NRSG 463 9.2009
NRSG 463 LEADERSHIP
MANAGEMENT IN NURSING
Bachelor of Science in Nursing
Spiritual
Service
Spiritual
Growth
Personal
Growth
Personal
Change
Agent
Moral
Professional
Growth
ONU
Nurse
Leader
Professional
Life-Long
Learner
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NRSG 463 9.2009
CONTRIBUTORS
The following individuals contributed to the completion of this
course of study:
Patty Kershaw, Assistant Professor Nursing
Olivet Nazarene University
October 2007
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NRSG 463 9.2009
NRSG 463 LEADERSHIP MANAGEMENT IN NURSING
Statement of Faith
“As an educational enterprise of the Church of the Nazarene, we
pursue truth in order to glorify the God and the Father of our Lord
Jesus Christ: praying for the coming of the spirit; remembering
the promise of Scripture and tradition; keeping our hearts
faithfully attuned to the voice of God; and being thoughtfully,
acutely, and critically engaged.” 2002-2004 Catalog.
Bourbonnais, IL: Olivet Nazarene University.
COURSE DESCRIPTION/OVERVIEW
This course is the study of leadership and management theories, principles, and concepts. The
course will focus on transforming personal leadership. Emphasis is placed on facilitating
professional leadership behavior. The goal is to enhance learners’ understanding of management
and leadership roles in the health-care setting.
COURSE LEARNING OUTCOMES
Upon completion of this course, the learner will be able to:
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Incorporate the principles of managing, leading, and following in their work environment.
Discover the organizational structure of the healthcare system.
Apply concepts of change through effective nursing leadership.
Describe the role of an effective Nurse Manager.
Identify strategies for healthcare finance.
Develop a strategic plan for a healthcare system.
Reflect on the dynamics of personal role transition in the workplace.
COURSE MATERIALS
Required Textbooks:
Jakes, T. D. (2005). The Ten Commandments of Working in a Hostile Environment. New York:
Penguin Group.
Yoder-Wise, P. (2007). Leading and managing in nursing (4th ed.). St Louis: Mosby-Elsevier.
Supplemental Textbooks:
Publication Manual of the American Psychological Association
Course Textbooks, articles, and access to blackboard will be made available to the learner.
Assignments may include discussion topics, individual assignments, and projects. Specifics are
outlined in the course syllabus.
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NRSG 463 9.2009
Special Requirements:
Internet Access
Microsoft Office 2007 Software
Completion of the Online Blackboard Training Student Classroom is required.
COURSE ASSIGNMENTS/ASSESSMENTS
Student learning outcomes will be fostered and assessed in a variety of ways through this course.
As best practice suggests, assessment will be formative and summative and will include the
application of acquired course knowledge to real world practice settings. This course will include
the following:
WEEKLY DISCUSSION POSTINGS
WRITTEN ASSIGNMENTS
CUMULATIVE PORTFOLIO
Assignments
Points
Discussion
The discussion assignments each week may be online or on
ground
(Refer to the class instructor for discussion preference if not an
online course)
6 @ 5 points
each week
30
Discussion Rubric is applicable for either online or on ground
participation requirements
Theory Paper
DUE Week 4 – DAY 7
30
Strategic plan for fictitious health care delivery system
DUE Week 6 – DAY 3
40
TOTAL COURSE POINTS
100
WEEKLY WORKSHOP TOPICS
WEEK 1: LEADING AND MANAGING
WEEK 2: ORGANIZATIONAL CULTURE IN HEALTHCARE
WEEK 3: RESOURCES AND STRATEGIC PLANNING PROCESS
WEEK 4: TEAM BUILDING, COMMUNICATION, CHANGE
WEEK 5: CQI, SENTINEL EVENTS, AND RISK MANAGEMENT
WEEK 6: CONFLICT RESOLUTION AND CAREER EMPOWERMENT
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NRSG 463 9.2009
STUDENT ATTENDANCE
Students are to communicate directly with the course instructor regarding any circumstance that
may result in absence of course participation. Course participation is met through discussions in
class and/or postings and submission of assignments by the required due date. Due to the nature
of some discussions, instructors may not allow students to post in advance or in retrospect to
discussions due to absences. Students with an unexcused absence will receive a 50% grade
reduction for any assignment submitted during that week.
RNBSN ACADEMIC INFORMATION AND POLICIES
School of Graduate and Continuing Studies – Attendance Policy

One absence (and only one) may be excused without the grade being affected provided
make-up work is satisfactory completed:
o The learner must contact the instructor.
o The absence must be the result of unavoidable circumstances.
o Make-up work is satisfactory completed before the start of the following
workshop.
If the first absence is unexcused, the following scale will be used for grade reduction:
o For courses with 7, 8, or 9 workshops/sessions:
 1st absence will result in a final course grade no higher than a “B”
 2nd absence will result in a final course grade no higher than a “C”
 3rd absence will result in a final course grade of “F”
o For courses with 4, 5, or 6 workshops/sessions:
 1st absence will result in a final course grade no higher than a “C”
 2nd absence will result in a final course grade of “F”)
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All subsequent absences (if first absence is excused) will result in an automatic grade
reduction.
The number of absences relative to grade reduction will reflect number of workshops in
the course (assuming one absence is excused based on the approved criteria listed above):
o For courses with 7, 8, or 9 workshops/sessions:
 2nd absence will result in a final course grade no higher than a “B”
 3rd absence will result in a final course grade no higher than a “C”
 4th absence will result in a final course grade of “F”
o For courses with 4, 5, or 6 workshops/sessions:
 2nd absence will result in a final course grade no higher than a “C”
 3rd absence will result in a final course grade of “F”
o For courses with 2 or 3 workshops/sessions
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NRSG 463 9.2009
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An alternative cohort must be found so learner can attend the course in total
Grades will be monitored with final attendance.
Grades must reflect absence – no exceptions.
If the first absence is not excused or the learner does not complete the necessary make-up
work, the grade will be reduced beginning with the first absence.
Instructors will address tardiness on an individual basis. Learners are expected to arrive
for class on time and remain for the entire four hour period.
Attendance – Online Courses
Students are required to participate in class three different days each week. Your initial posting
is NOT a RESPONSE to classmates. Both the quantity and quality of participation are evaluated.
In courses where there are team/group activities, those discussions are NOT counted as part of the
discussion postings. In addition to participation, the discussion rubric provides further details on
possible points according to quality of posting.
(Refer to the RNBSN Student Handbook for Policy Details)
Students are expected to communicate directly with the course instructor regarding any
circumstance that may result in absence of course participation. Course participation is met
through discussion postings and submission of assignments by the required due date.
1. Learners in online courses must post at least one substantive online message per course
week to be considered in attendance.
2. Failure to log in and post at least once a week will result in an unexcused absence. Grade
reductions according to the Attendance Policy in this handbook will be applied.
3. Participation is not the same as attendance. Participation requirements are determined by
the instructor and will be thoroughly explained in the course syllabus.
4. Students with an unexcused absence will receive a 50% grade reduction for any
assignments submitted during that week.
Instructors will address tardiness on an individual basis. Learners are expected to arrive for class
on time and remain for the entire session.
(Refer to the RNBSN Student Handbook for details)
EVALUATION PROCEDURE AND Grading System
95 – 100
A
92 – 94.9
A89 – 91.9
B+
86 – 88.9
B
83 – 85.9
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NRSG 463 9.2009
80 – 82.9
77 – 79.9
74 – 76.9
71 – 73.9
68 – 70.9
65 – 67.9
C+
C_____________________________________
CNon-passing scores
D+
D
D-
The student will receive credit for assignments in the following ways:
DISCUSSIONS
The grading for discussion activities is outlined in the course-grading rubric. Students are
required to support their discussions with citations, write in APA and provide a reference list at
the bottom of their posting.
Participation points, which may be given, based on the Discussion Postings. If this is a required
part of the course assessment, the standard policy for discussion requirements and the grading
rubric are consistent in each course syllabus. When discussion is part of the required assessment
to ensure all members of the learning community have sufficient time to respond you are expected
to adhere to the following guidelines:
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Post your initial activity no later than the third day of each week by midnight.
Respond to three of your colleagues’ initial postings during each week on three different
days.
Provide colleagues with reflective thoughts, personal experience, resources, or general
thoughts on the topic.
Posting after the required date will result in a grade reduction as stated in the rubric.
ASSIGNMENTS
Points will be given based on the assessment outlined for each course. Refer to the course
assignments and the corresponding grading rubric provided found in the course link identified as
(rubric). Each week the course guide will provide the student with the required assignment. The
learner as a guide for formulating written objectives should utilize the grading rubric for the
assignment.
Students with an unexcused absence will receive a 50% grade reduction for any assignment
submitted during that week.
LATE WORK POLICY
No late papers/assignments will be accepted after the date and time stated in
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NRSG 463 9.2009
syllabus or otherwise stated by the professor. In extreme circumstances exceptions may be made
(i.e. illness). However, this must be agreed upon by the student and professor prior to the due
date.
POLICIES ON PLAGIARISM
Plagiarism is defined as use of intellectual material produced by another person without
acknowledging its course. For example:
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Wholesale copying of passages from works of others into an assignment, paper, posting,
or thesis without acknowledgement.
Using the views, opinions, or insights of another without acknowledgement.
Paraphrasing another person’s characteristic or original phraseology, metaphor, or other
literary device without acknowledgment.
Faculty will monitor for evidence of plagiarism. All work must be submitted through the
correct blackboard process to be assessed for evidence of plagiarism.
Self-plagiarism is the use of the learner’s work from a previous class and is highly
discouraged. Should the learner’s previous work be used, it must be cited as such.
For further information on Olivet Nazarene University Conduct and Responsibilities, see the
Catalog at the course link (ONU Bulletin).
Students suspected of plagiarism require faculty to contact the Chair, Director of Nursing
Department at ONU directly.
OVERVIEW WEEK 1
This first week of the course we will begin our discussions defining the differences between
leadership, management, and following. It is important to incorporate theories of leadership as
one reflects on leadership attributes, personal values, and ethical principles. We will explore how
self-knowledge and emotional intelligence affects an appreciation of the power, influence, and
authority needed in professional nursing practice. We will also discuss opportunities, challenges,
satisfaction of leadership, and how managers develop practical skills. Leaders and managers need
to understand the relationship and strategies that exist between problem solving, decision making,
and critical thinking.
RESOURCES WEEK 1
Devotion
READING ASSIGNMENT WEEK 1
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NRSG 463 9.2009
Yoder-Wise, P. (2007). Leading and managing in nursing (4th ed.). St Louis: Mosby-Elsevier.
Chapter 1 - “Managing, Leading, and Following”
Chapter 2 - “Developing the Role of Leader”
Chapter 3 - “Developing the Role of Manager”
Chapter 4 - “Making Decisions and Solving Problems”
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NRSG 463 9.2009
WEBSITES WEEK 1
http://www.cnl.org/
Center for Nursing Leadership "for Nurse Leaders and Nurses Who See Themselves as Leaders
and are looking to stretch their personal and professional boundaries."
http://www.aacn.nche.edu/Publications/Whitepapers/ClinicalNurseLeader.htm
Working Paper on the Role of the Clinical Nurse LeaderSM May 2003. The July 2004 update is
also available at this site. Available online from the American Association of Colleges of
Nursing.
http://www.aacn.nche.edu/CNL/index.htm
Clinical Nurse LeaderSM Resource site from the American Association of Colleges of Nursing.
Includes links to a "fact sheet, a references page and a directory of Web links to schools offering
CNL programs."
http://www.nurse.com/ce/?CFID=10229421&CFTOKEN=22605228
Learning to Lead: From Staff Nurse to Charge Nurse Online continuing education unit from
NurseWeek by Catherine Robinson-Walker, MBA & Sarah Detmer, MS, RN. A fee is required to
obtain credit, but all materials are open to access.
http://www.library.ucsb.edu/untangle/jones-abs.html
Critical Thinking in an Online World By Debra Jones, Internet Librarian, Cabrillo College, Aptos,
CA.; full-text of this article is available online.
http://www.nap.edu/catalog.php?record_id=9728
To Err Is Human: Building a Safer Health System Linda T. Kohn, Janet M. Corrigan, and Molla
S. Donaldson, Editors; Committee on Quality of Health Care in America, Institute of Medicine;
312 pages, 2000. Available full-text online from the National Academy Press.
Journal of Professional Nursing Official Journal of the American Association of Colleges of
Nursing. Full-text articles are available to AACN members and personal subscribers starting from
June 2000 to the present; tables of contents and abstracts are available from 2000. Access to
tables of contents and abstracts is complimentary. Access to full text is limited to print
subscribers.
OTHER RESOURCES WEEK 1
Click the Week One – Resources button for Power Points to support learning this week!
DISCUSSION ACTIVITY WEEK 1
1.
For discussion this week, consider which role of leading, managing, or following you are
most comfortable with and why.
2.
Is there a role in this trio you are least comfortable with? Why?
3.
Which role do you see yourself utilizing to promote best evidence-based practice?
4.
How would you promote evidence-based practice utilizing this role?
5.
Post your discussion to the board.
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NRSG 463 9.2009
6.
7.
Read all of your colleagues’ postings.
Respond to at least three of your colleagues’ initial postings.
*Be sure to support your posting with citations from this week’s resources.
Refer to the APA Publication Manual to assure your citations in the text and reference list are
correct.
ASSIGNMENT WEEK 1
There is no assignment due this week.
LOOKING AHEAD TIP
Due in Week Four - Day Seven
Begin a two to three page paper following APA format. Review the Leadership theories, such as
Trait, Style, Situational-Contingency, or Transformational, or the Motivational theories such as
Maslow’s Hierarchy, Herzberg’s Two-Factor, Vroom’s expectancy or Luthan’s OB Modification
theory that are presented through your reading and identify a theory that aligns with your values
and goals. Include decision and problem solving utilized.
OVERVIEW WEEK 2
This week we explore the impact organizational design and culture has on healthcare delivery.
Alignment of our personal mission statement with that of an organization is essential. Included in
our discussions we will review organizational structures, cultures, and healthcare. As we
accomplish the above we will place the emphasis on a manager and a leader’s response that will
promote a professional practice, that will consider planning, and the delivery of care to the
changing environment. It is relevant as we consider organizational structures that we consider
change, transculturalism, and the effects of diversity, that can take place in the healthcare
environment.
It is imperative as we become leaders, that we are mindful of the politics that exist in the
workplace.
RESOURCES WEEK 2
Devotion
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NRSG 463 9.2009
READING ASSIGNMENT WEEK 2
Yoder-Wise, P. (2007). Leading and managing in nursing (4th ed.). St Louis: Mosby-Elsevier.
Chapter 6 - “Healthcare Organizations”
Chapter 7 - “Understanding and Designing Organizational Structures”
Chapter 8 - “Cultural Diversity in Health Care”
Chapter 9 - “Power, Politics and Influence”
Jakes, T. D. (2005). The Ten Commandments of Working in a Hostile Environment. New York:
Penguin Group.
Chapter 1 - “First Commandment - Know That You Are Anointed For The Job
Or Position You Now Hold!”
Chapter 2 - “Second Commandment - Don’t Expect To Be Appreciated”
WEBSITES WEEK 2
http://www.nap.edu/catalog.php?record_id=5152
Primary Care: America's Health in a New Era (1996) An online full-text book from National
Academies Press, 395 pages or download the summary.
http://www.hschange.com/CONTENT/54/
Do HMOs Make a Difference? Comparing Access, Service Use and Satisfaction Between
Consumers in HMOs and Non-HMOs Issue By James D. Reschovsky, Peter Kemper, Ha T. Tu,
Timothy K. Lake, Holly L. Wong. Issues Brief #28 from the Center for Studying Health System
Change; a full text online report with links to related documents.
http://www.aha.org/aha_app/index
AHA News From the American Hospital Association
OTHER RESOURCES WEEK 2
Click the Week Two – Resources button for Power Points to support learning this week!
DISCUSSION ACTIVITY WEEK 2
1.
2.
3.
4.
5.
Using the chapters on culture and structure of organizations, and how power and politics
influence the health care environment, describe how your personal mission statement
would fit various organizational cultures.
Discuss appropriate and inappropriate use of power in the healthcare environment.
Post your discussion to the board.
Read all of your colleagues’ postings.
Respond to at least three of your colleagues’ initial postings.
*Be sure to support your posting with citations from this week’s resources. Refer to the APA
Publication Manual to assure your citations in the text and reference list are correct.
ASSIGNMENT WEEK 2
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NRSG 463 9.2009
There is no assignment due this week.
LOOKING AHEAD TO WEEK SIX
The following book will be discussed in Week Six:
Jakes, T. D. (2005). The Ten Commandments of Working in a Hostile Environment. New York:
Penguin Group.
T.D. Jakes presents ten commandments for affecting change in our work environment. During
Weeks Two through Six we will be reading two chapters a week that coincide and enhance the
discussions and reflections of the week.
OVERVIEW WEEK 3
This week will focus on the relationship of nursing within the healthcare delivery system.
Augment your practice by selecting what you think is relevant from the following readings.
Review how our author addresses staffing and scheduling models, care delivery strategies, as well
as budgeting and finance, which impact clinical competencies and care practices. These will
enhance one’s understanding of cost issues in healthcare and the ethical implications of these
decisions. Effective communication of roles, and role expectations, facilitate one’s performance,
their work satisfaction, and the quality of care they provide. The role of a leader is to empower
others to develop their leadership and following skills in a safe learning environment.
RESOURCES WEEK 3
Devotion
READING ASSIGNMENT WEEK 3
Yoder-Wise, P. (2007). Leading and managing in nursing (4th ed.). St Louis: Mosby-Elsevier.
Chapter 11 - “Managing Cost and Budgets”
Chapter 12 - “Care Delivery Strategies”
Chapter 13 - “Staffing and Scheduling”
Chapter 14 - “Selecting, Developing, and Evaluating Staff”
Chapter 15 - “Strategic Planning, Goal-Setting, and Marketing”
Jakes, T. D. (2005). The Ten Commandments of Working in a Hostile Environment. New York:
Penguin Group.
Chapter 3 – “Third Commandment: Embrace Opportunities For Change”
Chapter 4 – “Fourth Commandment: Do The Job Well While Remembering The Vision”
WEBSITES WEEK 3
http://www.nap.edu/catalog.php?record_id=10260
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Unequal Treatment: Confronting Racial and Ethnic Disparities in Health Care
http://hcupnet.ahrq.gov/
HCUPnet "A tool for identifying, tracking, analyzing, and comparing statistics on hospitals at the
national, regional, and State level"; and Healthcare Cost and Utilization Project (HCUP) resources
form the Agency for Healthcare Research and Quality
http://hcupnet.ahrq.gov/
Health Spending Projections For 2004–2014 Online article from Health Affairs, 23 February
2005. Includes links to online resources in the references section.
http://www.meps.ahcpr.gov/
Medical Expenditure Panel Survey (MEPS) From the Agency for Health Quality and Research
web site.
http://aarp.org/research/medicare/coverage
Medicare Coverage An informational resource from the AARP. Includes the online report The
Medicare Program: A Brief Overview Research Report by Craig Caplan, AARP Public Policy
Institute, February 2005.
http://nga.org/cda/files
State Actions to Control Health Care Costs An Issue Brief from the National Governors
Association, November 2003.
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NRSG 463 9.2009
OTHER RESOURCES WEEK 3
Click the Week Three – Resources button for Power Points to support learning this week!
DISCUSSION ACTIVITY WEEK 3
1.
2.
3.
4.
5.
Of the chapter readings which concepts, tasks, and processes impact your care delivery the
most and why?
How do you envision your empowerment of those entrusted to your leadership?
Post your discussion to the board.
Read all of your colleagues’ postings.
Respond to at least three of your colleagues’ initial postings.
*Be sure to support your posting with citations from this week’s resources.
Refer to the APA Publication Manual to assure your citations in the text and reference list are
correct.
ASSIGNMENT WEEK 3
There is no assignment due this week.
LOOKING AHEAD TIP
Strategic Plan - Due in Week Six - Day Three at 11:59 p.m.
Use the information from Chapter 15 of Yoder-Wise for your strategic plan assignment. Conduct
an organizational assessment of the strengths, weaknesses, opportunities, threats, and
stakeholders. Select one area in which you can strengthen a weakness, create an opportunity, or
minimize a threat for a new healthcare service or nursing unit you may lead.
OVERVIEW WEEK 4
As you will learn from this week’s reading, strategic planning is strongly impacted by considering
all stakeholders. Important concepts are communication techniques, barriers to communication,
team building, and issues leaders may encounter as they lead, manage, and follow. The leaders’
role in this process is to anticipate, create, and manage the forces of change for a desired outcome
in goal achievement. The followers’ role is to be effective and efficient as they transition within
the change. An effective change ensures empowerment for the success of the process. A leader
needs to remember that everyone has something to contribute and deserves to be treated
honorably and with respect. Communication is of the essence when interacting within a team.
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NRSG 463 9.2009
RESOURCES WEEK 4
Devotion
READING ASSIGNMENT WEEK 4
Yoder-Wise, P. (2007). Leading and managing in nursing (4th ed.). St Louis: Mosby-Elsevier.
Chapter 16 – “Leading Change”
Chapter 17 – “Building Teams Through Communications and Partnerships”
Chapter 18 – “Collective Action”
Jakes, T. D. (2005). The Ten Commandments of Working in a Hostile Environment. New York:
Penguin Group.
Chapter 6 – “Sixth Commandment – Increase Your Capacity To Work With
Difficult Personalities”
Chapter 8 – “Achieve Optimal Results With Minimal Confusion”
WEBSITES WEEK 4
http://www.change-management.com
The Change Management Learning Center Sponsored by Prosci, an independent research and
publishing company. Contains excerpts from books and open-access online tutorials. Prosci also
sponsors the BPR (Business Process Reengineering) Learning Center.
http://www.forecastingprinciples.com
Forecasting Principles From a site "directed by J. Scott Armstrong and hosted by the Marketing
Department of The Wharton School, University of Pennsylvania." Includes tools to download and
links to additional web resources.
http://www.sedl.org/change/leadership
Leadership Characteristics that Facilitate Change by Sylvia Méndez-Morse. Includes sections on
characteristics of leaders. From the Southwest Educational Development Laboratory.
http://www.icn.ch/LFC
Leadership For Change (LFC )™ Network of the International Council of Nurses An initiative
"launched during the 2003 Geneva Conference. Membership in this network is available to
individuals who have participated in an International Council of Nurses’ (ICN) LFC ™
programme or a LFC ™ programme provided by an ICN certified Trainer."
http://www.progenerations.com
Leadership in A Quantum Age by Gwen McCauley, a founding partner of the WEL-Systems®
Institute, an online article "based on the WEL-Systems® Levels of Thinking model and was
published in an earlier version called "Holistic Leadership" in the Australian Business Magazine."
From the ProGenerations, a division of the WEL-Systems® Institute.
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http://iom.edu/CMS
Organizational Change and Leadership - 2002 Institute of Medicine Annual Meeting Includes
audio and slide presentations by some of the leaders in health care management, such as André
Delbecq, D, BA, Stephen M. Shortell, PhD, and Noel M. Tichy, PhD.
http://www.cmwf.org/usr_doc/803_davis_presmessage_2004.pdf
Transformational Change: A Ten-Point Strategy to Achieve Better Health Care for All President's
Message from the 2004 Annual Report of The Commonwealth Fund.
http://www.drucker.org
Winning at Change By John P. Kotter. Online excerpt from the book Leader to Leader, a
collection of articles from the Leader to Leader Institute (formerly the Peter F. Drucker
Foundation).
OTHER RESOURCES WEEK 4
Click the Week Four – Resources button for Power Points to support learning this week!
DISCUSSION ACTIVITY WEEK 4
1. What do nurses want in the change process or the “chain of command information gap” that can
exist when a vision is not clearly defined and accepted by all? Describe what occurs as they
migrate between becoming a leader and a follower.
2. Describe and discuss your perception of the gap between management and staff on this
question.
3. Post your discussion to the board.
4. Read all of your colleagues’ postings.
5. Respond to at least three of your colleagues’ initial postings.
*Be sure to support your posting with citations from this week’s resources. Refer to the APA
Publication Manual to assure your citations in the text and reference list are correct.
ASSIGNMENT WEEK 4
Theory Paper is due this week.
The discussion activity will contribute strongly to your strategic plan paper due Week Six.
OVERVIEW WEEK 5
This week we will focus on quality and risk. As we move through the discussion this week,
consider the strategies for actualizing your professional relationships as the nurse is a follower, a
leader, and a manager. Nurses set the tone for the interactive process by utilizing strategies that
assist in developing effective relationships. One must have an understanding of the organizational
culture, personality theory, and stress.
RESOURCES WEEK 5
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NRSG 463 9.2009
Devotion
READING ASSIGNMENT WEEK 5
Yoder-Wise, P. (2007). Leading and managing in nursing (4th ed.). St Louis: Mosby-Elsevier.
Chapter 19 – “Managing Quality and Risk”
Chapter 21 – “Consumer Relationships”
Chapter 22 – “Conflict: The Cutting Edge of Change”
Jakes, T. D. (2005). The Ten Commandments of Working in a Hostile Environment. New York:
Penguin Group.
Chapter 7 – “Seventh Commandment: Where You Are Is Not Where You Are Going”
Chapter 9 – “Ninth commandment: Do Not Pledge Allegiance To Cliques And Groups!”
WEBSITES WEEK 5
http://balancedscorecard.org
The Balanced Scorecard Institute An online site from the organization, designed to provide "webbased guidance, information and tools to government and nonprofit managers as they attempt to
design and implement measurement-based management in state, local and federal government
environments.
http://www.nist.gov/public_affairs/releases/bhitrauma.htm
Baldrige Award Recipient Profile: Malcolm Baldrige National Quality Award 2003, Award
Recipient, Health Care Category Baptist Hospital, Inc. From the National Institute of Standards
and Technology site.
http://www.nap.edu/catalog.php?record_id=6417
Collaboration Among Competing Managed Care Organizations for Quality Improvement Molla
S. Donaldson, Editor; The National Roundtable on Health Care Quality, Institute of Medicine; 62
pages, 1999; available full-text online.
http://www.annals.org/cgi/content/full/127/1/52
Costs, Outcomes, and Patient Satisfaction by Provider Type for Patients with Rheumatic and
Musculoskeletal Conditions: A Critical Review of the Literature and Proposed Methodologic
Standards From the Annals of Internal Medicine 1 July 1997. 127:52-60.
http://www.nap.edu/catalog.php?record_id=10027
Crossing the Quality Chasm: A New Health System for the 21st Century From the Committee on
Quality of Health Care in America, Institute of Medicine; 364 pages, 2001. Available online from
the National Academies Press.
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NRSG 463 9.2009
OTHER RESOURCES WEEK 5
Click the Week Five – Resources button for Power Points to support learning this week!
DISCUSSION ACTIVITY WEEK 5
1.
2.
3.
4.
5.
Select one research article that will lead to effective or ineffective communication in the
leadership situation.
Discuss an attribute you would like to develop in yourself that would lead to effective
leadership.
Post your discussion to the board.
Read all of your colleagues’ postings.
Respond to at least three of your colleagues’ initial postings.
*Be sure to support your posting with citations from this week’s resources. Refer to the APA
Publication Manual to assure your citations in the text and reference list are correct.
ASSIGNMENT WEEK 5
There is no assignment due this week.
OVERVIEW WEEK 6
In T.D. Jakes “Commandments” we learn how to embrace the spiritual concepts of leadership to
affect change in ourselves that impact our work environment. In Yoder Wise we explore the role
transition and our professional identity. Leaders need to be responsible for managing and
controlling their own behaviors so that goals can be realized without creating stress for others.
RESOURCES WEEK 6
Devotion
READING ASSIGNMENT WEEK 6
Yoder-Wise, P. (2007). Leading and managing in nursing (4th ed.). St Louis: Mosby-Elsevier.
Chapter 25 – “Role Transition”
Jakes, T. D. (2005). The Ten Commandments of Working in a Hostile Environment. New York:
Penguin Group.
Chapter 5 – “Fifth Commandment: Don’t Let The Environment Get Inside Of You!”
Chapter 10 – “Tenth commandment: Always Keep Your Song Near You”
WEBSITES WEEK SIX
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NRSG 463 9.2009
http://www.aacn.nche.edu/Publications/positions/nae.htm
Joint Position Statement on Education for Nurses in Administrative Roles From the American
Association of Colleges of Nursing and the American Organization of Nurse Executives; a
Supplement to The Essentials of Master's Education for Advanced Practice Nursing.
http://www.ana.org/readroom/fsmgdcar.htm
Managed Care: Challenges and Opportunities for Nursing from the American Nurses Association.
http://bhpr.hrsa.gov/healthworkforce
National Center for Health Workforce Information and Analysis From the Bureau of Health
Professions, Health Resources and Services Administration.
http://www.nurse.com/ce/?CFID=10229421&CFTOKEN=22605228
Partnership: Making the Most of Mentoring By Linda H. Yoder, RN, MBA, PhD, AOCN &
Valerie Restifo, RN, MA, MS; from Nursing Spectrum. Open access online; continuing education
credit requires payment of a fee.
http://www.phf.org/phworkforce.htm
Public Health Workforce Development From the Public Health Foundation.
Recent graduates: problems confronted in becoming a "socialised" nurse A literature review
Mirella Pancia, from the 1991 Nursing Monograph, St Vincent's Healthcare Campus, New South
Wales, Australia.
OTHER RESOURCES WEEK 6
Click the Week Six – Resources button for Power Points to support learning this week!
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NRSG 463 9.2009
DISCUSSION ACTIVITY WEEK 6
1.
2.
3.
4.
Discuss one or more significant concepts from our two textbooks that have deeply
impacted you these last six weeks.
Post your discussion to the board.
Read all of your colleagues’ postings.
Respond to at least three of your colleagues’ initial postings.
*Be sure to support your posting with citations from this week’s resources. Refer to the APA
Publication Manual to assure your citations in the text and reference list are correct.
ASSIGNMENT WEEK 6
Be sure to place your strategic plan in your portfolio.
FINAL COURSE REMINDERS!

CHECK THE PORTFOLIO GUIDELINE FOR ARTIFACTS REQUIRED FOR THIS
COURSE.

REMEMBER TO COMPLETE THE ONLINE COURSE ASSESSMENT.
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NRSG 463 9.2009
References
Jakes, T. D. (2005). The Ten Commandments of Working in a Hostile Environment. New York:
Penguin Group.
Yoder-Wise, P. (2007). Leading and managing in nursing (4th ed.). St Louis: Mosby-Elsevier.
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NRSG 463 9.2009
GRADING RUBRICS
DUE WEEK #4 – DAY 7: THEORY PAPER
CONTENT
Identify and
describe a theory of
your choice.
Cleary illustrate
your values and
goals and how they
align with this
theory.
Include decision and
problem solving
utilized.
Follows appropriate
APA, spelling, and
grammar.
Total Points
POSSIBLE
POINTS
POINTS
RECEIVED
FACULTY COMMENTS
9
9
9
3
30
Received
Support your work with citations from Journal articles, textbook assigned readings,
and other scholarly references utilized throughout the course.
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NRSG 463 9.2009
DUE WEEK #6 – DAY 3: STRATEGIC PLAN FOR A REAL OR FICTITIOUS
HEALTHCARE SYSTEM
CONTENT
Strengths,
weaknesses,
opportunities and
threats assessed.
Internal and external
stakeholders
identified.
Goal setting,
objectives, and plans
defined.
Implementation
described and
evaluated.
Follows appropriate
APA, spelling, and
grammar. Utilizes at
least five appropriate
scholarly sources.
Total Points
POSSIBLE
POINTS
POINTS
RECEIVED
FACULTY COMMENTS
9
9
9
9
4
40
Received
Support your work with citations from Journal articles, textbook assigned readings,
and other scholarly references utilized throughout the course.
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NRSG 463 9.2009
Discussion Requirements and Rubric
Up to 0.5 points can be deducted for APA and/ or grammar.
5 Points (Exemplary)

Discussion postings and responses are responsive to the requirements of the Discussion
instructions and are posted by the due date.

Discussion postings and responses significantly contribute to the quality of interaction by
providing rich and relevant examples, applicable research support, discerning ideas, and/or
stimulating thoughts/probes, and are respectful when offering suggestions, constructive
feedback, or opposing viewpoints.

Discussion postings and responses demonstrate an in-depth understanding of concepts and
issues presented in the course (e. g., insightful interpretations or analyses, accurate and
perceptive parallels, and well-supported opinions), and are well supported, when
appropriate, by pertinent research.

Discussion postings and responses provide evidence that the student has read and
considered a sampling of colleagues' postings and synthesized key comments and ideas, as
applicable.
4 Points (Proficient)

Discussion postings and responses are responsive to the requirements of the Discussion
instructions and are posted by the due date.

Discussion postings and responses contribute to the quality of interaction by providing
examples, research support when appropriate, ideas, and/or thoughts/probes, and are
respectful when offering suggestions, constructive feedback, or opposing viewpoints.

Discussion postings and responses demonstrate some depth of understanding of the issues
and show that the student has absorbed the general principles and ideas presented in the
course, although viewpoints and interpretations are not always thoroughly supported.

Discussion postings and responses provide evidence that the student has considered at
least some colleagues' postings and synthesized some key comments and ideas, as
applicable.
3 Points (Sufficient)

Discussion postings and responses are posted by the due date but are not always
responsive to the requirements of the Discussion instructions.

Discussion postings and responses do little to contribute to the quality of interaction or to
stimulate thinking and learning.

Discussion postings and responses demonstrate a minimal understanding of concepts
presented, tend to address peripheral issues, and, while generally accurate, display some
omissions and/or errors.

Discussion postings and responses do not provide evidence that the student has considered
at least some colleagues' postings or synthesized at least some key comments and ideas, as
applicable.
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NRSG 463 9.2009
2 or Less Points (Developing)

Discussion postings and responses are posted past the late deadline, defined as 11:59 p.m.
on the due date, and/or do not address the requirements of the Discussion instructions.

Discussion postings and responses do not contribute to the quality of interaction or
stimulate thinking and learning.

Discussion postings and responses do not demonstrate an understanding of the concepts
presented in the course, and/or do not address relevant issues, and/or are inaccurate and
contain many omissions and/or errors.

Discussion postings and responses do not provide evidence that the student has read or
considered colleagues’ postings, as applicable.
Possible Points = 30
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