Spring 2021

NURS 7222-ONLI 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 WebCT icon
Please be sure to check the Current Computer Requirements

Online Synchronous Class via Canvas Conference Saturday, January 16 and Sunday, January 17, 2021 at 9:00 - 11:50 AM

FACULTY CONTACT INFORMATION

Clarice Golightly-Jenkins, PhD RN MSN CNS
Assistant Professor, Clinical
School of Nursing
Phone: 210-567-5898
Office hours: by appointment
Email: golightlyjen@uthscsa.edu

Gretchel Gealogo Brown, PhD RN MSN MHR
Assistant Professor, Clinical                                             
School of Nursing                                                             
Phone: 210-450-8474                                                     
Office hours: by appointment                                       
Email: gealogo@uthscsa.edu

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

ONLINE Synchronous Class Attendance and Participation 35%

Reflection Journal 35%

Oral Presentation 30% 

 

GradingCriteria
1. Synchronous Class Attendance and Participation:Students are required to attend Synchronous classes prepared to participate in class discussions, share insight from the readings, and demonstrate integration of course content with professional practice. Students are expected to progressively develop professional voice as skill and ability toward leader competency.

2. Consistently engaged online participation is paramount to gaining the full benefit of the content. . Students are expected to contribute to online discussion in a scholarly manner, using literature to support statements. Supporting literature must be referenced with APA 7th ed. standards. Students are expected to share insights from the readings and learning resources integrated with practice experience, challenging the readings or practice where there seems to be incongruence. It is an expectation that postings will be grammatically correct with minimal typographical errors.

Grading Rubric and Criteria for Discussion Board Forums, Reflection Journals, Team Conferences and Oral Presentations are provided in Canvas

3. Submissions less than or equal to one day late will be given a 50% beginning deduction prior to grading criteria being applied. Submissions more than one day late will not be accepted.



CELL PHONE POLICY

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.

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

Adner, R. (2012).  The Wide Lens: A New Strategy for Innovation.London; Penguin Books
ISBN 9781591844600

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


Block, Peter. (2011). Flawless Consulting: A Guide to Getting your Expertise Used. San Francisco: Wiley. ISBN 9780470620748


Crowell, D., Boynton, B.  (2020).  Complexity Leadership: Nursing's Role in Health Care Delivery. Philadelphia, PA: F.A.Davis Company. ISBN-13: 978-0-8036-9906-9


Dyer, G. W. (2013). Team Building; Proven Strategies for Improving Team Performance.San Francisco, CA: Wiley. ISBN 9781118105139


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


Heifetz, R. A., & Linsky, M. (2017). Leadership on the line: staying alive through the dangers of change. Boston, MA: Harvard Business Review Press. ISBN 9781633692831


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

Runde, C.E., & Flanagan, T.A. (2010). Developing your conflict competence:A hands-on guide for leaders, managers, facilitators, and teams. San Francisco,CA: Jossey-Bass.
ISBN 780470505465


Stroh, D. (2015). Systems thinking for social change. Whiteriver Junction:Chelsea Green Publishing. ISBN 9781603585804


Trower, C. A. (2013). The practitioner’s guide to governance as leadership. San Francisco: John Wiley& Sons. ISBN 978111810987

RECOMMENDED (OPTIONAL) TEXT / REFERENCE

Rogers, Michael. (2017).You Are the team. Create Space Publishing.

Stone, D., Patton, B., & Heen, S. (1999). Difficult conversations: How to discuss what matters most. New York, NY: Penguin Books. ISBN 9780140288520

CONTENT OUTLINE

Module 1 - Executive leadership for complex situations

Inventories of leadership style
Self-Reflection

 

Module 2 - Tools for executive leadership

Advanced communication
Conflict management
Decision making model
Facilitating design driven innovation
Systems thinking for change
Board management
Team building

 

Module 3 - Putting it all together 

Consultative models
Adaptive leadership



CALENDAR - 1st Day Only

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

Online Synchronous Class via Canvas Conference Saturday, January 16 and Sunday, January 17, 2021 at 9:00 - 11:50 AM

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