Spring 2017

NURS 7222-001 Leadership in Complex Healthcare Systems

All students are responsible for checking their UTHSCSA Livemail account regularly (i.e., daily or several times every week) to obtain Official University Communication regarding their courses, program and student status.

COVID-19
Students are expected to follow all policies related to COVID-19 found on the university webpage: https://wp.uthscsa.edu/coronavirus/.

NOTE: Our campus has enabled the CANVAS MOBILE LEARN application. CANVAS tools such as discussions, quizzes or videos May or May NOT function on all mobile devices. This is because mobile devices are available with rapidly changing and different configurations. Hence, students must not depend on only a mobile device to access course materials. Students must have access to a laptop or desktop device to access course materials and complete assignments.

This course is Web Enhanced with 
Please be sure to check the Current Computer Requirements

Please review the course in Canvas prior to the first day of class and complete the pre-class work in Module One

FACULTY CONTACT INFORMATION

COURSE DESCRIPTION

Individual development of leadership skills for the transformation of healthcare and nursing practice is the focus of this course with emphasis on innovation and change. This course prepares nurses to assume leadership in complex healthcare systems through advanced communication, team building, conflict & board management, decision making, and collaborative skills.

CREDIT AND TIME ALLOCATION

Credit Hour Allocation: 2 Semester Credit Hours
Clock Hour Allocation: 2 Clock Hours Class (30 hours class)

PREREQUISITES

NURS 5339 Leadership for Quality, Safety, and Health Policy or equivalent

PROGRAM OUTCOMES

Upon completion of the Doctor of Nursing Practice (DNP) Program students will:

1. Integrate nursing science, ethics, biophysical, psychosocial, analytical, and organizational sources to provide the highest level of specialty nursing practices.
2. Develop, implement, and evaluate healthcare practices in healthcare systems that ensure quality improvement and patient safety.
3. Use analytic methods and evidence based practices to improve practice outcomes and the practice environment.
4. Implement and evaluate ethical healthcare information systems and patient care technology to improve the quality of patient health outcomes and care systems.
5. Advocate for healthcare practices that advance social justice, equity, and ethical policies within all healthcare arenas.
6. Employ interprofessional collaborative teams to improve patient and population health outcomes and healthcare delivery systems.
7. Lead the integration and institutionalization of (evidence based) clinical prevention and population based health guidelines.
8. Use clinical judgment, systems thinking, accountability, and specialized knowledge to design, deliver, and evaluate evidence based, culturally proficient care to improve patient, population, and health systems outcomes.

COURSE OUTCOMES

1. Analyze personal characteristics that facilitate and pose barriers to effective leadership, team building, conflict and board management, decision making and collaboration.
2. Critique effective communication and collaborative skills in the development and implementation of practice models, peer review, practice guidelines, health policy, standards of care and other scholarly products.
3. Apply decision-making models as they relate to innovation and change.
4. Explore opportunities and challenges in leading intra/interprofessional teams in the analysis of complex practice and organizational issues.
5. Evaluate consultative models with intra /interprofessional teams to create change in healthcare and complex healthcare delivery systems.

CLINICAL OUTCOMES

N/A

GRADING SCALE FOR GRADUATE COURSES

A = 4 points (90-100)
B = 3 points (80-89)
C = 2 points (75-79)
D = 1 point (66-74)
F = 0 points (65 or below)

CRITERIA FOR EVALUATION / GRADES

Class Participation  25%

Canvas Participation 25%

Written Reflective Journaling 15%

Written Paper 20%

Oral Presentation 15%

CELL PHONE POLICY

• Respect for classroom and clinical communication processes are necessary for teaching and learning.
• Silence mobile devices / cell phones in classrooms and clinical settings.
• Remove Bluetooth devices prior to entering the classroom and when in ANY clinical setting.
• Failure to do so can / will / may (depending on the faculty) either affect your class participation, clinical or final course grade.
  

APA GUIDELINES

The APA Publication Manual 7th edition is required for use in all nursing school programs. 

SCHOLASTIC DISHONESTY

Students are expected to be above reproach in all scholastic activities. Students who engage in scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and dismissal from the university. "Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, and submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts." Regents Rules and Regulations, Part One, Chapter VI, Section 3, Subsection 3.2, Subdivision 3.22.

PROFESSIONAL CODE OF CONDUCT

Students who are nurses or are preparing to enter the profession of nursing are expected to treat others with respect and compassion. “The principle of respect for persons extends to all individuals with whom the nurse interacts. The nurse maintains compassionate and caring relationships with colleagues and others with a commitment to the fair treatment of individuals, to integrity-preserving compromise and to resolving conflict. This standard of conduct precludes any and all prejudicial actions, any form of harassment or threatening behavior, or disregard for the effects of one’s actions on others” (American Nurses Association Code for Nurses, Interpretive Statement 1.5).

The students, faculty, Department Chairs, Associate Deans, and the Dean of the School of Nursing of the University Texas Health Science Center San Antonio subscribe to the highest standards of conduct. Our aim is professional behavior beyond reproach. Failure to abide by the signed code of professional conduct may lead to suspension and/or permanent dismissal from the UTHSCSA SON. In particular, we subscribe to the provisions of the Code of Ethics for Nurses (http://bit.ly/1mtD5p2) and the following points of conduct.

http://catalog.uthscsa.edu/schoolofnursing/policiesandprocedures/

School of Nursing Netiquette Guidelines for Online Interaction

Netiquette guidelines provide information for behaving properly online, when using email, tweets or texts so that you may successfully communicate your thoughts in a manner that is respectful and avoids misunderstandings with others.

• Be courteous about what you say to or about others in any electronic format. In electronic communication the golden rule is "Remember the Human." Remember there is a real person with real feelings on the receiving end of your email or post.
• Be respectful and open to opinions and ideas that differ from yours. The exchange of diverse thoughts, ideas and opinions are an important part of the scholarly environment. Keep in mind that the people in your classes may come from different backgrounds and have views that may vary significantly from your own.
• Flaming (defined as posting of messages that are deliberately hostile and insulting in an online social context) is never appropriate. While everyone (learners and instructors alike) is encouraged to share ideas and opinions openly, you should never use insults or resort to name-calling even if you disagree strongly with what someone else has written.
• When responding to messages or posts made by others, address the ideas, not the person.
• It’s often best to avoid using sarcasm and humor online. Without social cues, such as facial expressions and body language, a remark meant as humorous could come across hurtful or offensive. Keep in mind that ‘emoticons’ (such as J) may not convey your tone or intent.
• Capitalizing whole words is generally seen as SHOUTING and is difficult for most people to read. Use all capital letters sparingly, such as to highlight an important word or point.
• Think and reread what you’ve written before you post! Make sure that what you’ve written makes sense (is clear and to the point).
• Remember you are responsible for the content you communicate on CANVAS. What you write represents you, so use appropriate language. Remember that all writing should be professional, consisting of complete sentences, and free of grammatical and spelling errors.
• Be aware that distributing copyrighted materials, such as articles and images, is illegal. Most of the materials on the Internet are copyrighted. The only time it’s ok to distribute materials from the Internet is when you are sure those materials are "fair use." To be safe, if you want to share materials with classmates and/or your instructor, share the web link or URL only.
• To avoid plagiarism, make sure you properly cite all source materials. All materials should be cited unless you are the author of the content.
• Protect your privileges in online communication (avoid posting spam or emailing chain letters).

ADA ACCOMMODATIONS

Any student seeking reasonable accommodations through the Americans with Disabilities Act (ADA) should contact either the Associate Dean for Admissions and Student Services within the first week of the semester or schedule a meeting with the UTHSCSA ADA Compliance Office so that appropriate accommodations may be arranged. A request for accommodations (Form ADA-100: http://uthscsa.edu/eeo/form100-Faculty-student-resident.pdf) must be completed and submitted to the Executive Director of the ADA Compliance Office before accommodations can be provided. Additional information can be provided in the Student Success Center, Room 1.118 or through the ADA Compliance Office website: http://uthscsa.edu/eeo/request.asp.

REQUIRED TEXT / REFERENCE

Blenko, M.W., Mankins, M.C. & Rogers, P. (2010). Decide and deliver: 5 steps to breakthrough performance in your organization. Boston, MA: Harvard Business Review Press, Bain & Company
ISBN 9781422147573

Bowen, W.G. (2008). The board book: An insider’s guide for directors and trustees. New York, NY: W.W. Norton
ISBN 9780393066456

Ernst, C. & Chrobot-Mason, D. (2011). Boundary spanning leadership: Six practices for solving problems, driving innovation, and transforming organizations. United States of America: McGraw-Hill
ISBN 9780071638876

King, S, Altman, D. & Lee, R. ( 2011) Discovering the leader in you: How to realize your leadership potential. San Francisco, CA Jossey-Bass
ISBN# 9780470498880

King, S, Altman, D. & Lee, R. ( 2011) Discovering the leader in you: Workbook San Francisco, CA Jossey-Bass
ISBN 9780470605318


Patterson, K. Grenny, J., McMillan, R. & Switzler, A. (2012). Crucial conversations: Tools for talking when stakes are high. United States of America: McGraw-Hill
ISBN 9780071401946

Patterson, K. Grenny, J., McMillan, R. & Switzler, A. (2005). Crucial confrontations: Tools for resolving broken promises, violated expectations, and bad behavior. United States of America: McGraw-Hill
ISBN 9780071446524

CONTENT OUTLINE

Week 1     Introduction & Welcome
Jan 12        Module 1: Leadership-Self (Part 1)
                 Self-Assessment (MBTI & FIRO-B)

Week 2     Module 2: Leadership-Self (Part 2)
Jan 19        Self-Assessment (MBTI & FIRO-B)

Week 3     Canvas
Jan 26        Module 3: Discovering the Leader in You (Part 1)

Week 4     Canvas
Feb 2         Module 4: Discovering the Leader in You (Part 2)

Week 5     Module 5: Leadership (Boundary Spanning Leadership)
Feb 9         What it is/Boundaries

Week 6     Canvas
Feb 16       Module 6: Leadership (Boundary Spanning Leadership)
                 Strategies/Why/Nexus Model

Week 7      Module 7: Communication (Crucial Conversations)
Feb 23

Week 8      Canvas
March 2       Module 8: (Crucial Confrontations)

                     
Week 9      Canvas
March 9      Module 9: Decision-Making (Part 1)

             Spring Break March

Week 10    Canvas
March 23     Module 10: Decision-Making (Part 2)

Week 11     Module 11: Intra and Interprofessional Teams (Boards) 
March 30

Week 12    Canvas
April 6         Module 12: Intra and Interporfessional Board       Management and Conflict Management 

Week 13    Module 13: Consultation and Team Building
April 13

Week 14     Canvas
April 20        Module 14: Putting It All Together
                   Discussion regarding Written Papers

Week 15    Module 15: Oral Presentations
April 27

CALENDAR - 1st Day Only

Please check the schedule for recent updates on Class Dates & Room.

Please review the course in Canvas and complete the assignment in Module One.  

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