Summer 2020

NURS 7302-001 Theoretical Foundations for Leadership in Complex Adaptive 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

Welcome to SU 2020 NURS 7302 Theoretical Foundations for Leadership in Complex Adaptive Systems.Complete the readings and learning resources found in Canvas under Module 1,Week 1 Complexity Science and Complex Adaptive Systems: healthcare. Be prepared to participate in class discussion using the Guided Questions for preparation.

 

FACULTY CONTACT INFORMATION

Clarice Golightly-Jenkins, PhD, RN, MSN, CNS
Assistant Professor, Clinical
Office: SoN 2.226
Office phone: 210.567.5989
Office hours by appointment
golightlyjen@uthscsa.edu
 
 
Lark A. Ford, PhD, MA, MSN, RN
Associate Professor, Clinical
Office: SoN 2.626
Office phone: 210.567.0838
Office hours by appointment
Fordl2@uthscsa.edu

COURSE DESCRIPTION

The course focuses on theoretical underpinnings for leadership, complexity science and complex adaptive systems. Individual leadership skill development for transforming healthcare and nursing practice through innovation, change management and quality improvement is highlighted. The course prepares nurses to assume leadership in complex healthcare systems through advanced communication, team building, conflict and board management, decision making and collaborative skills.

CREDIT AND TIME ALLOCATION

Credit Hour Allocation: 3 semester credit hours
Clock Hour Allocation: 3 clock hours class (45 hours class)

PREREQUISITES

Graduate standing

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 and styles that facilitate and pose barriers to effective leadership, team building, conflict and board management, decision-making and collaboration.  (DNP Essentials I, II,VI, VIII; NONPF Competencies: Leadership 1, 2, 3, Health Delivery Systems 1, 2,3, 6, Ethics 1, 2, 3, Independent Practice 1, 2)

 

2.     Evaluate the science of leadership in multiple interprofessional contexts. (DNP Essentials I, II, IV, VI, VIII; NONPF Competencies: Leadership 1, 2, 3, 4, Health Delivery Systems 1, 2, 3, 4, 6, Ethics 1, 2)

 

3.     Analyze consultative models of intra/interprofessional teams for healthcare systems through the lens of complexity leadership science. (DNP Essentials I, II, V,VI, VII, VIII; NONPF Competencies: Leadership 3, 4, 5, 6 Health Delivery Systems1, 2, 3, 4, 6)

 

4.     Promote creative thinking and innovation as solutions for initiating and sustaining change processes to facilitate transformation of the health care delivery systems.(DNP Essentials I, II, V, VI, VIII; NONPF Competencies: Leadership 5, 6, 7,Health Delivery Systems 1, 2, 3, 4, 6, Independent Practice 3a)

 

5.     Analyze leadership tools and decision making models for improvement and transforming healthcare. (DNP Essentials: I, II, V, VI, VII, VIII; NONPF Competencies: Leadership 5, 6, 7, Health Delivery Systems 1, 2, 3, 4, 6, Ethics 1, 2, 3, Independent Practice 3a)

 

6.      Create a leadership framework for evaluating, transforming and sustaining improvement that aligns across micro, meso and macro organizational levels for quality and safety. (DNP Essentials II, VIII; NONPF Competencies: Leadership 3, 4, 5, 7, Health Delivery Systems 1, 2, 3, 4)

 

7.     Using reflective practice, design a plan incorporating systems thinking for personal leadership development. (DNP Essentials I, II, VI, VIII; NONPF Competencies: Leadership 1,3, 4, 5, 6, 7, Health Delivery Systems 1, 3, 7)

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

Online Participation  35%
 
Written Reflective Journal 35%
Reflective Journals are assigned for each overarching module.Students will complete journals before due date stated in Canvas. 
 
Oral Presentation 30%
Students will make an online presentation to peers and faculty through Canvas Conference Tool.

CLASSROOM ATTENDANCE

Attendance in class is an expectation of each student.

WRITTEN ASSIGNMENTS

1. If written assignments are made in a course they are required.
2. Students are expected to submit written work on the scheduled date and time.
3. The student must notify the course coordinator prior to the scheduled due date and time if they are unable to submit the written work as scheduled. Failure to make this notification in advance will result in a "zero" for that written work.
4. If the excuse is accepted as reasonable and necessary, arrangements will be made for an alternative due date and time.
5. Each student is responsible for making sure that he or she has completed the written work prior to submission.
6. Late work will be accepted with consequences as outlined per course syllabi.

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

Developing Your Conflict Competence: A Hands-On Guide for Leaders, Managers, Facilitators,and Teams 
Edition: 1st
Author: Craig E. Runde, Tim A. Flanagan
ISBN:9780470505465

Publication Manual of the American Psychological Association
Edition: 7th
Author: American Psychological Association
ISBN:9781433805615

Flawless Consulting: A Guide to Getting Your Expertise Used
Edition: 3rd
Author: Peter Block
ISBN:9780470620748

Boundary Spanning Leadership: Six Practices for Solving Problems, Driving Innovation, and Transforming Organizations
Edition: 1st 
Author: Chris Ernst, Donna Chrobot-Mason
ISBN:9780071638876

Team Building: Proven Strategies for Improving Team Performance
Edition: 5th
Author:W. Gibb Dyer Jr., Jeffrey H. Dyer, William G. Dyer
ISBN:9781118105139

Systems Thinking For Social Change: A Practical Guide to Solving Complex Problems, Avoiding Unintended Consequences, and Achieving Lasting Results
Author: David Peter Stroh
ISBN:978160358580

Decide and Deliver: Five Steps to Breakthrough Performance in Your Organization
Author: Marcia Blenko, Paul Rogers, Michael C. Mankins
ISBN:9781422147573

LEADERSHIP:Theory and Practice
Edition: 8th
Author: Peter G. Northhouse
ISBN:9781506362311

RECOMMENDED (OPTIONAL) TEXT / REFERENCE

Batalden, P., & Foster, T. (2012).Sustainably improving health care. Creatively linking care outcomes, system performance, and professional development. London/New York: Radcliffe Publishing. ISBN 978184619 521 1

Bryson, J. (2018). Strategic planning for public and nonprofit organizations:Jossey-Bass. ISBN 978-0-470-39251-5  ISBN-10: 0470392517.
 
Henriksen K, Battles JB, Keyes MA, et al., editors. Rockville (MD): Agency for Healthcare Research and Quality (US); 2008 Aug. Minding the Gaps:Creating Resilience in Health Care https://www.ncbi.nlm.nih.gov/books/NBK43670/

Verganti, R. (2009). Design driven innovation. Changing the rules of competition by radically innovating what thins mean. Boston, MA: Harvard Business Press  ISBN 978-1-4221-2482-6

Quinn, R.E. (2012). Deep change field guide. A personal course to discovering the leader within. San Francisco, CA: Jossey-Bass. ISBN 978-1-118-22114-3

CONTENT OUTLINE

Module 1 Complexity Science and Complex Adaptive Systems: Health Care
 Know the Self
 Assessing Leadership for Complex Systems
 
Module 2 Leadership Science
Know the Science
 
Module 3 Creativity, Innovation and Change Management
Know the Systems: Levers
Interprofessional Contexts
Design Driven Innovation / Creativity
Advancing Change in Complex Organizations
 
Module 4 Transformation for Improvement
Know the Tools
Advanced Communication
Conflict Competence
Decision Making
Team Building
Consultative Models
Board Management
 
Module 5 Putting it All Together
Systems Thinking for Change
Integrate Adaptive Leadership Essentials
Create Leadership Plan Aligned Across Boundaries

CALENDAR - 1st Day Only

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

Welcome to SU 2020 NURS 7302 Theoretical Foundations for Leadership in Complex Adaptive Systems.Complete the readings and learning resources found in Canvas under Module 1, Week 1 Complexity Science and Complex Adaptive Systems: Healthcare. Be prepared to participate in class discussion using the Guided Questions for preparation.

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