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

 

 

COURSE NUMBER:

NUR4860

 

 

COURSE TITLE:

Professional Development in Nursing III: Leader/Coordinator of Caring Environments

 

 

COURSE FORMAT:

Hybrid

 

 

CREDIT HOURS:

1

 

 

COURSE SCHEDULE:

Tuesday, 1:00 – 1:50 p.m.; additional time will be scheduled for the 'C' component of the course.

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PREREQUISITES:

NUR 4824L

 

 

COREQUISITES:

None

 

 

FACULTY:

Dr. Nancey E.M. France, PhD, RN

Associate Professor

nfrance@fau.edu

 

 

OFFICE HOURS:

Tuesday:  2:00 – 4:00 p.m.

Online office: Monday - Friday, 9:00 a.m. - 4:00 p.m.

 

 

COURSE DESCRIPTION:

Examines the role of the nurse as leader and manager in creating a caring, healing environment in a unique sociopolitical, cultural, economic and technological atmosphere. Analyzes professional, organizational, historical and social factors influencing healthcare delivery within an evolving healthcare system. Emphasizes building cultures of quality and safety in complex healthcare delivery systems based on organizational strengths, using multiple strategies within environmental turbulence and change and managing fiscal resources for cost effectiveness. Provides interprofessional collaborative practice opportunities.

 

 

COURSE OBJECTIVES:

Upon completion of NUR4860L , the student will be able to:

 

 

 

Becoming competent

 

1.

Describe how health care is organized, financed and regulated, including the implications of business principles, such as patient and system cost factors. (Program Outcome 1-12; Essential V).

 

2.

Compare benefits and limitations of the major forms of reimbursement on the delivery of health care services. (Program Outcome 1-12; Essential V).

Becoming compassionate

 

3.

Use an ethical framework to evaluate the impact of social policies on health care for vulnerable populations. (Program Outcome 1-12; Essential V, VII).

Demonstrating comportment

 

4.

Apply the principles of interprofessional communication and collaboration to improve outcomes as a caring leader of an interprofessional team. (Program Outcome 1-12; Essential VI).

Becoming confident

 

5.

Summarize the profession’s role in healthcare policy, finance, and regulatory environments, including local, state, national, and global healthcare trends. (Program Outcome 1-12; Essential V).

 

6.

Articulate issues concerning healthcare delivery to decision makers within healthcare organizations and other policy arenas through a nursing perspective. (Program Outcome 1-12; Essential VIII).

Attending to conscience

 

7.

Examine the impact of legislation and various regulatory agency processes on patient care quality, workplace safety, and the scope of nursing and other health professionals’ practice. (Program Outcome 1-12; Essential V).

Affirming commitment

 

8.

Explore the health care environment as it relates to nursing roles, leadership and client outcomes. (Program Outcome 1-12; Essentials III, V, VIII).

 

 

TEACHING LEARNING STRATEGIES:

Examination of nursing situations; guided group activities; assigned readings for discussion; guest and peer presentations; group/team problem-solving activities/projects; evaluation of outcomes and developing recommendations; self-reflection and evaluation; writing assignments; continuing portfolio development. Blackboard will be used for discussions, team building, and group work.

 

 

GRADING AND EVALUATION METHODS:

 

GRADING & EVALUATION METHODS

% Final Grade

Continuation of electronic praxis portfolio

15%

Participation in class, threaded on-line discussion board/personal reflections blog relating clinical experiences to leadership class materials, and attendance.

25%

ATI – Leadership content exam

5% Proficiency Level 2

ATI practice assessments, assignments

10%

The 'C' component (Interdisciplinary Professional Education; HeartMath; CON Convocation

25%

Group Project: Poster presentation on evaluation and analysis of health care environment

20%

 

GRADING SCALEThe grading method for this course is Satisfactory (S) and Unsatisfactory (U) grades: 

 A grade below C is not passing in the Undergraduate Program. 

 

93-100 = A                  

90-92 = A-                   

87-89 = B+                  

80-82 = B-                   

77-79 = C+

73-76 = C

67-69 = D+

63-66 = D

60-62 = D-

0–59 = F

 

 

 

GRADING SCALE:

 

 

 

Satisfactory (S) and Unsatisfactory (U) grades: A grade of satisfactory signifies that the work is of C quality or better and meets expectations. An unsatisfactory grade indicates that the work is below C quality and no credit will be given for the work undertaken. A grade below C is not passing in the Undergraduate program.

 

 

REQUIRED TEXTS:

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

Chinn, P. (2013). Peace and power: New directions for building community (8th ed.). MA: Jones & Bartlett Learning.

Grossman, S.C., & Valiga, T.M. (2013). The new leadership challenge: Creating the future of nursing (4th Ed.). Philadelphia, PA: F.A. Davis Company. ISBN: 9780803626065.

All required texts from NUR 4833C:

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

Smith, M. & Parker, M. (Eds.). (2015). Nursing theories and nursing practice (4th ed.). Philadelphia: F.A. Davis, Co.

Required texts from NUR 4824C:

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.

 

 

RECOMMENDED TEXTS:

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

 

 

TOPICAL OUTLINE:

TOPICAL OUTLINE:

I.                Course overview and history with a focus on creating nursing teams & healthcare systems for quality, safety, & excellence

II.              Creating caring, safe, & healthy work environments: 

A.              US healthcare policy & implications for nurse leaders

B.              Types of leaders

1.               Leadership versus management

2.               Leadership & supervision

3.               Shared governance

4.               Visionary leadership

III.            Leadership & management in health care

A.              Theories

B.              Structures

C.              Power and influence

D.              Management styles

IV.            Framework for nursing leadership and management

A.              Professionalism of nursing, leadership and management roles and characteristics, similarities and differences in nursing practice

B.              Theories of management, organizational theory and theories of human behavior specifically related to leadership and management

C.              Organizational structure and levels of management in health care settings

D.              Total quality management and best practices in nursing care

E.              Holistic approach in nursing management

V.              Communication; conflict resolution; problem-solving

A.              Interpersonal, inter-group

B.              Conflict resolution/management

C.              Giving and receiving feedback

D.              Written, non-verbal

E.              Team Building

VI.            Functions of nurse leaders/coordinators

A.              Organizing patient care

1.               Traditional modes of organizing patient care

2.               Disease management

3.               Factors influencing staffing and assignments: Acuity, skill mix, expertise

4.               Differentiated nursing practice

5.               Selecting the optimum mode of organizing patient care

B.              Staffing needs & scheduling policies

1.               Staffing & scheduling options

2.               Workload measurement tools

3.               The relationship between nursing care hours, staffing mix, and quality of care

4.               Fiscal and Ethical Accountability for Staffing

5.               Developing Staffing and Scheduling Policies

C.              Delegation

1.               Delegating effectively

2.               Common delegation errors

3.               Delegation as a function of professional nursing

D.              Recruiting Staff

E.              Performance Appraisal

1.               Accuracy and fairness in the performance appraisal

2.               Performance appraisal tools

3.               Performance management

4.               Coaching: A mechanism for informal performance appraisal

F.               Managing budgets & resources

VII.         Evaluation, analysis and presentation of your units

VIII. Shaping a preferred future for nursing & developing SELF as a leader for this future throughout one’s career


 

COURSE ASSIGNMENTS:

Continuation of Praxis Portfolio

Grading criteria

Weight

Update electronic praxis portfolio to include course work from topical outline II-VI to reflect your clinical experiences and reflections of nursing leadership & management

20%

Include your personal definition of excellence in nursing leadership, preparing self as a complexity and servant leader; identify and describe which caring theory(ies) of nursing you will use to guide your praxis.

20%

Include at least 2 goals for your personal growth & professional development from now until graduation, and for your first year in practice

20%

Include at least 1 reference in addition to the required course reading, in current APA format, related to the topical outline II-VI. 

20%

Timely submission, aesthetics of portfolio, organization, spelling, grammar

20%

Total must ł 73% to achieve a satisfactory grade

100%

 

Threaded Discussion Grading Rubric

Content - it is recommended that students write and save postings in a word document. Then copy and paste directly into the discussion (do not upload as a file).

65

Possible Points

Initial Response*: Student posts initial response to threaded discussion assignment presented by faculty. This must be substantive and critical content, minimum 200 words.

30

Response to classmates*: Student responds to initial postings of at least 2 classmates; expands upon classmate posting through discussion (including pertinent questions) - not simply agreeing, or saying 'good job'.

25

Scholarship: APA format, overall scholarship

10

*All postings will be evaluated for substantive and critical content:

*Substantive Content:

Student demonstrates understanding of course/unit content and references content appropriately. Includes complete references to course assigned readings. Minimum 150 words. Note: using the words from your classmate’s postings constitutes plagiarism.

*Critical Content:

Student looks at content critically – ask thoughtful questions. Does not just “repeat what is read” or agree. Challenges classmates’ understanding of the course content or expands the discussion.

Comments: Comments regarding your grade will be posted in the grade book if you do not earn full points.

 

Reflection Journal Blog Rubric Detail

 

Levels of Achievement

Criteria

Novice

Competent

Proficient

Structure Ideas

0 to 7 points

Few entries have a connection to structure.

8 to 10 points

Most entries have a connection to structure.

11 to 12 points

All or almost all of the entries have a connection to structure.

Thoughts and Feelings

0 to 7 points

Feelings and thoughts are revealed in few of the entries.

8 to 10 points

Feelings and thoughts are revealed in most entries.

11 to 12 points

Feelings and thoughts are revealed in all or almost of the entries.

Mechanics

0 to 2 points

Few of my entries use correct spelling and grammar.

3 to 4 points

Most of my entries use correct spelling and grammar; support what is said

5 to 6 points

All or almost all of my entries use correct spelling and grammar; support what is said

 

 GROUP ProjectPoster & presentation of analysis of institutional and in-patient unit

Grading criteria

Weight

Demonstrates understanding of the links between nursing-caring philosophy, caring theory(ies) of nursing & all other aspects of unit organizational decisions

20%

Evaluates the links between unit organization and staffing & recruiting policies, and retention outcomes.

20%

Evaluates the link between performance appraisal, coaching, mentoring & professional growth.

20%

Provides recommendations to strengthen policies, retention outcomes, performance appraisal, coaching/mentoring & professional growth

20%

Presentation style, organization for clarity, spelling, & grammar

20%

Total must ł 73% to achieve a satisfactory grade

 

 

 

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

Curley, M. & Hickey, P. (2006).  The Nightingale metrics.  American Journal of Nursing, 106 (10), 1-5.

Hickey, P., Brostoff, M., Wilkie, A., Rauscher, N., Roberson, D., & Blum, R. (2008). Implementation of a standardized communication process for clinicians and patient care staff at Children’s Hospital Boston.  First Do No Harm, Patient Care Assessment Division, Board of Registration in Medicine, March 2008, 1-2. Retrieved fromhttp://www.massmedboard.org/

Hickey, P., Gauvreau, K., Connor, J., Sporing, E., & Jenkins, K. (2010). The relationship of nurse staffing, skill mix, and Magnet recognition to institutional volume and mortality for congenital heart surgery. Journal of Nursing Administration, 40 (5), 226-232.

Huston, C. (2008). Preparing nurse leaders for 2020. Journal of Nursing Management 16, 905–911.

Jennings, B. M., Scalzi, C. C., Rodgers, J. D., & Keane, A. (2007).  Differentiating nursing leadership and management competencies. Nursing Outlook 55, 169-175.

Johns, C. (2004). Becoming a transformational leader through reflection. Reflections on Nursing Leadership, 30(2), 24-26.

Quality and Safety Education for Nursing (QSEN). See Annotated Bibliography on Six QSEN competencies at http://www.qsen.org

Smith, M.C., Turkel, M.C. & Wolf, Z.R. (2013). Caring in Nursing Classics: An Essential Resource. New York: Springer Publishing Company.

 

COURSE SPECIFIC LITERATURE:

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.). Wiley, John & Sons,  Incorporated. ISBN 9780470674260

Leininger, M. & McFarlane, M.R. (2002). Transcultural nursing: Concepts, theories,         

           reearch,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.

 

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

 

 

COURSE POLICIES & GUIDELINES

1.     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.

2.     Students are expected to follow the College of Nursing Philosophy (http://nursing.fau.edu/index.php?main=1&nav=635) and the College of Nursing Professional Statement (http://nursing.fau.edu/index.php?main=3&nav=830) [also found at the end of this document].

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

4.     The course requires active participation via Blackboard. The student is expected to become familiar with Blackboard and have the necessary and appropriate computer technology before the course begins.

5.     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 classroom and group participation, threaded discussions and assignments, individual contribution to group collaboration 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. Arriving late to class and/or leaving early from class will be recorded as an absence.

a.      Comportment: As this course is about professional development, students are expected to role model professionalism and comportment. Please pay attention to how you dress for this class. Business casual dress is highly recommended.

6.     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.

7.     Assignments: All assignments 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 final assignment grade is reduced by 5 points. 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 73% 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.

8.     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.

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

a.      Between Friday 4:00 p.m. and Monday 9:00 a.m.

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

10. 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:

a.      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’.

b.      Do not put message in all capital letters or use bolded letters (this is the e-mail equivalent of yelling and screaming).

c.      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.

                                                    i.     In fact, 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. And you won’t lose it.

d.      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.

e.      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. The faculty will not respond to email from a non- FAU email address.

f.       Students are encouraged to read/review the College of Nursing’s Social Media Policy in the BSN Handbook http://nursing.fau.edu/index.php?main=3&nav=966.

11. 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 will be asked to leave the class and points will be deducted from final grade.

12. 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.


 

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

 

Creating caring, safe, & healthy work environments

Week #,

Date, Group

Unit

Assignments

Critical Dates

Each week, one group will start the class by relating the key points that came from the reading of the previous week. This brief review will take no more than 5 minutes.

Week 1

8/18

30 minutes: NUR4860C overview with focus on creating nursing teams and healthcare systems for quality, safety, and excellence

 

Assignment of 8 groups of 10 students

 

30 minutes: Introduction to IPE

Dr. Jo Ann M. Bamdas, PhD

Director, Interprofessional Education & Transitioning Owls

Office of the Provost

 

Read:

·        Chinn, chapter 6

·        Grossman & Valilga, chapter 10

Discussion board:

  1. Group members are to rotate starting the ‘checking in’.
  2. Respond to Chinn, p. 50, first bullet
  3. Respond to G & V – how do you define ‘excellence’ and what goes into something being called ‘excellent’?

 

Reflective Journal 1

 

(‘C’ component) Reflect on the FAU College of Nursing Convocation ceremony:

·        What does this gathering of nurses mean to you? What does it mean for the profession and the discipline of nursing?

·        What were the key messages from Dr. Sherwood’s presentation that relate to this course and to YOU? Give examples from your clinical experiences to-date that take on new meaning as a result of listening to her comments?

 

 

 

 

 

Posting is due, Friday, 8/21; response to one group member due by Sunday, 8/23

23:59 p.m.

 

 

 

 

 

Reflective Journal - Posting is due, Sunday, Aug. 30

11:59 p.m.;

no response to group member required for this discussion board

 

Week 2

8/25

GROUP 1

·        US healthcare policy & implications for nurses

·        Types of leaders

1.      Theories

a.      Ray’s Theory of Bureaucratic Caring

b.      Boykin & Schoenhofer

c.      Watson

d.      Rogers

e.      M. Newman

f.       R. Parse

g.      M. Smith

2.      Leadership styles

3.      Power & influence

4.      Leadership versus management

5.      Management styles

View:

PPP on Public Policy and Healthcare Delivery

Read:

·        Johns, C. (2004). Becoming a transformational leader through reflection. Reflections on Nursing Leadership, 30(2), 24-26.

·        Chinn, chapters 1, 2, 3

o   Discussion Board:

o   How can Johns’ article help with Peace & Power reflections journal and developing your role as a servant and complexity leader?

o   Reflective Journal Blog part 1

o   Chinn p. 7 – bullet 2; p. 14 – bullets 1, 2; p. 21 – bullets 2, 3 (refer to the group you belong to in this course)

 

·        View ppp on Ray’s Theory of Bureaucratic Caring;

Read:

·        Turkel, M. (2007). Dr. Marilyn Ray’s theory of bureaucratic caring. International Journal for Human Caring, 11(4), 57-67.

o   What are the major concepts in this theory?

o   What are the major assumptions in this theory?

o   What are the theoretical assertions of the Holographic Theory of Bureaucratic Caring

o   What are the economic/political implications of this theory?

o   What is the theory’s relevance to healthcare, nursing administration and nursing practice?

·        What leadership styles are addressed in the ATI materials?

Reflective Journal Blog part 2

Look around you during your clinical rotations this week and SEE an example of leadership and another example of management in your unit. 

·        Describe it. How is it different from nurse management?

·        How did the staff nurses respond to it?

·        Is there anything you would change? Why?

 

[Course Objective 1, 8]

 

 

 

 

 

1st posting

due

Friday, 8/28, 23:59;

2nd due by Sunday, 8/30

23:59 p.m.

 

Sunday, 8/30

23:59 p.m.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1st posting

due Sunday, 8/30

23:59 p.m.

 

Week 3

9/1

GROUP 2

Start to evaluate and analyze your units: Please see ‘Evaluation and Analysis of Your Units’

This is a project the group will work on throughout the semester and based upon what we are discussing in the course week-to-week.

course objectives 1 - 8

Read:

·        Chinn chapters 4, 5

o   Discussion board: p. 30 bullets 2, 3; p. 42 bullets 1, 3

·        G & V chapter 1;

·        G&V, chapter 1

·        ATI materials on types of healthcare delivery

Blackboard Discussion:

 

Look around you during your clinical rotations this week and SEE whether there is a nursing theory in place. 

·        Describe the nursing behaviors you observe and relate them to a caring theory of Nursing. 

·        Observe and describe the evidence of power / influence. 

 

 

 

 

 

1st posting

due

Friday, 9/4, 23:59;

2nd due by Sunday, 9/6

23:59 p.m.

Week 4

9/8

GROUP 3

Framework for nursing leadership and management

Professionalism of nursing, leadership & management roles Characteristics, similarities /differences in nursing practice:

1.      Theories of management, organizational theory

2.      Theories of human behavior specifically related to leadership & management.

3.      Organizational structure / levels of management in health care settings

4.      Total quality management / best practices in nursing care

5.      Holistic nursing management

Read:

·        G&V, chapter 2

·        G&V, p. 104-105 Footprints

Blackboard Discussion: Reflective Journal 4

·        How does chapter 2 support your group’s thinking about your unit?

 

 

 

 

1st posting

due

Friday, 9/11, 23:59;

2nd due by Sunday, 9/13

23:59 p.m.

Week 5

9/15

IPE

IPE or HeartMath

Virtual Unit

Watch video: The Velveteen Rabbit https://www.youtube.com/watch?v=M_m054tLKvs

BlackBoard Discussion: Reflective Journal 5

How does the story of Velveteen Rabbit relate to

·        The key messages in IOM . The future of nursing: Leading change, advancing health

·        Look around you during your clinical rotations this week and SEE an example of the kind of caring described in the Velveteen Rabbit.

 

 

 

 

1st posting

due

Friday, 9/18, 23:59;

2nd due by Sunday, 9/20

23:59

Week 6

9/22

GROUP 4

Communication, conflict resolution; problem-solving

1.      Interpersonal / inter-group

2.      Conflict resolution / management

3.      Giving / receiving feedback

4.      Written, non-verbal

Team Building

Read:

·        G&V, chapter 7

·        Chinn. Chapter 10

BlackBoard Discussion: Reflective Journal 7

Talk to your nurse colleagues about their experience with change. 

·        What kind of change did they struggle with and what kind was easier to accept?

·        How did they respond? What helped them? What made it harder?

·        When there was conflict, how did they manage it?

 

 

1st posting

due

Friday, 9/25 23:59;

2nd due by Sunday, 9/27

23:59

Week 7

9/29

IPE

IPE or HeartMath

Virtual Unit

Read:

·        G&V chapter 4

·        BlackBoard Discussion: Reflective Journal 6

In your clinical experience this week, observe and reflect on the degree to which the clinicians, nurses, NPs, physicians, and CNAs conduct their practice in a holistic way. 

Select a nursing situation & tell the story of each professional interaction with the patient in a way that compares & contrasts different approaches and how the patient responded.

 

 

Week 8

10/6

GROUP 7

5.       

·         

 

 

 

1st posting

due

Friday, 10/9 23:59;

2nd due by Sunday, 10/11

23:59

Week 9

10/13

IPE

IPE or HeartMath

Virtual Unit

BlackBoard Discussion: Reflective Journal 8

Using Chinn’s list on p. 92.

Select one affirmation from the suggested list.  For one day, keep repeating this affirmation over and over.

·        At the end of the day, reflect on how you felt as you repeated it throughout the day. Describe your experience.

·        Did you sense any difference in how you approached the day, or how you felt throughout the day?

·        How might this relate to Christopher Johns’ reflective practice?

 

1st posting

due

Friday, 10/16 by 23:59;

2nd due by Sunday, 10/18

23:59

Week 10

10/20

IPE

IPE or HeartMath

Virtual Unit

Read:

Fernandez, R., Johnson, M., Tran, D.T., & Miranda, C. (2012). Models of care in nursing: A systematic review. Int J Evid Based Healthc, 10, 324-337.

McCrae, N. (2012). Whither nursing models? The value of nursing theory in the context of evidence-based practice and multidisciplinary health care. Journal of Advanced Nursing, 68(1), 222-229.

Duffield, C., Roche, M., Diers, D., Catling- Paull, C., & Blay, N. (2010). Staffing, skill mix and the model of care. Journal of Clinical Nursing, 19, 2242–2251.

No reflective journal this week

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 11

10/27

GROUP 8

Functions of leaders / managers: Organizing patient care

1.      Traditional modes of organizing patient care

2.      Disease management

3.      Factors influencing staffing and assignments: Acuity, skill mix, expertise

4.      Differentiated nursing practice

5.      Selecting the optimum mode of organizing patient care

BlackBoard Discussion: Reflective Journal

Observe and reflect on your clinical experience:

What are the barriers to optimizing the staffing

·        Skill mix?

·        Patient: nurse ratio?

·        Rate of turnover?

·        Awareness of new evidence about common practices?

·        Scheduling conflicts?

1st posting

due

Friday, 10/30 by 23:59;

2nd due by Sunday 11/1

By 23:59 p.m.

Week 12

11/3

Functions of leaders / managers: Staffing needs & scheduling policies

1.      Staffing and scheduling options

2.      Workload measurement tools

3.      The relationship between nursing care hours, staffing mix, & quality of care

4.      Fiscal & ethical accountability for staffing

5.      Developing staffing / scheduling policies

Delegation

·        Delegating effectively

·        Common delegation errors

·        Delegation as a functions of professional nursing

Recruiting

Performance appraisal

·        Accuracy / fairness

·        Performance appraisal tools

·        Performance mgmt

·        Performance appraisal as coaching / mentoring technique

Read:

G&V, chapter 6, 8 & 9

BlackBoard Discussion: Reflective Journal

In your clinical experience this week, observe and describe how the workload is determined for each nurse? 

Describe the effect that the staffing decisions have on the individual nurses? 

Is the unit a “healthy work environment?”

Have you observed “floating” nurses? How do they accept this requirement to float?

 

 

1st posting

due

Friday, 11/6,  by 23:59;

2nd due by Sunday, 11/18 by 23:59

Week 14

11/10

Quality improvement & QI opportunities in group “Units”

Shaping a preferred future for nursing

Developing self as a leader throughout one’s career

In-class groups will identify potential QI project for your unit that impacts fiscal responsibility (demonstrates how Nursing impacts quality of care and practice). Be specific (hint, hint: consider what you’re using in evidence-based practice this semester).).

BlackBoard Discussion: Reflective Journal

Reflect on your clinical experiences to date. Have you observed or have other nurses shared with you, things which could be done better? 

·        Identify the problem

·        Who are the stakeholders?

·        How would you, as nurse leader, make a decision about how to make a change?

·        What kind of barrier(s) would need to be overcome?

·        Who would be allies in promoting this change?

1st posting

due

Friday, 11/13 by 23:59;

2nd due by Sunday, 11/15 by 23:59

Week 15

11/17

IPE

IPE

 

Virtual unit poster & presentation by 4 groups, 10 minutes each (those who are not in IPE)

Group to collaborate to determine for the virtual unit:

·        Number of patients (beds?)

·        Staffing requirements

·        Recruiting strategy

 

Complete and submit the “Peer performance evaluation tool” for your group’s virtual unit.

 

 

 

 

 

 

Due by Wednesday 11/18 by 23:59

Week 16

11/24

Virtual unit poster & presentation by 4 groups, 10 minutes each

 

 


 

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.'