Teaching Strategies For:
Leadership in Nursing Practice: Current Trends in Healthcare Today
Module 7 of 9 in Time-shortened RN to BS Program
Course Description and Overview:
Baccalaureate prepared nurses must view themselves as leaders. This course emphasizes nurses as leaders from the bedside to the C-suite and beyond. Students will explore the role of nurses as leaders in professional nursing with a view toward current trends and issues within this role and healthcare today. Concepts of Leadership vs. Management styles are examined in relation to conflict, interdisciplinary collaboration, change and innovation, fiscal responsibility, and ethical behavior in healthcare. Concepts of quality and safety competencies and healthcare excellence will serve as exemplars as students discover and observe leadership and group process utilizing their current clinical settings. Through reading assignments, lecture, journaling, in class discussions and on-line discussions with peers and facilitator: students will begin to recognize and articulate qualities of leadership. It is expected that students will devote at least 10 hours weekly to preparation for class assignments. Students will immediately apply what is learned through purposeful observation in their everyday clinical setting with additional experience designated for several nurse leader mentorship and group process observational experiences. Students will explore websites and conduct literature searches to support group work and presentations demonstrating the role of baccalaureate prepared nurse as leader. Student will also select a non-nursing management or leadership book and present this book on the last day of class with relevance to nursing leadership skills that they have learned.
Course Outcomes- Students will be able to:
1. Understand trends in healthcare and appreciate quality and safety integration for healthcare excellence. (Cognitive, Affective)
2. Evaluate and articulate the principles of leadership and compare and contrast with the management roles both inside and outside of nursing. (Cognitive, Psychomotor)
3. Apply the concept of conflict management and negotiation and employ leadership and management skills in the resolution of conflict. (Cognitive, Psychomotor)
4. Begin to use, analyze, interpret, and demonstrate the value of evidence based practice to become consumers of research and appreciate characteristics of life-long learners. (Cognitive, Affective Psychomotor)
5. Discuss the various theories and role of change theory in nursing leadership. Explore change in the clinical setting and components of change theory in use by observed mentors. (Cognitive Psychomotor)
6. Internalize the value and importance of interdisciplinary collaboration with participation in group process and change theory in the clinical setting. (Cognitive, Affective Psychomotor)
7. Demonstrate and foster life-long learning and a spirit of inquiry in themselves and others charged to them. (Psychomotor Affective)
8. Identify the concepts of fiscal responsibility in today’s healthcare. (Cognitive)
9. Observe and develop professional and ethical behaviors as they holistically manage others and patients in their care. (Cognitive Affective)
10. Identify and analyze the ways in which technology and application of informatics can assist with the collection of data for analysis and auditing of changes in the clinical setting. (Cognitive)
Week 7.1 – Leadership vs Management and Conflict Resolution
Two concepts will be explored this week including leadership vs. management and the professional nurse, and conflict resolution with considerations for each concept in today’s healthcare climate. Students will be explore the professional roles of nurses in leadership and management and theories of management and leadership will be studied. Emphasis will be placed on leadership at all levels from the bedside to the C-suite in healthcare today. Conflict management skills and the responsibility of the BS prepared nurse to be a voice for patients in their care as well as healthcare staff in their employ will be examined. Discussion, journals and activities in class and online will facilitate students comprehensive understanding of these roles and responsibilities in order to prepare for the experiences provided in clinical observation. Clinical will facilitate learning by increasing awareness of management, leadership, and conflict situations.
Classroom
End-of-class outcomes– The student will:
1. Define and articulate the principles of leadership and compare and contrast with management principles used in nursing. (Cognitive, Psychomotor)(EOCO 2)(Remember, Analyze)
2. Discuss and differentiate leadership and management theories including: Transactional, Transformational. Situational, Laissez-fair, authoritarian and democratic management styles. (Affective) (EOCO 2,5,6,7,9)(Understand, Analyze)
3. Define own conflict resolution style and inventory other useful methods and when to employ them.(Cognitive) (EOCO 3,6,9)(Analyze, Evaluate)
4. Explore the concept of conflict management and apply leadership and management skills in the resolution of conflict. (Cognitive, Psychomotor) (EOCO 3,6,9)(Apply, Create)
5. Identify the phenomenon of horizontal violence and demonstrate skills to dissuade this behavior. (Cognitive, Psychomotor) (EOCO 2,3,6,9)(Remember, Apply)
Clinical
End-of – clinical outcomes– The student will be able to:
The following pages describe four specific Teaching Strategies as follows:
Leadership vs Management
All strategies listed then one strategy further developed
Classroom- Moving Video- “What is Leadership”
Clinical- Clinical Purposeful Observation
Conflict Management and Resolution
All strategies listed the one strategy further developed
Classroom- Six Hats role play exercise with scenarios for conflict resolution.
Clinical-Journaling
Leadership vs Management
Classroom
· Students must complete pre-class reading assignments that include readings from the textbook and multiple assigned scholarly articles. (Outcomes 1&2)
· Theories of Leadership will be reviewed in a lecture/PowerPoint followed by class discussion. (Outcomes 1&2)
· Class activities will include a moving video “What is Leadership” followed by class discussion. (Outcomes 1&2)
https://www.youtube.com/watch?v=pYKH2uSax8U
· Students will form into small groups and create a short presentation on professional roles in nursing or management vs leadership styles covered in the reading assignments. (Outcomes 1&2)
Leadership in Nursing Practice: Current Trends in Healthcare Today
Module 7 of 9 in Time-shortened RN to BS Program
Course Description and Overview:
Baccalaureate prepared nurses must view themselves as leaders. This course emphasizes nurses as leaders from the bedside to the C-suite and beyond. Students will explore the role of nurses as leaders in professional nursing with a view toward current trends and issues within this role and healthcare today. Concepts of Leadership vs. Management styles are examined in relation to conflict, interdisciplinary collaboration, change and innovation, fiscal responsibility, and ethical behavior in healthcare. Concepts of quality and safety competencies and healthcare excellence will serve as exemplars as students discover and observe leadership and group process utilizing their current clinical settings. Through reading assignments, lecture, journaling, in class discussions and on-line discussions with peers and facilitator: students will begin to recognize and articulate qualities of leadership. It is expected that students will devote at least 10 hours weekly to preparation for class assignments. Students will immediately apply what is learned through purposeful observation in their everyday clinical setting with additional experience designated for several nurse leader mentorship and group process observational experiences. Students will explore websites and conduct literature searches to support group work and presentations demonstrating the role of baccalaureate prepared nurse as leader. Student will also select a non-nursing management or leadership book and present this book on the last day of class with relevance to nursing leadership skills that they have learned.
Course Outcomes- Students will be able to:
1. Understand trends in healthcare and appreciate quality and safety integration for healthcare excellence. (Cognitive, Affective)
2. Evaluate and articulate the principles of leadership and compare and contrast with the management roles both inside and outside of nursing. (Cognitive, Psychomotor)
3. Apply the concept of conflict management and negotiation and employ leadership and management skills in the resolution of conflict. (Cognitive, Psychomotor)
4. Begin to use, analyze, interpret, and demonstrate the value of evidence based practice to become consumers of research and appreciate characteristics of life-long learners. (Cognitive, Affective Psychomotor)
5. Discuss the various theories and role of change theory in nursing leadership. Explore change in the clinical setting and components of change theory in use by observed mentors. (Cognitive Psychomotor)
6. Internalize the value and importance of interdisciplinary collaboration with participation in group process and change theory in the clinical setting. (Cognitive, Affective Psychomotor)
7. Demonstrate and foster life-long learning and a spirit of inquiry in themselves and others charged to them. (Psychomotor Affective)
8. Identify the concepts of fiscal responsibility in today’s healthcare. (Cognitive)
9. Observe and develop professional and ethical behaviors as they holistically manage others and patients in their care. (Cognitive Affective)
10. Identify and analyze the ways in which technology and application of informatics can assist with the collection of data for analysis and auditing of changes in the clinical setting. (Cognitive)
Week 7.1 – Leadership vs Management and Conflict Resolution
Two concepts will be explored this week including leadership vs. management and the professional nurse, and conflict resolution with considerations for each concept in today’s healthcare climate. Students will be explore the professional roles of nurses in leadership and management and theories of management and leadership will be studied. Emphasis will be placed on leadership at all levels from the bedside to the C-suite in healthcare today. Conflict management skills and the responsibility of the BS prepared nurse to be a voice for patients in their care as well as healthcare staff in their employ will be examined. Discussion, journals and activities in class and online will facilitate students comprehensive understanding of these roles and responsibilities in order to prepare for the experiences provided in clinical observation. Clinical will facilitate learning by increasing awareness of management, leadership, and conflict situations.
Classroom
End-of-class outcomes– The student will:
1. Define and articulate the principles of leadership and compare and contrast with management principles used in nursing. (Cognitive, Psychomotor)(EOCO 2)(Remember, Analyze)
2. Discuss and differentiate leadership and management theories including: Transactional, Transformational. Situational, Laissez-fair, authoritarian and democratic management styles. (Affective) (EOCO 2,5,6,7,9)(Understand, Analyze)
3. Define own conflict resolution style and inventory other useful methods and when to employ them.(Cognitive) (EOCO 3,6,9)(Analyze, Evaluate)
4. Explore the concept of conflict management and apply leadership and management skills in the resolution of conflict. (Cognitive, Psychomotor) (EOCO 3,6,9)(Apply, Create)
5. Identify the phenomenon of horizontal violence and demonstrate skills to dissuade this behavior. (Cognitive, Psychomotor) (EOCO 2,3,6,9)(Remember, Apply)
Clinical
End-of – clinical outcomes– The student will be able to:
- Analyze the role of nurse leader at the bedside in promoting quality and safety in everyday clinical situations. (Cognitive)(EOCO 1,6,9)(Remember, Analyze)
- Evaluates leadership and management skills in themselves and in others. (Cognitive) (EOCO 2,3,4,5,6,9)(Evaluate)
- Discuss leadership skills in conflict management from observation as real life experience in discussion questions. (Affective) (EOCO 2,3,6)(Remember, Analyze)
- Reflect on observations of management and leadership styles and conflict in clinical situations and document them through journaling. (Psychomotor, Affective) (EOCO 2,3,4,5,6,7,9)(Create)
The following pages describe four specific Teaching Strategies as follows:
Leadership vs Management
All strategies listed then one strategy further developed
Classroom- Moving Video- “What is Leadership”
Clinical- Clinical Purposeful Observation
Conflict Management and Resolution
All strategies listed the one strategy further developed
Classroom- Six Hats role play exercise with scenarios for conflict resolution.
Clinical-Journaling
Leadership vs Management
Classroom
· Students must complete pre-class reading assignments that include readings from the textbook and multiple assigned scholarly articles. (Outcomes 1&2)
· Theories of Leadership will be reviewed in a lecture/PowerPoint followed by class discussion. (Outcomes 1&2)
· Class activities will include a moving video “What is Leadership” followed by class discussion. (Outcomes 1&2)
https://www.youtube.com/watch?v=pYKH2uSax8U
· Students will form into small groups and create a short presentation on professional roles in nursing or management vs leadership styles covered in the reading assignments. (Outcomes 1&2)
Leadership vs Management:
Clinical
· Students must complete pre-class reading assignments that include multiple scholarly articles.
· Clinical purposeful observation- In your place of employment begin to become aware of management and leadership styles that surround you. Is there evidence of leadership theory in use? How is leadership organized within your clinical setting? Are there any organizational changes in leadership that have occurred because of changes occurring in healthcare such as the Affordable Care Act, quality or safety initiatives in your setting?
· Write about this in the Discussion question online this week prior to next class. Cite 2 sources.
Clinical
· Students must complete pre-class reading assignments that include multiple scholarly articles.
· Clinical purposeful observation- In your place of employment begin to become aware of management and leadership styles that surround you. Is there evidence of leadership theory in use? How is leadership organized within your clinical setting? Are there any organizational changes in leadership that have occurred because of changes occurring in healthcare such as the Affordable Care Act, quality or safety initiatives in your setting?
· Write about this in the Discussion question online this week prior to next class. Cite 2 sources.
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Conflict Resolution
Classroom
· Students must complete pre-class reading assignments that include readings from the textbook and multiple scholarly articles.
· Complete and discuss the THOMAS KILMAN CONFLICT MODE INSTRUMENT
http://lnu.se/polopoly_fs/1.88249!thomas-kilman- conflict%20english%20original.pdf
· Group discussion on the phenomenon of horizontal violence.
· Role play exercise with scenarios for conflict resolution.
Classroom
· Students must complete pre-class reading assignments that include readings from the textbook and multiple scholarly articles.
· Complete and discuss the THOMAS KILMAN CONFLICT MODE INSTRUMENT
http://lnu.se/polopoly_fs/1.88249!thomas-kilman- conflict%20english%20original.pdf
· Group discussion on the phenomenon of horizontal violence.
· Role play exercise with scenarios for conflict resolution.
Conflict Resolution:
Clinical-
· Students must complete pre-clinical reading assignments that include readings from the textbook and multiple articles.
· In your place of employment begin to become aware of situational conflict and how you handled it. What could you have done better? What did you do well?
· Journal post- Write about one example of when you handled conflict or horizontal violence. What would you do differently now that you have done some reading on conflict resolution? Use authentic observations from your clinical site. Cite 2 sources.
Clinical-
· Students must complete pre-clinical reading assignments that include readings from the textbook and multiple articles.
· In your place of employment begin to become aware of situational conflict and how you handled it. What could you have done better? What did you do well?
· Journal post- Write about one example of when you handled conflict or horizontal violence. What would you do differently now that you have done some reading on conflict resolution? Use authentic observations from your clinical site. Cite 2 sources.