leaders and change agents in the assessment and improvement of health care delivery within the rural setting.
Related Student Outcomes: a. Assume a leadership role within one’s scope of practice by applying leadership concepts, skills and decision making. b. Delegate and supervise the nursing care given by others while retaining the accountability for the quality of care given to the patient. c. Organize, manage, and evaluate the development of strategies to promote health and disease prevention at the individual and population level. d. Demonstrate awareness and understanding of complex organizational systems. f. Employ principles of quality improvement, healthcare policy and cost-effectiveness to improve healthcare delivery.
As a Member of a Profession:
5. Understand, value and promote the professional role of nursing including accepting responsibility and accountability for individual nursing practice and for continued personal and professional growth.
Related Student Outcomes: a. Understand the history and philosophy of the nursing profession. b. Incorporate professional nursing standards and accountability into practice. c. Advocate for professional standards of practice and adhere to licensure law and regulations. d. Understand limits to one’s scope of practice and adhere to licensure law and regulations. e. Articulate to the public the values of the profession as they relate to patient welfare. f. Negotiate and advocate for the role of the professional nurse as a member of the interdisciplinary health care team. g. Develop personal goals for professional development. h. Participate in professional organizations, working to support agendas that enhance both high quality, cost-effective health care, and the advancement of the profession.

Module Dates
Monday August 30, 2010
Thru
Sunday September 5, 2010
Instructor: Amber
Monday September 6, 2010
Thru
Sunday September 12, 2010
Instructor: Amber
Monday September 13, 2010
Thru
Sunday September 19, 2010
Instructor: Amber
Monday September 20, 2010
Thru
Sunday September 26, 2010
Instructor: Amber
Monday September 27, 2010
Thru
Sunday October 3, 2010
Instructor: Amber
Monday October 4, 2010
Thru
Friday October 8, 2010
Course Schedule
Reading Assignments Assignment Dates
Module 1:Review Assignment Module 1:
Thoroughly review the listed websites. Resource Utilization Paper is due
September 5, 2010 by midnight. Submit to the assignments tab.
Available on Webcampus
Module 2: Read
Bennis textbook pages Chapters 1-2
(pages 6-46).
Read the case study of J. K. Rowling listed under module 2.
Assignment Module 2:
Discussion posting based on J.K.
Rowling due September 12, 2010 by midnight.
Response to fellow BSN student by
Wednesday September 17, 2010 midnight.
Module 3:Read
Neck & Manz textbook Chapters 1-3
(pages 1-33).
Assignment Module 3:
Self-assessment and self-observation summary discussion posting (300 words or less) Sunday September 19, 2010 midnight.
Module 4:Read Assignment Module 4:
Neck & Manz textbook Chapters 4-6
(pages 35-80).
Self-leadership questionnaire and summary discussion (300 words or less)
Sunday September 26, 2010 midnight.
Bennis textbook chapter 3 (pages 49-
66). Self-assessment description submission
(300 words or less) submit to assignments tab Sunday September 26,
2010 midnight.
Module 5:Read Assignment Module 5:
Bennis textbook chapter 8 (pages 147-
164).
Team self-leadership discussion posting
(300 words or less) Sunday October 3,
2010 midnight.
Neck & Manz textbook chapter 7
(pages 81-93). Response to fellow BSN student by
Friday October 8, 2010 midnight.
Module 6: Read Assignment Module 7:
Neck & Manz textbook chapter 11-12
(pages 130-153).
Self-leadership and your nursing career discussion posting (300 words or less)
Friday October 8, 2010 midnight.
Bennis textbook chapter 9-10 (pages

Instructor: Amber 165-198).
Congratulations, you made it through your first BSN course!
COURSE
LEARNER OUTCOMES AND MEASUREMENT
Module 1:
Dates: Monday August 30, 2010 thru Friday September 5, 2010
Assessment, Measurement & Evaluation of Learner Outcomes:
Written Assignment Module 1: Submit Resource Utilization paper.
Integrate theories, knowledge, strategies, processes and techniques from the biological and behavioral sciences, humanities and arts in their professional nursing practice.
LEARNING OBJECTIVES
1. Demonstrate an understanding of plagiarism
2. Demonstrate the ability to make effective use of the Internet
3. Demonstrate the ability to utilize APA format
Assignment:
1. Go to the following websites and thoroughly review the information provided.
Great Basin College Library Students Links Resource Information: http://www.gbcnv.edu/library/
Plagiarism: http://www.plagiarism.org/
Use of the Internet: http://www.vts.intute.ac.uk/detective/
APA formatting: http://owl.english.purdue.edu/owl/resource/560/01/
2. After reviewing the above websites, write a paper describing and defining the following terms:
(you may also use additional resources).
1.
Electronic Reserves
2.
Electronic Journals
3.
Popular Journal
4.
Peer Review Journal
5.
CINAHL
6.
Copyright
7.
Citation and referencing
8.
Plagiarism
9.
APA
3. Submit your paper via WebCampus . This paper is considered to be a professional paper and should be written in APA format. This paper should include a cover page and introduction, a

conclusion, and references cited APA appropriately. The length of the paper is up to you just make sure you described and defined the above terms.
4. The resource utilization paper is due September 5, 2010 by midnight
Module 2:
Dates: Monday September 6, 2010 thru Sunday September 12, 2010
Theory Readings & Study Guide Assignments:
Bennis - chapter 1 Mastering the contex
Bennis- chapter 2 Understanding the Basics
Read the case study of J. K. Rowlings
Assessment, Measurement & Evaluation of Learner Outcomes:
A substantive entry on the discussion board.
Successful group discussing interaction with other BSN students.
Evidence of critical thinking.
Integrate theories, knowledge, strategies, processes and techniques from the biological and behavioral sciences, humanities and arts in their professional nursing practice.
LEARNING OBJECTIVES
1. Identify qualities of leadership and experiences necessary for its development.
2. Describe turning points in one’s life.
3. Name ways in which failure plays a role in one’s life.
Assignment:
1. Begin the learning unit by reading pages 6-48 in the Bennis textbook.
2. Read the below case study of J. K. Rowling.
Case Study
Joanne Kathleen Rowling, better known to the literary world and legions of Harry Potter fans as
“J.K.” Rowling, was born in Chipping Sodbury, Gloucestershire, England. She studied French at the University of Exeter in preparation for a career as a bilingual secretary. She soon found that wok as a secretary was not to her liking. Looking back, she has described herself as lacking in organization skills. She found meetings tedious and often spent her time writing down story ideas, rather than taking notes.
Shortly after the unexpected death of her mother in 1991, Rowling moved to Portugal to teach
English. She took with her a manuscript that she had recently begun about a “wizard” named
Harry Potter. Although she had been writing since she was a child, she felt that the adventures of
Harry and his friends at Hogwarts School of Witchcraft and Wizardry were her best ideas yet.
She loved teaching English in the afternoons and evenings because it left her mornings free to work on her manuscript. She married a Portuguese journalist and in 1993 her daughter Jessica was born. In 1994, after her marriage had ended in divorce, Rowling and baby Jessica moved to
Edinburgh, Scotland to be near her younger sister.

She intended to begin teaching full-time again, but realized if she ever intended to finish her novel, she needed to do it before taking a teaching job. A single mom, depressed and angry about the failure of her marriage and feeling like she had let her daughter down, she was living in a mouse-infested flat with very little money and no job. Nevertheless, she set to work, staunchly determined to finish the novel and get it published. After Jessica fell asleep in the evenings, she would rush to the nearest café to get in a few hours of writing. Finally the novel was finished, but no publisher seemed interested. She was told that her boarding school setting was too unusual and politically incorrect and that her plot and sentence construction were far too complicated. Rowling refused to become discouraged and finally found a publisher,
Bloomsbury, and the first book in the Harry Potter series was published in June 1`997. Before long, awards and accolades began to pour in. The series has become one of the most popular in history with more than 250 million books sold in more than 200 countries and in more than 30 different languages. By some estimates, J.K. Rowling will eventually become the first billionaire author in history. Rowling suggests that success is not just a matter of luck. Much like her famous creation, she believes that when you are down on you luck you can’t just feel sorry for yourself . . . you have to work hard to change your fortunes for the better.
3. Provide a substantive entry Sunday September 12, 2010 that addresses each of the following questions: a) Would you consider J.K. Rowling to be a leader? In what ways? b) What types of external influences and obstacles did Rowling have to overcome? c) Describe ways in which failure has played a positive role in your life. d) Who are the persons who have inspired you (initials only please)?
What is a substantive entry/response? A substantive entry/response (or entries/responses) should be at least 250-300 words in length and consists of thoughtful reflection, inquiry, discovery, learning, idea generation, etc. on the subject matter. Please just write in the text box of the discussion board DO NOT ADD AN ATTACHMENT
4.
Respond to at least one other student by the following week of Friday September 17th regarding how their entry builds on your knowledge or understanding of the above question matter.
The main intent of the discussion group postings is interaction among the students enrolled in the course. The course instructor will monitor the discussions regularly and provide feedback as necessary.
Module 3:
Dates: Monday September 13, 2010 thru Sunday September 19, 2010
Theory Readings & Study Guide Assignments:
Neck & Manz- chapter 1 The Journey
Neck & Manz- chapter 2 Mapping the Route
Neck & Manz- chapter 3 Rough Roads, Detours, and Roadblocks
Assessment, Measurement & Evaluation of Learner Outcomes:
Successful completion of Self-assessment and self-observation discussion posting

Successful completion of Goals and timeline submission
Assume a leadership role within one’s scope of practice
Evidence of critical thinking
Develop personal goals for professional development
LEARNING OBJECTIVES
1. Comprehend a basic definition of leadership as a process of influence
2. Know the three primary sources of leadership: external leadership, participative leadership and self-leadership.
3. Comprehends the three factors of influence and how these factors interact with one another in a mutually reciprocal way.
4. Apply such self-imposed strategies including self-observation, self-goal setting, self-reward, self-punishment and practice.
5. Understand the concept of purpose.
Assignment:
1. Begin this Learning Module by reading Neck & Manz textbook chapters 1, 2 & 3.
2.
Complete the self-leadership questionnaire shown in Table 3-1 on page 14.
3.
Complete the Self-Observation Exercise found at the bottom of page 18 (i.e., self-observation for one week).
4.
In the discussion area post a brief discussion summary (300 words or less) of your findings for the above two exercises by Sunday September 19, 2010 midnight . You do not need to respond to other students.
Module 4:
Dates: Monday September 20, 2010thru Sunday September 26, 2010
Theory Readings & Study Guide Assignments:
Neck & Manz - chapter 4 Scenic Views, sunshine, and joys of traveling
Neck & Manz- chapter 5 Travel thinking
Neck & Manz- chapter 6 Travel thinking cont.
Bennis- chapter 3 Knowing yourself
Assessment, Measurement & Evaluation of Learner Outcomes:
Successful completion of self-leadership questionnaire discussion summary
Successful completion of self-assessment description paper
Evidence of critical thinking
Assume a leadership role within one’s scope of practice
LEARNING OBJECTIVES
1. Understand the difference between externally administered rewards and natural (intrinsic) rewards and explain the three primary features of naturally rewarding activities they create.
2. Apply the two primary natural reward approaches or strategies.
3. Understand the concept of self-talk, challenging beliefs and assumptions and mental practice.

Assignment:
1.
Begin this Learning Module by reading Neck and Manz textbook chapters 4, 5, & 6.
2.
Read Bennis textbook chapter 3.
3.
Complete the self-leadership questionnaire shown in Table 4-1 on page 37 of the Neck &
Manz textbook.
4.
Under the discussion posting self-leadership questionnaire post a brief discussion summary
(300 words or less) of your findings for the above exercise Sunday September 26, 2010. You do not need to respond to other students.
5.
Submit to the assignments tab Self-Assessment a written description Sunday September 26,
2010 (300 words or less) addressing the following: This paper should be written in APA format and style. a) The general tone or atmosphere of the present period in your life. Perhaps this period began a few months ago. Perhaps it began long ago and has lasted for many years. b) The people of special importance to you in this present period. How would you describe your relationship with them? Include both those about whom you “feel good” as well as those about whom you feel negatively (initials only please). c) The work projects and activities that you find engaging.
Module 5:
Dates: September 27, 2010 thru Sunday October 3, 2010
Theory Readings & Study Guide Assignments:
Bennis- chapter 8 Getting people on your side
Neck & Manz- Chapter 7 Team self-leadership
Assessment, Measurement & Evaluation of Learner Outcomes:
Successful completion of team self-leadership discussion posting
Successful group discussing interaction with other BSN students.
Evidence of critical thinking skills
Assume a leadership role within one’s scope of practice
LEARNING OBJECTIVES
1. Describe ways in which leaders sustain trust.
2. Comprehend behavioral team self-leadership practices including team self-observation, team self-goal setting, team cue modification, team self-reward and self-punishment, and team rehearsal.
3.
Comprehend mental team self-leadership strategies including team beliefs and assumptions, team self-talk, team mental imagery and thought patterns.
4. Distinguish between the “me” and “we” in relation to team self-leadership principles.
5. Compare/contrast groupthink with team think activities.

Assignment:
1. Begin this Learning Module by reading Bennis textbook Chapter 8.
2.
Read Neck & Manz Chapter 7.
3.
Provide a substantive entry Sunday October 3, 2010 that addresses the following:
Teams are gaining in popularity and estimates suggest that the majority of the workforce operates in some type of team environment. Team members usually have increased responsibility and control and the most successful teams are those that have the skills and resources necessary to perform. The key to team success is the creation of synergy, a condition where team members accomplish more together than they could as an individual.
Question: Based on your reading and your professional experience as a health care team member, share your thoughts regarding how self-leadership can play an integral part in creating synergy and helping health care teams perform more effectively in the delivery of patient care. Provide at least one example.
4.
Respond to at least one other student by Friday October 8 regarding how their entry builds on your knowledge or understanding of the subject matter of team self-leadership.
Remember that a substantive entry/response should be at least 250-300 words in length and consist of thoughtful reflection, inquiry, discovery, learning, idea generation, etc. on the subject matter.
The main intent of theses postings is interaction among students.
Module 6:
Dates: Monday October 4, 2010 thru Friday October 8, 2010
Theory Readings & Study Guide Assignments:
Neck & Manz- chapter 11 Finding the path to uniqueness
Neck & Manz- chapter 12 The journey completed
Bennis- chapter 9 Organization can help…or hinder
Bennis- chapter 10 Forging the future
Assessment, Measurement & Evaluation of Learner Outcomes:
S uccessful completion of Self-leadership and your nursing career discussion posting.
Successful group discussing interaction with other BSN students.
Evidence of critical thinking
Develop personal goals for professional development
LEARNING OBJECTIVES
1.
Comprehend the concept of individual differences.
2.
Understand the relationships between optimism, explanatory style, happiness, flow and selfleadership.
3.
Understand the relationships between various personality concepts, emotional intelligence and self-leadership.

4.
Understand the relationships between age, gender, cultural differences and self-leadership.
5.
Comprehend the concepts of protean careers and work-family balance.
6.
Understand the concept of SuperLeadership and the process of leading others to lead themselves.
7.
Be familiar with the purpose and contents of a professional portfolio.
Assignment:
1. Begin this learning module by reading Neck & Manz textbook chapters 11-12.
2. Read Bennis textbook Chapters 9 – 10.
3. Read the articles listed at the beginning of the syllabus about portfolios they can be accessed through the ProQuest database via GBC Library website.
4. Provide a substantive entry to the Discussion Board by Friday October 8, 2010 that addresses the following:
A protean career path, which is becoming increasingly more common, is one that is self-directed rather than organization-directed and requires occasional reshaping and reformulation as changing situations dictate. New skill sets are required to take advantage of the opportunities afforded by the protean career, including self-knowledge and adaptability.
Question: a.
Do you think it is possible for nurses to follow a protean career path? Why or
Why Not? b.
Provide some specific examples as to how self-leadership can help you better manage your nursing career.