FLORIDA ATLANTIC UNIVERSITY
CHRISTINE E. LYNN COLLEGE OF NURSING
COURSE SYLLABUS
SEMESTER: 2016 Fall

 

 

COURSE NUMBER:

NUR 4833

 

 

COURSE TITLE:

Professional Development in Nursing 2: Designer of Caring Environments

 

 

COURSE FORMAT:

Fully online

 

 

CREDIT HOURS:

1

 

 

COURSE SCHEDULE:

Fully online class with two optional instructor-led Blackboard Collaborate Sessions; final project is a student-led Blackboard Collaborate Session to be presented live by your group.

 

 

PREREQUISITES:

NUR 4824C

 

 

COREQUISITES:

NUR 4824C

 

 

FACULTY:

Donna Linette DNP, RN, NEA-BC

Christine E. Lynn College of Nursing

dlinette@fau.edu

954-817-5237 (cell)

 

 

OFFICE HOURS:

Daily online access to email and Blackboard Collaborate sessions (Tues 7-8pm x3) –Dates to be determined. Daily access via cell – 954-817-5237.

 

 

COURSE DESCRIPTION:

Examines the professional identity of the nurse as an advocate and a member of the interdisciplinary team using concepts and theories of nursing, chaos and complexity, organizational design, QSEN and IPE competencies as foundations to quality care and patient safety. Explores caring models of leadership, teamwork, decision making and priority setting in nursing situations

 

 

COURSE OBJECTIVES:

Upon completion of NUR4833C , the student will be able to:

 

 

 

Becoming competent

 

1.

Use sensitivity and discretion regarding pathophysiological issues. (Essential I, VIII, IX)

Becoming compassionate

 

2.

Demonstrate confidence in identifying normal and abnormal pathophysiologic human processes, through critical thinking to improve the health and well-being of individuals across the lifespan (Essential I, VIII, IX)

Demonstrating comportment

 

3.

Discuss morally sensitive issues with others that relate directly to pathophysiological changes in the body and the effects on the wholeness of person (Essential VI)

Becoming confident

 

4.

Begin to integrate and understanding of abnormal pathophysiologic changes in the body and incorporate this knowledge into professional communication, leadership, patient care directives, education of others, and interdisciplinary collaboration. (Essential I, IV, VII, IX)

Attending to conscience

 

5.

Apply foundational knowledge, judgment, skills, and experience from nursing and related disciplines to assess the physical, mental, spiritual, emotional, and cultural well-being of individuals across the lifespan. (Essential I)

 

6.

Utilize selected caring and developmental theories and concepts from biological, behavioral, and nursing sciences to assess the well-being of individuals across the lifespan. (Essential I, VIII)

 

7.

Demonstrate patient-centered and culturally responsive strategies in the delivery of clinical prevention and health promotion interventions related to the primary care of persons. (Essential VIII)

 

8.

Begin to apply research findings, identify clinical guidelines from national organizations, and apply evidence-based practice to improve the health and well-being of persons in the primary care setting. (Essential IV)

 

9.

Begin to utilize informatics and health technologies to evaluate, integrate, coordinate, and improve healthcare for persons. (Essential V)

 

10.

Demonstrate a beginning understanding of the advanced practice nursing profession based on reflective practices and continue to develop their own plans for lifelong learning and professional development. (Essential IX)

Affirming commitment

 

11.

Identify appropriate nursing theories and complex patterns of knowing in the design of compassionate care. (Essential IX)

 

12.

Choose caring strategies in advanced nursing situations which reflect appreciation of the persons’ and families’ cultural and spiritual beliefs. (Essential IX)

 

 

TEACHING LEARNING STRATEGIES:

Examination of nursing situations; guided group activities; assigned readings for discussion; guest and peer presentations; group/team problem-solving activities and project; evaluation of outcomes and developing recommendations; self-reflection and evaluation; writing assignments; beginning portfolio development

 

 

 

GRADING AND EVALUATION METHODS:

Evaluation Method (Rubrics will posted)

 

Praxis Portfolio – Beginning Development [individual assignment]

10%

Paper: Philosophy/theory-driven praxis with standards of practice [individual assignment]

10%

Self-reflection and evaluation [individual writing assignment]

10%

Leadership styles/models in relation to power, chaos, change (innovation-diffusion) and conflict. [group assignment discussion board]

10%

Comparison of CON philosophy with an organization’s philosophy or framework or mission [group assignment discussion board]

10%

IPCP team’s communication and ability to work together to impact outcome measures  (QSEN/NDNQI/Core Measures)  [group discussion assignment ]

10%

Social determinants of health related to QSEN/NDNQI/Core Measures [Discussion Board]

10%

Effects of policy on the quality and safety of care on the unit; comportment [group project]

10%

Presentation: Legal and ethical issues of delegation and interprofessional collaborative practice  [group project/presentation]

10%

Group Evaluation [each individual member evaluates another group]

10%

Total

 

 

 

GRADING SCALE:

 

 

A grade below C is not passing in the

Undergraduate Program. 

93-100 = A

90-92 = A-

87-89 = B+

83-86 = B

80-82 = B-

77-79 = C+

73-76 = C

70-72 = C –

60 – 69 = D

59 and below =F

 

 

REQUIRED TEXTS:

Current edition of the Publication Manual of the American Psychological Association (APA) Manual

Institute of Medicine. (2011). The future of nursing: Leading change, advancing health. Washington, DC: The National Academies Press.  ISBN 9780309158237

Parker, M. & Smith, M. (Eds.). (2010). Nursing theories and nursing practice (3rd ed.). Philadelphia: F.A. Davis, Co.

Davidson, A., Ray, M. & Turkel, M. (Eds.). (2011). Nursing, caring, and complexity science. New York: Springer Publishing Company.

 

 

RECOMMENDED TEXTS:

American Nurses Association. (2001). Code of ethics for nurses with interpretative statements. Washington, D.C.: American Nurses Association.

American Nurses Association. (2010). Nursing’s social policy statement: The essence of the profession. Washington, D.C.: American Nurses Association.

American Nurses Association. (2010). Nursing: Scope and standards of practice (2nd ed.). Washington D.C.: American Nurses     Association.

Chinn, P. (2013). Peace and power: New directions for building community (8th ed.). MA: Jones & Bartlett Learning. [this will be required in NUR 3173 Creating Healing Environments]

 

 

 

TOPICAL OUTLINE:

1.       BSN as leader

a.       Professional Responsibilities

b.       Managing time and the Nursing Environment

c.        IOM The Future of Nursing

d.       IPE competencies

e.        The Nurse as a Communicator

2.       Leadership

a.       ANA's Principles for Delegation by Registered Nurses to Unlicensed Assistive Personnel

b.       Understanding the diverse perspectives of the health care team

c.        Decision-making

                                                   i.      Decision Making, Problem Solving, and Critical Thinking

                                                  ii.      Theoretical Approaches to Problem Solving and Decision Making

                                                iii.      Critical Elements in Problem Solving and Decision Making

                                                iv.      Individual Variations in Decision Making

                                                 v.      Overcoming Individual Vulnerability in Decision Making

                                                vi.      Decision-Making Tools

                                              vii.      Pitfalls in Using Decision-Making Tools

d.       Ethical foundations of leadership

                                                   i.      Types of Ethical Issues

                                                  ii.      Ethical Frameworks for Decision Making

                                                iii.      Principles of Ethical Reasoning

                                                iv.      American Nurses Association Code of Ethics and Profession Standards

                                                 v.      Ethical Problem Solving and Decision Making

                                                vi.      Ethical Dimensions in Leadership and Management

                                              vii.      Working Toward Ethical Behavior as the Norm

e.        Legal foundations of nursing leadership

                                                   i.      Legal Accountability

                                                  ii.      Practicing within Regulatory Frameworks

                                                iii.      Legal Doctrines and the Practice of Nursing

                                                iv.      Professional Negligence

                                                 v.      Avoiding Malpractice Claims

                                                vi.      Incident Reports

                                              vii.      Intentional Torts

f.        Advocacy

                                                   i.      Becoming an Advocate

                                                  ii.      Patient Advocacy and Patient Rights

                                                iii.      Whistle-Blowing as Advocacy

                                                iv.      Professional Advocacy

3.       Complex organizations

a.       HMOs, proprietary, academic medical centers, religious, community

b.       Magnet organizations

4.       Quality and Safety

a.       Quality Control

                                                   i.      Defining Quality

                                                  ii.      Quality Control as a Process

                                                iii.      The Development of Standards

                                                iv.      Audits as a Quality Control Tool

                                                 v.      Quality Improvement Models

                                                vi.      Quality Measurement as a Organizational Mandate

                                              vii.      Medical Errors: An Ongoing Threat to Quality of Care

b.       Defining QSEN

c.        QSEN strategies

5.       Managing Conflict

a.       Categories of Conflict

b.       The Conflict Process

c.        Conflict Management

d.       Managing Unit Conflict Negotiation

e.        Alternative Dispute Resolution

f.        Seeking Consensus

 

COURSE ASSIGNMENTS:

 

 

BIBLIOGRAPHY:

 

American Association of Colleges of Nursing. (2008). The essentials of Baccalaureate education for professional nursing. Washington, DC: Author.  http://www.aacn.nche.edu/Education/essentials.htm

Barrett, E.A.M. (2010). Power as knowing participation in change: What’s new and what’s next. Nursing Science Quarterly, 23(1), 47-54.

Boykin, A., Schoenhoffer, S.O., & Linden, D. (2010). Anne Boykin and Savina O. Schoenhofer’s nursing as caring theory. In M.E. Parker & M.C. Smith (Eds.) Nursing theories and nursing practice (3rd ed.) (pg. 370-385). Philadelphia: F.A. Davis Company.

Carper, B. (1978). Fundamental patterns of knowing in nursing. Advances in Nursing Science, 1(1), 13-23.

Crowell, D.M. (2011). Leadership in complex nursing and health care systems. In A. Davidson, M. Ray, & M. Turkel(Eds.). Nursing, caring, and complexity science (199-211). New York: Springer Publishing Company.

Ebright, P.R. (2010). The complex work of RNs: Implications for healthy work environments. Online Journal of Issues in Nursing (ONLINE J ISSUES NURS), 15(1), 1-14.

Kagan, P.N., Smith, M.C., Cowling, W.R., & Chinn, P.L. (2010). A nursing manifesto: An emancipatory call for knowledge development, conscience, and praxis. Nursing Philosophy, 11(1), 67-84.

Kingston, M.B. & Turkel, M.B. (2011). Caring science and complexity science guiding the practice of hospital and nursing administrative practice. In A. Davidson, M. Ray, & M. Turkel(Eds.). Nursing, caring, and complexity science (169-185). New York: Springer Publishing Company.

Mayeroff, M. (1970). On caring. New York: Harper & Row. [ISBN# 0-06-092024-6]

Newman, M.A. (2008). Transforming presence: The difference that nursing makes. Philadelphia, PA: F.       A. Davis  Co. [ISBN10-0-8036-1752-6].

Newsome, S., Waldo, M., & Gruszka, C. (2012). Mindfulness group work: Preventing stress and increasing self-compassion among helping professionals in training. The Journal for Specialists in Group Work, 37(4), 297-311, DOI: 10.1080/01933922.2012.690832.

Perkins, J. (2011). Reflective questions. In A. Davidson, M. Ray, & M. Turkel (Eds.). Nursing, caring, and complexity science (21-25). New York: Springer Publishing Company.

Ray, M.A. (1998). Complexity and nursing science. Nursing Science Quarterly, 11(3), 91-93.

Reeder, F.M. (2011). Reflections from a Rogerian Science perspective. In A. Davidson, M. Ray, & M. Turkel(Eds.). Nursing, caring, and complexity science (26-29). New York: Springer Publishing Company.

Roach, S. (1992). Caring: The human mode of being (revised ed.). Ottawa, CA: Canadian Hospital Association Press. [ISBN# 1-896151-44-2]

Shirley, N. (2011). Reflective questions. In A. Davidson, M. Ray, & M. Turkel(Eds.). Nursing, caring, and complexity science (212-214). New York: Springer Publishing Company.

Smith, M.C. (2011). Philosophical and theoretical perspectives related to complexity science in nursing. In A. Davidson, M. Ray, & M. Turkel(Eds.). Nursing, caring, and complexity science (1-20). New York: Springer Publishing Company.

Smith, M.C., Turkel, M.C. & Wolf, Z.R. (2013). Caring in nursing classics: An essential resource. New York: Springer Publishing Company.

Watson, J. (2011) Human caring science. A theory of nursing (2nd ed). Sudbury, Mass: Jones & Bartlett.

Watson, J. & Smith, M.C. (2002). Caring science and the science of unitary human beings: A trans-theoretical discourse for nursing knowledge development. Journal of Advanced Nursing, 37(5), 452-461.

Required additional readings may be assigned throughout the semester.

 

 

 

COURSE SPECIFIC LITERATURE:

 

Essential Literature on Caring


Boykin, A. & Schoenhofer, S. (2001). Nursing as caring: A model for transforming
       practice. Mississauga, Ontario: Jones & Bartlett.

Buber, M. (1970). I and thou. New York: Scribner

Davidson, A., Ray, M. & Turkel, M. (Eds.). (2011). Nursing, caring, and complexity science.
       New York: Springer Publishing Company

Johns, C. (2013). Becoming a reflective practitioner (4th ed). Hoboken, N.J.: Wiley-
       Blackwell. ISBN: 978-0470674260

Leininger, M. & McFarlane, M.R. (2002). Transcultural nursing: Concepts, theories,
       research, and practice. New York: McGraw-Hill, Medical Publishing Division.

Locsin, R.C. (2005). Technological competency as caring in nursing: A model for
       practice. Indianapolis, Indiana, USA: Sigma Theta Tau International Honor
       Society of Nursing.

Mayeroff, M. (1971). On caring. New York: HarperCollins.

Paterson, J. & Zderad, L.T. (1988). Humanistic nursing. New York: National League
       for Nursing.

Roach, M.S. (1984). Caring: The human mode of being: Implications for nursing.
       Toronto: Faculty of Nursing, University of Toronto.

Roach, M.S. (1987). The human act of caring: A blueprint for the health professions.
       Ottawa: Canadian Hospital Association.

Smith, M.C., Turkel, M.C., & Wolf, Z.R. (2012). Caring in nursing classics: An
       essential resource. New York: Springer Publishing Company.

Watson, J. (2009). Assessing and measuring caring in nursing and health sciences.
       New York: Springer Publishing Company.

Watson, J. (2008). The philosophy and science of caring. Revised edition. Boulder:
       University Press of Colorado.

 


 

COURSE POLICIES & GUIDELINES

 

 

Students are reminded that the College of Nursing Professional Statement and University Policies related to academic integrity applies to all tests, written assignment, verbal communications and other course activities.  All policies in the college and university catalogues apply to this course.

1.       All course requirements and objectives must be met in order to obtain a passing grade.

2.       As the course is taught online via Blackboard, the student is expected to become familiar with Blackboard and have the necessary and appropriate computer technology before the course begins.

3.       Attendance: The student is expected to participate in each unit within the time schedule for each unit. Participation in the course is evaluated via active group participation in threaded discussions and assignments, participation in collaborate and time spent in the course. Each group depends upon its members to co-create the teaching/learning environment. Once a discussion board thread is closed, discussions cannot be made up.

  1. Students agree that by taking this course all required papers may be subject to submission for textual similarity review for detection of plagiarism. All submitted papers may be included as source documents in the reference database solely for the purpose of detecting plagiarism of such papers.
  2. Assignments: All papers are to be submitted via the assignment function on Blackboard and are due by 11:59 p.m. on the date specified on the course schedule or assignment rubric. For every day late, the grade is reduced by one letter grade. After 5 days, the work will not be accepted and a grade of ‘0’ will be recorded.  Reminder: each assignment must earn at least a C in order to receive an S and pass the course. All assignments must be created originally for this course. Papers developed in other courses will not be accepted. Students who present a “recycled” assignment as an original work will receive a grade of zero on the assignment and be charged with violation of Academic Integrity, Policy 4.001.
  3. Regularly scheduled collaborate sessions: The faculty will lead a discussion and answer questions on a regularly scheduled date via collaborate in Blackboard. Although this is not mandatory, students are encouraged to participate. All collaborate sessions are recorded.

7.       Online Office: Students are to post their questions re: the course in general or specific assignments in the online office instead of sending individual e-mails to the faculty. If there is a private issue that the student needs to share with the faculty, then e-mail or call. 

8.       Email will be answered within 24 hours with the exception of the following:

a.       Between Friday 5:00 p.m. and Monday 9:00 a.m.

b.       During holidays and/or when the university is not in session.

9.       Web and e-mail etiquette: Communication via the internet and e-mail is more difficult than face-to-face or verbal communication. Please follow these guidelines:

    1. Always provide a greeting and an appropriate sign-off with your signature (or typed name). For example, a greeting might be ‘Good morning, John (fellow classmate)’ or ‘Hello, Dr. France’. An appropriate sign-off might be ‘take care, Sharon’ or ‘thank you, Bill’.
    2. Do not put message in all capital letters or use bolded letters.
    3. Do not provide a knee-jerk response. In other words, read and re-read your e-mail whether you’ve initiated the e-mail or you’re responding to an e-mail before pushing that send button.
    4. It’s a good idea to compose your initial e-mail or response to an e-mail in a word document first – then you can check for grammar, spelling, tone, etc.
    5. If you send an e-mail late in the evening or before the crack of dawn, please do not expect the recipient to immediately respond to you. Under ‘options’ you will see ‘delayed delivery’. This is a very handy function in that while you compose your e-mail at midnight you can set it to be delivered at 8:00 a.m.

10.    All students must have an FAU e-mail address and regular access to a computer. All communication to students is through their FAU email address. You are responsible for checking your FAU email at least three times/week throughout the semester. If you forward emails from your FAU address to another account, you may miss important information.  You may obtain an FAU email account at: http://accounts.fau.edu/ or by going to a computer lab on campus. The faculty will not respond to email from a non-FAU email address.

  1. Use of Electronic and Personal Communication Devices in the classroom. In order to enhance and maintain a productive atmosphere for education personal communication devices such as pagers, beepers and cellular telephones are to be disabled in class sessions. Students who are in violation of this may be asked to leave the class and not earn the points for that day.
  2.  In addition to being a portal for assignments, Blackboard will be utilized as a form of communication. Course announcements will be posted on Blackboard rather than through email. It is the student’s responsibility to regularly check the board for class updates/clarifications. If the faculty needs to contact an individual student concerning a course issue, an email may be sent via the FAU email system; otherwise, communication will occur through Blackboard.

All course requirements and objectives must be met in order to earn a passing grade.


 

COLLEGE OF NURSING POLICIES

 

Policies below may be found in:

a). The faculty reserves the right to make changes in course content and requirements.

b). The Christine E. Lynn College of Nursing Undergraduate Handbook located at: http://nursing.fau.edu/undergraduatehandbook

c). Florida Atlantic University’s Academic Policies and Regulations http://www.fau.edu/academic/registrar/catalogRevs/academics.php and http://www.fau.edu/regulations

CODE OF ACADEMIC INTEGRITY:
The University policy regarding academic integrity is enforced in this course. Students at Florida Atlantic University are expected to maintain the highest ethical standards. Dishonesty is considered a serious breach of these ethical standards, because it interferes with the University mission to provide a high quality education in which no student enjoys an unfair advantage over any other. Dishonesty is also destructive of the University community, which is grounded in a system of mutual trust and places high value on personal integrity and individual responsibility. Harsh penalties are associated with academic dishonesty. For more information, see: http://www.fau.edu/regulations/chapter4/4.001_Code_of_Academic_Integrity.pdf

The College of Nursing regards adherence to the Code of Academic Integrity as a professional competency and an expectation of all students. ANY act of dishonesty that violates the code of academic integrity and misrepresents your efforts or ability is grounds for immediate failure of the course.

DISABILITY STATEMENT:
In compliance with the Americans with Disabilities Act (ADA), students who require special accommodations due to a disability to properly execute coursework must register with the Office for Students with Disabilities (OSD) located in Boca Raton SU 133 (561-297-3880), in Davie - LA 240 (954-236-1657), in Jupiter - SR 110 (561-799-8585) and follow all OSD procedures. http://osd.fau.edu/

INCOMPLETE POLICY:
The Incomplete Grade Policy is enforced. A student who registers for a course but fails to complete the course requirements, without dropping the course, will normally receive a grade of “F” from the course instructor. A student who is passing a course but has not completed all the required work because of exceptional circumstances may, with the approval of the instructor, temporarily receive a grade of “I” (incomplete). This must be changed to a grade other than “I” within a specified time frame, not to exceed one calendar year from the end of the semester during which the course was taken.

ATTENDANCE POLICY:
Students are expected to attend all of their scheduled University classes and to satisfy all academic objectives as outlined by the instructor. The effect of absences upon grades is determined by the instructor, and the University reserves the right to deal at any time with individual cases of nonattendance. Students are responsible for arranging to make up work missed because of legitimate class absence, such as illness, family emergencies, military obligation, court-imposed legal obligations, or participation in University-approved activities. Examples of University approved reasons for absences include participating on an athletic or scholastic team, musical and theatrical performances, and debate activities. It is the student’s responsibility to give the instructor notice prior to any anticipated absence and within a reasonable amount of time after an unanticipated absence, ordinarily by the next scheduled class meeting. Instructors must allow each student who is absent for a University-approved reason the opportunity to make up work missed without any reduction in the student’s final course grade as a direct result of such absence.

RELIGIOUS ACCOMMODATION:
In accordance with rules of the Florida Board of Education and Florida law, students have the right to reasonable accommodations from the University in order to observe religious practices and beliefs with regard to admissions, registration, class attendance, and the scheduling of examinations and work assignments. Students who wish to be excused from coursework, class activities, or examinations must notify the instructor in advance of their intention to participate in religious observation and request an excused absence. The instructor will provide a reasonable opportunity to make up such excused absences. Any student who feels aggrieved regarding religious accommodations may present a grievance to the director of Equal Opportunity Programs. Any such grievances will follow Florida Atlantic University’s established grievance procedure regarding alleged discrimination. USE OF STUDENT COURSE MATERIAL The Christine E. Lynn College of Nursing may use students’ course-related materials for legitimate institutional purposes, such as accreditation, university review process, or state board of nursing review process, etc. In such cases, materials will be used within the college and university.

 

 

 

COURSE SCHEDULE

 

Date

 Topic/Material to be Explored

Required Reading

Assignment/Activities

Week 1

10/5 – 10/11

A. Review of syllabus and course expectations and requirements.

B.  Explore the role of standards of practice in professional nursing.

How is the professional nursing curriculum created?

 

Importance of graduating from an accredited program:

http://www.aacn.nche.edu/ccne-accreditation/about/mission-values-history

Kagan, P.N., Smith, M.C., Cowling, W.R., & Chinn, P.L. (2010). A nursing manifesto: An emancipatory call for knowledge development, conscience, and praxis. Nursing Philosophy, 11(1), 67-84.

 

Praxis Portfolio – Begin the development of portfolio; picture to be submitted by 10/10 (see  rubric)

Review the Welcome powerpoint (see menu bar on class website)

Discussion Board

Why do we need standards of nursing practice (whose, AACN, CCNE, SBN)?

Initial post due 10/8  and response post due by 10/11

Week 2

10/12  – 10/18

A. Review and understand the CON Philosophy, mission, organizing framework.

B.  Compare theoretical frameworks and research related to power, chaos, change, conflict, and leadership.

 

Philosophy, Mission, and Organizing Framework of:

C.E. Lynn College of Nursing

Other Caring Nurse Theories

Other Organizational Frameworks:

Ray, M.A. & Turkel, M.C. (2010). Marilyn Anne Ray’s theory of bureaucratic caring. In M.E. Parker & M.C. Smith (Eds.). Nursing theories & nursing practice (3rd ed.). Philadelphia: F.A. Davis Company.

Smith, M.C. (2011). Philosophical and theoretical perspectives related to complexity science in nursing. In A. Davidson, M. Ray, & M. Turkel(Eds.). Nursing, caring, and complexity science (1-20). New York: Springer Publishing Company.

Perkins, J. (2011). Reflective questions. In A. Davidson, M. Ray, & M. Turkel (Eds.). Nursing, caring, and complexity science (21-25). New York: Springer Publishing Company.

Reeder, F.M. (2011). Reflections from a Rogerian Science perspective. In A. Davidson, M. Ray, & M. Turkel (Eds.). Nursing, caring, and complexity science (26-29). New York: Springer Publishing Company.

Watson, J. & Smith, M.C. (2002). Caring science and the science of unitary human beings: A trans-theoretical discourse for nursing knowledge development. Journal of Advanced Nursing, 37(5), 452-461.

Caring theories of Nursing: Please see Parker & Smith text: chapters 15, 17, 19, 20, 21, 28, and 30 to review caring theories.

Assignment: Due 10/18

Using the CON philosophy, framework/theory, compare with another organization’s philosophy or framework or mission.

Are they congruent? Why or why not? How do the theories relate to conflict, change and leadership? 

--Two-page maximum (not including references)

No discussion board this week

Week 3 10/19- 10/25

 

Complexity Leadership; Servant Leadership

Other models of leadership

Leader vs manager

Leadership vs caring leadership

Ray, M.A. (1998). Complexity and nursing science. Nursing Science Quarterly, 11(3), 91-93.

Crowell, D.M. (2011). Leadership in complex nursing and health care systems. In A. Davidson, M. Ray, & M. Turkel (Eds.). Nursing, caring, and complexity science (199-211). New York: Springer Publishing Company.

Shirley, N. (2011). Reflective questions. A. Davidson, M. Ray, & M. Turkel (Eds.). Nursing, caring, and complexity science (212-214). New York: Springer Publishing Company.

Newsome, S., Waldo, M., & Gruszka, C. (2012). Mindfulness group work: Preventing stress and increasing self-compassion among helping professionals in training. The Journal for Specialists in Group Work, 37(4), 297-311, DOI: 10.1080/01933922.2012.690832.

Discussion Board:

Choose ONE of the following questions for discussion:

a. Compare/contrast complexity and servant leadership with other leadership styles/models in relation to power, chaos, change (innovation-diffusion) and conflict.

b. What is differentiated practice? What should that look like in the institution?

http://www.aacn.nche.edu/media-relations/fact-sheets/impact-of-education

c. Differentiate between mindfulness and multi-tasking.

Initial post by 10/22, response post by 10/25

Week 4 10/26 – 11/1

 

 

A. Organizational philosophy/mission; Magnet certification

 

 

IOM Key messages I and II; overcoming barriers (The Future of Nursing, chapters 3, 4)

Power point presentations for review

(between weeks 4-5)

http://qsen.org/

http://www.nursingquality.org/

http://www.jointcommission.org/core_measure_sets.aspx

http://www.cms.gov/Medicare/Quality-Initiatives-Patient-Assessment-Instruments/HospitalQualityInits/HospitalHCAHPS.html

http://www.nursecredentialing.org/Magnet.aspx

Barrett, E.A.M. (2010). Power as knowing participation in change: What’s new and what’s next. Nursing Science Quarterly, 23(1), 47-54.

http://www.drelizabethbarrett.com/

diagram/model http://www.drelizabethbarrett.com/background/diagram-barretts-theory-power-knowing-participation-change

summary of theory http://www.drelizabethbarrett.com/background/summary-barrett-power-knowing-participation-change-theory

 

Assignment:Due 11/1

Self-reflection and evaluation (title page, 1-2 pages of reflection, and reference page) Paper should address: are you a leader at the bedside, what is current leadership style, and evaluate yourself on the Barrett’s PKPCT tool; Based upon your reflection and power analysis, how can you lead change to improve quality?

           

 

 

 

B. Complexity Compression: Leadership of the BSN-RN

RN Stacking

Ebright, P.R. (2010). The complex work of RNs: Implications for healthy work environments. Online Journal of Issues in Nursing (ONLINE J ISSUES NURS), 15(1), 1-14.

 

C. Health Care Delivery Systems

Interprofessional Collaborative Practice (IPCP) competencies; QSEN Standards of Practice

http://www.aacn.nche.edu/

Kingston, M.B. & Turkel, M.B. (2011). Caring science and complexity science guiding the practice of hospital and nursing administrative practice. In A. Davidson, M. Ray, & M. Turkel (Eds.). Nursing, caring, and complexity science (169-185). New York: Springer Publishing Company.

Discussion Board:

Review the IPCP and QSEN competencies. How do you see the role of the BSN-prepared nurse communicating with team to discuss impact of these measures? Have you seen these followed and/or measured in the clinical setting? How can you, as the BSN influence the process?

Initial post by 10/29, response by 11/1

Week 5 11/2 – 11/8

Social determinants of health

Leader at the bedside and at the political/legislative level

Research one article relative to nursing and social determinants or quality.

Discussion Board:

Identify a social determinant of health related to QSEN/NDNQI/Core Measures (OR safety; Infections - CAUTI/ CLABSI; Technology; Heart Failure; End-of-Life/palliative care). How would you advocate for this person or community at the point-of-care and at the political/legislative level?

Initial post by 11/5; response by 11/8

Week 6  11/9- 11-15

Health Care Policy

EBP                             ;

Standards of Practice         

Nurse Practice Act

IOM Key Messages #3, #4 (chapters 5, 6).

Discussion Board

Discuss a policy in your current work environment that you would like to update to assure safer practice. If you are not in current practice, talk about an area that interests you that you would consider working on in the future.

Initial post by 11/12; response by 11/15

Week 7

11/16-11/21

Final project/Finals Week

 

Tuesday 11/17 – 7p, 8pm

Wednesday 11/18 – 7p, 8p

Thursday 11/19 – 7p, 8p

Each group needs to choose a date/time to present; all members must attend (online), and attend at least one other presentation (live or recorded) on Blackboard Collaborate.

 

Final Group Presentation via Blackboard Collaborate:

Choose a nursing situation related to quality (QSEN/Core Measures). Describe potential or real ethical/legal considerations, use of IPCP, how would you advocate (see rubric)

Presentation to be presented live (online) by entire group via Blackboard Collaborate:

 

Presentation, evaluation of your team, and evaluation of another group project  - all due on 11/21


 

http://dbnursing.fau.edu/images/fau_logo.png

CHRISTINE E. LYNN COLLEGE OF NURSING

STATEMENT OF PHILOSOPHY

 

        Nursing is a discipline of knowledge and professional practice grounded in caring. Nursing makes a unique contribution to society by nurturing the wholeness of persons and environment in caring. Caring in nursing is an intentional mutual human process in which the nurse artistically responds with authentic presence to calls from persons to enhance well-being. Nursing occurs in nursing situations: co-created lived experiences in which the caring between nurses and persons enhance well-being. Nursing is both science and art. Nursing science is the evolving body of distinctive nursing knowledge developed through systematic inquiry and research. The art of nursing is the creative use of nursing knowledge in practice. Knowledge development and practice in nursing require the complex integration of multiple patters of knowing. Nurses collaborate and lead interprofessional research and practice to support the health and well-being of persons inextricably connected within a diverse global society. 

        Persons as participant in the co-created nursing situation, refers to individual, families or communities. Person is unique and irreducible, dynamically interconnected with others and the environment in caring relationships. The nature of being human is to be caring. Humans choose values that give meaning to living and enhance well-being. Well-being is creating and living the meaning of life. Persons are nurtured in their wholeness and well-being through caring relationships.

        Beliefs about learning and environments that foster learning are grounded in our view of person, the nature of nursing and nursing knowledge and the mission of the University. Learning involves the lifelong creation of understanding through the integration of knowledge within a context of value and meaning. A supportive environment for learning is a caring environment. A caring environment is one in which all aspects of the person are respected, nurtured and celebrated. The learning environment supports faculty-student relationships that honor and value the contributions of all and the shared learning and growth. 

        The above fundamental beliefs concerning Nursing, Person and Learning express our values and guides the actions of Faculty as they pursue the missions of teaching, research/scholarship and service shared by the Christine E. Lynn College of Nursing and Florida Atlantic University.

'revised April, 2012.'